Two for the Road
Creating a collaborative umbrella for singers and musicians as they smooth the verbal highway to each otherâs musical understanding
A workshop designed for jazz vocalists, actors who sing, and other artists of the spoken word. To help vocalists work together confidently within a common language with musicians is the key.
- Essential Musical Terms for Singers
- Improving Scat and Improvisational Phrasing
- Keyboard Harmony for Singers
- Knowing your sound and it's strengths
- Approaching the lyric in three ways
- Listening to the greats: What makes them great
- Being sure of Song Form - structure
- 32 bar form, blues and blues with bridge are explored
- The Secret to Simple Arrangements
Ms. Blackstone: âfor the purpose of this class, we are talking about âpersonalâ sound within a small duo, trio or quartet setting. Sound and time can lead you to âexpression,â and in jazz, expression does exist within a certain structure.
There are many sounds in Jazz â smoky, bright, light and airy, crisp and strong, fluid, etc. Letâs take some time to listen to some great jazz singers and their unique vocal sound qualityâ¦then link it to âtimeâ (rhythm) ~ and then to âstructure.ââ
âI am writing to recommend a remarkably gifted educator and artist in the fields of jazz and popular music, Jane Blackstone. She is also an experienced performer having performed in many different venues internationally. She has great sight into jazz and pop styles, and is also effective in developing music appreciation with students having little to no background in music. She is an effective and understanding communicator with great passion and energy that often results in motivating and inspiring people in classes and workshops. Jane Blackstone is a strong, outgoing personality who is cooperative and congenial. She is always well prepared and thorough in her approach to workshops, teaching situations, production activities and performance. She is a consummate professional who freely shares her experience and knowledge with others.â, Associate Director of Music Education, Director of Impact, NYU Steinhardt


Life in the Litter:
âLife in the Litterâ was a temporarily waymarked geocache located in a woodland, close to the Stirling University entrance. The aim of our geocache was to facilitate the teaching and improve the learners understanding of the scientific concepts of biodiversity and habitat. The area was covered in leaf litter and as a result of recent tree cutting; there was an abundance of log piles. This was therefore, an appropriate place-responsive location as our cache was hidden within a log pile that would be home to a variety of invertebrates and the children could see a real-life example of how invertebrates can be conserved and encouraged to live in a particular location.
The aspect of science that our geocache aimed to explore was biodiversity and habitat. The cache sought to provide an opportunity for the learners to actively engage with this scientific concept through an invertebrate survey. The children used a branched key to identify and classify the invertebrates discovered in the leaf litter and log piles, before recording their findings in a survey. These experiential learning opportunities ensured that there was a high-level of engagement, motivation and challenge within the task. The nature of the geocache activity allowed the children to increase their depth of knowledge in the scientific concepts. This was achieved by allowing the learners to explore the issues of biodiversity and habitat for themselves, which enabled them to reach higher levels of knowledge and understanding. The main link of this learning to the Curriculum for Excellence experiences and outcomes is to SCN 2-01a: I can identify and classify examples of living things, past and present, to help me appreciate their diversity. The activity also ties in with the new benchmarks for science through the use of branched keys, classification and habitat rationale.
The final aspect of this geocache addressed âLearning for Sustainabilityâ. The children were asked the question âWhy do we need invertebrates?â This began a discussion that purposefully encouraged learners to consider the importance of invertebrates and the benefits they provide us with. The children were then asked âHow could you encourage more invertebrates to live in your local areaâ, which combined with the geocache location, facilitated a conversation about ways they could conserve invertebrate species and promote their numbers in their local area, whether that be at home or in their school grounds, e.g. bug hotels, log piles.
The sustainable aspect of this geocache is one that could be further explored in future outdoor lessons or back in the classroom to help the children achieve the experience and outcome SCN 2-02a in Curriculum for Excellence (Scotland): I have contributed to the design or conservation of a wildlife area, as the learners could design and build their own habitats to increase the invertebrate population of their local environment. Additionally, the geocache offered a variety of interdisciplinary opportunities, for example the incorporation of a survey allowed the childrenâs numeracy skills to be developed and the sustainability discussions that arose allowed for exploration within the social studies curriculum.
TEmporary Geocache (Waymarked only) . by . Nadine Daly and Holly Ramage


CommonLit delivers high-quality, free instructional materials to support literacy development for students in grades 3-12. Our resources are:
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I use CommonLit all the time when planning my unit and yearly curriculum. Materials are rigorous and relevant in an easy-to-find, teacher-friendly format. I can tell it is a resource written by teachers, which is so important!
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CommonLit offers a unique resource in support of literacy and critical thinking. The wonderful collection of free and accessible texts enables students to explore enduring themes.
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CommonLit serves an immediate need felt by all teachers who are trying to align their instruction to the Common Core Standards...I work with teachers every day who could benefit greatly from this resource.
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Until now, you have been the center of your baby's world and his favorite source of entertainment. But around 7 months babies gain a new awareness of people and objects around them. Babies this age will start reaching for those objects, roll over to get them and start sitting up on their own. Your job is to help them safely explore these new interests and abilities.
Mini Gym Session
Tummy time is still important at this age, but encourage more movement with baby pushups. While baby is on her tummy, stand up and make silly noises or shake a favorite toy to get her to look up and lift her chest off the floor. Put the toy just out of reach on the floor in front of your baby to encourage her to move forward. Sitting unassisted is a major milestone at this age, so help your baby out by providing a safe practice space. Support her with your hands or a pillow, and give her a toy to explore while sitting. Finish with some baby pullups. Help her pull to stand up from sitting, and let her bounce those legs a little before sitting back down. According to KidsHealth.org, these exercises help train baby's muscles and get her ready for future physical milestones.
Your baby is now learning about object permanence, so he's starting to realize that you don't cease to exist when you take a quick bathroom break. Delight him with the magic of peek-a-boo. Hide behind a blanket, wall or behind your menu at dinner. Pop out and say "Boo!" and watch your baby light up at your reappearance. Hide a toy under a bucket or pillow, and encourage him to find it. Even the sometimes tedious game of picking up dropped spoons thrown from the highchair is a learning experience. This concept shows that your baby has reached a new milestone in his cognitive development with his memory and ability to think abstractly.
Talk Show Host
It might still sound like nonsense, but those babbles and coos are your baby's early attempts at communication. She not only responds to the tone of your voice, but she's starting to piece together the way words form sentences. Many babies this age will respond to their names and start to associate words with familiar objects. Engage her in conversation by asking her a question and responding to her "answer." Narrate your day, read to her and emphasize simple words for familiar objects. Ask, "Do you want a ball? There's your ball," as you give her the ball. Pause and wait for her response.
Even food becomes a game at this age as your baby starts to try and feed himself. At 7 months, babies will grab food with the fist and sometimes shove it toward their mouths. Parents.com suggests letting your baby practice by making messes. Closer to 9 months, as his pincer grasp develops, he'll be able to grasp bits as small as an O-shaped cereal between his thumb and forefinger. Once your baby can sit up unassisted, let him try to grab healthful bits of soft cooked vegetables, and always keep a close eye on him to prevent choking.
- Zero to Three: Sometimes My Baby Now Seems More Interested in His Toys Than Me!
- Kids Health: Movement, Coordination, and Your 4- to 7-Month Old
- Baby Center: 20 Fun, Silly, Development-Boosting Games To Play With Your Baby
- Kids Health: Communication and your 4- to 7-Month Old
- Parents: Encouraging Fine Motor Skill Development
- Healthy Children: Cognitive Development 4 to 7 Months


Have you heard of the âBalanced Literacy Diet?â Itâs a framework for literacy instruction that applies the food pyramid concept to settle the debate between phonics and whole language advocates. Balanced and motivating literacy instruction needs to include phonemic awareness, systematic phonics, fluent reading of text, vocabulary development, spelling and handwriting, text comprehension strategies and writing. Some components, like phonemic awareness and phonics instruction, are more important for young, primary grade students, while others, like fluency and vocabulary development, become more important for older students. Balance among all of these components is the key to growth in literacy, and the flexibility to meet studentsâ individual needs is also necessary.
When I plan my literacy instruction, I still make sure that I include all of the components of the balanced literacy diet, and thanks to my smart board, I can easily include differentiated interactive activities and multimedia resources to make my lessons even more motivating and engaging. Sites like Gynzy are a great place to search for activities by grade level and content area, and their software lets me integrate all of my components into a lesson that I can save and share. Here is a roundup of my five shortcuts to creating a great literacy lesson.
Phonemic awareness is the ability isolate and manipulate phonemes in words, and these sound-related skills are necessary for a child to develop as a reader. A student with strong phonemic awareness will be able to recognize and use rhymes, blend and segment syllables in words, and isolate and manipulate phonemes in words. I teach a lot of ELL students, and they have such a hard time with rhyming, so I am always on the lookout for good rhyming activities for them. One of my favorites is Reggie the Rhyming Rhino. Reggie visits different locations in the community (like his home, a store, a restaurant, the zoo, and a garden) and students identify words that rhyme with objects that Reggie finds in these locations. This game is perfect for ELLâs because it not only practices the skill of rhyming, but it also teaches vocabulary. Check out this site to find tons of interactive phonemic awareness activities.
Phonics and Spelling
Phonics teaches students letter-sound correspondence, and they learn to blend the sounds to read words. A really fun (but tricky) phonics game that my students love is Word Wheel. They have to select onsets and rimes to build CVC words that match the picture.
Spelling flows naturally from phonemic awareness and phonics instruction. Once students can segment phonemes in words and can identify the letters that correspond with those sounds, theyâre ready to start spelling. With the Word Dictation tool, you can compile a list of words that you want your students to practice spelling, and students will have fun practicing reading and spelling them.
Guided reading is small-group reading instruction that gives students differentiated reading instruction that targets their specific needs. Guided reading provides students with decoding skills and comprehension skills, and it also reinforces phonics instruction to promote fluency. Do an internet search for âinteractive guided reading activities,â and youâll find lots of online reading resources. One site that I really like is My Online Reading. Students can choose from a large selection of free, online, colorful books to practice their reading skills.
I love the site Fun English Games for interactive writing activities. It gives students practice in writing in different genres, like persuasive writing, friendly letters, expository and personal narratives. But what makes these activities really great for my students is how well it scaffolds their writing. In the Debating Game, for example, studentsâ are given prompts to develop their arguments and responses, and this helps them to organize and compose their ideas.
Of course part of writing fluently is having good handwriting, and activities like this let students practice their handwriting on the smart board.
Another important component of literacy instruction is comprehension. Students need to build background knowledge and develop vocabulary for reading comprehension. Activities like Word Spider and Synonyms and Antonyms help students to improve vocabulary by exploring connections among words. In Bingo with Images, I can help my ELL students build their English vocabulary by choosing different themes.
These are my top five resources for designing great literacy lessons with my smart board. What are yours?


The Key to Reading Comprehension
Speed & Accuracy Enable Fluid Comprehension
For most children comprehension can be achieved when several conditions are met. The first is a reasonable command of content. We donât expect kids to understand a social studies chapter about continents if they have not first studied towns, states, countries and oceans. Without content building and a frame of reference, a child cannot comprehend, even if the words can be easily read.
Another requirement for comprehension is that the material is presented in a clear and organized manner. Even a simple story is difficult to understand if not presented well. On the other hand, principles of quantum physics can be understood by non-scientists if the material is presented in a clear enough manner that meets the reader at his or her own level of knowledge.
When these criteria are met, comprehension will occur as long as children can read accurately and quickly â fluently. A deficiency in reading fluency can sabotage a childâs comprehension potential. Itâs our goal at Ravinia Reading Center to teach children the reading skills necessary to attain independent reading fluency. As a result, they will more easily comprehend what they read.
Thatâs not to say anything is wrong with teaching comprehension. Many children can benefit from direct instruction in comprehension strategies, and all children should be taught how to monitor their own comprehension. All children should know, for example, to slow down or re-read when the going gets tough. All children also need to learn to facilitate their own comprehension by actively practicing comprehension strategies like integrating ideas and making mental summaries.
At Ravinia Reading Center, we tell our families that instruction in reading comprehension strategies is best if carried out by your childâs classroom teacher during the school day, using curriculum materials. Meanwhile, our focus will be on building skills for fluency, because reading fluency is the prerequisite skill to advanced reading comprehension.


communication skills and supports personalized classroom learning
And, as the first product to offer personalized Spanish learning aligned to textbooks and standards, IXL Spanish is built to support school language instruction.
Developing fluency and confidence
IXL Spanish is designed to prepare learners for real-life conversations. The curriculum helps students understand grammar and vocabulary topics from multiple angles by breaking down each concept into its smallest building blocks. As students learn, IXL continually challenges them to apply their knowledge to communication scenarios theyâll encounter in the real world. With IXL's technology, students can practice an unlimited amount until they feel comfortable and confident with each skill.
Inspiring authentic, real-life communication
IXL goes beyond teaching the mechanics of the Spanish language to educate students about the different cultures of the Spanish-speaking world. One reading skill, for example, describes physical education classes in Mexico. As students answer questions about the text, they also learn facts about what itâs like to attend school in Mexico, which helps them gain new cultural perspectives and feel prepared for interactions with native speakers.
Cultural context is also embedded in other types of skills. For instance, in a skill about identifying Spanish-speaking countries, a fun fact informs students that in Nicaragua most streets do not have names, so people use points of reference instead. Audio recordings even feature 12 different Spanish accents, helping learners appreciate the nuances of the Spanish language.
Supporting classroom learning
IXLâs curriculum is aligned to the most popular Spanish textbooks and to ACTFL standards, so teachers can easily find the exact content that supports their lessons. Because IXLâs adaptive curriculum takes on the task of helping students master foundational skills, teachers can spend more time on in-class activities such as speaking practice or small-group instruction. Additionally, educators can use IXL Analytics to check studentsâ understanding and identify trouble spots as soon as they arise.
IXL Spanish information and availability
IXL Spanish covers Level 1 Spanish curriculum and is geared towards middle school and high school students. In addition to Spanish, IXL covers math, English language arts, science and social studies, and is aligned to the Common Core and all state standards. IXL offers 10 free practice questions each day for students not subscribed to IXL; subscribers can practice unlimited questions across all grade levels. IXL is available online and as an app for iPad and Android. For more information and to subscribe to IXL, please visit www.ixl.com.
Media, please note: Screenshots of IXL Spanish may be downloaded at www.ixl.com/press. For demos and access to IXL Spanish, contact email@example.com.
About IXL Learning
IXL Learning is an educational technology company that delivers an immersive learning experienceâfor all students, in all grades, across all subjects, including math, English language arts, science, social studies and Spanish. Used by 1 in 9 U.S. students and with 35 billion questions answered around the world, IXL is helping schools successfully use technology to improve teaching and learning. Our team of educators, researchers and technologists crafts unique, high-quality content with unprecedented breadth and depth across 7,000 skills. IXL adapts with students as they grow, offering challenges at just the right level to help them master new concepts. From pre-K to 12th grade, IXLâs content and technology enable fresh, engaging and personalized experiences that spark curiosity and build confidence.
To learn more about IXL, visit www.ixl.com, facebook.com/IXL and twitter.com/IXLLearning.


â Accelerated Reader: A reading programme which assess pupils on their reading skills with computer tests carried out on the suite of iPads. This is an automated programme that places and advances pupils depending on their success on the tasks. Pupils are motivated by the rewards built into the system as well as the clear measurement of progress over time. This programme is carried out by the TAs, supporting the whole schoolâs approach to fostering an enjoyment of reading.
â Lexia: Lexia (Strategies) is designed for struggling readers in years 6 and above who are having difficulty with their fundamental literacy skills. Using a simple, age-appropriate interface, the program begins with skills from KS2 covering basic phonological awareness through advanced decoding skills, vocabulary development, and comprehension activities. Students work independently to develop reading skills in a structured, sequential manner while teachers receive the data and resources they need to support intervention and direct instruction. Parents are given the Login details so students can use this at home.
â The Reading Intervention Programme (TRIP) The Reading Intervention Programme is an intensive intervention programme to boost the development of reading and literacy skills. In depth assessments are carried out to ensure the programme meets the childâs individual needs. The programme combines both phonological awareness training and reading and this combination has been proven to be the most effective. The programme is designed to last for a minimum of ten weeks.
â Registration reading: Some pupils benefit from additional reading to an adult during registration periods.
â Bespoke literacy interventions: for some pupils a more personalised approach is needed. This may incorporate aspects of other interventions listed above, and may be created with additional guidance from external agencies, for example testing for coloured overlays to help with dyslexia.
â Inference Intervention: a small group intervention looking at understanding, rather than decoding
â mymaths: A web based maths teaching resource that contains a large number of tasks supporting numeracy skills. Pupils can be set personalised programs to develop numeracy. This resource can be accessed from home using the login details that pupils are given by their maths teacher
â First Class@Number numeracy programme: This is for students who are finding it difficult to grasp number bonds to ten.
â Success@Arithmetic numeracy programme: Success@Arithmetic is a light touch calculation-based intervention for learners in Key Stage 3 who have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills. It helps them to make faster progress and to catch up with their peers through a mastery approach.
â Bespoke numeracy interventions: delivered to either individual or small groups where some additional support for numeracy is necessary.
Emotional and Social:
â Mentor: Some pupils benefit from additional and regular support from a mentor to discuss their journey through school, follow up on behaviour issues and unpick problems and misunderstandings that may occur within school. These interventions are highly personalised.
â A number of pupils with Emotional and Social needs are supported in a variety of ways by the school pastoral team, including the student peer support system of sixth form Listeners and liaison with outside agencies.
â Safe spaces: we provide a group before registration for a number of students who need support with organization. We also provide a drop in session at break and a quiet space. After school there is a drop in session for students who may need someone to talk to before heading home. Homework Club at lunchtime also provides a quiet place which is appreciated by some students.
â LegoÂ®- Therapy: LegoÂ®-based therapy is a social development programme for young people with autism spectrum disorders or related social communication difficulties. Young people work together to build LegoÂ® models and through this have the opportunity to develop social skills such as turn taking, collaboration and social communication.
Use of ICT in lessons:
We are currently developing the use of iPads and laptop word processors as support tools in lessons for a variety of purposes including:
â Supporting writing tasks and producing extended written work
â Reviewing and redrafting written tasks
â Sharing and saving information, resources and worksheets electronically
â Taking photographs of board work as an alternative to notetaking
â Other uses of subject specific apps as relevant
Timings of Interventions:
â For some pupils, a planned reduction in the curriculum is negotiated
â Registration time is used for some interventions
â Lunchtimes are sometimes used to support or provide appropriate interventions such as social skills support
â For some pupils, it is necessary to miss some lesson time in order to deliver interventions
In a small number of cases, it may be necessary to create a more personalised package for a pupil. This is likely to include a reduced curriculum and some support from external providers


Hover to see how Factors connect to Operations. Then click connected Factors to explore strategies related to multiple Factors.
Operations involve manipulating and calculating with numbers. There are four basic arithmetic operations: addition, subtraction, multiplication, and division.
Operational fluency, a key component for math success, is when students are able to perform simple arithmetic and also learn standard procedures or invented strategies for solving more complex multi-digit problems.
Students reach operational proficiency when they have conceptual understandings of the properties of each of the Operations types and can perform these Operations fluently.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.
10 minutes in each math session devoted to building fluent retrieval of basic arithmetic facts sets the foundation for learning new concepts.
In explicit number naming, the structure of the number name labels the number in Place Value order and clearly states the quantity.
Knowing the language of math is critical because students must use this language to understand math concepts and determine calculations needed.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Teaching students to recognize common problem structures helps them transfer solution methods from familiar to unfamiliar problems.
Discussing strategies for solving mathematics problems helps students understand how to organize their mathematical thinking and intentionally tackle problems.
Dot cards build number sense and promote early math skills, particularly Spatial Skills and Non-symbolic Number knowledge.
With this interactive technique, teachers help students use their own language for constructing knowledge by active listening and questioning.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Math games use numbers and Spatial Skills, allowing students to practice many math skills in a fun, applied context.
A math trail provides students with the opportunity to discover and tackle math concepts outside the classroom and in their communities.
Providing physical representations of numbers and math concepts helps activate mental processes.
Easy access to seeing the relationships between numbers promotes number sense as students see these connections repeatedly.
Visual representations help students understand what a number represents as well as recognize relationships between numbers.
When teachers connect math to the real world, students can see how relevant and applicable math is in their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Math games and manipulatives for vision differences support math development for learners with visual needs.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their procedural understanding.
Students develop their skills by listening to and speaking with others in informal ways.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Timed practice drills help students achieve automaticity, a critical aspect of Estimation and mental calculations.
Untimed tests provide students the opportunity to flexibly and productively work with numbers, further developing their problem-solving abilities.
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Welcome to Reception
Class teacher:Miss Thasan Nursery Nurse:Miss Walsh
Welcome back everyone. We hope you had a restful half term break and are ready for the exciting weeks ahead.
Our topic for this half term is Colour. We will be doing lots of fun and creative activities linked to colour themes, such as colour mixing.
This half term in literacy, we will be doing shared reading and lots of fun and creative activities around our big books' The Jigaree', 'The Monster's Party' and 'Smarty Pants'. We will also continue individual reading sessions in which the children will be encouraged to talk about the pictures, characters and sequence of events.
Children will be given a word pack with some focus words from our big book in the next few weeks. Please help you child to make sentences with their word packs. Please also support your child in reading at home every day and write a short comment in their reading diary.
We have just started sound work on Letters and Sounds Phase two, and have fun phonic activities everyday. We are practising segmenting and blending our words to help us with our reading and writing. The sounds we have learnt are on our windows. If you would like some ideas of what you may do at home, please find a link at the bottom of the page.
All the children will be encouraged to share their thoughts and ideas with their classmates. Children will be supported to speak in full sentences and use as much interesting vocabulary as possible. Our talk topics for this half term are : All saints, Remembrance day, Solving problems, Anti-bullying, Advent, Children's choice and The meaning of Christmas.
The children will be given lots of opportunities to write and draw, and we shall be encouraging them to form all the letters correctly. If you would like to help your child with letter formation please refer to the pre-school booklet you were given. Those children who are not quite ready for writing will practise fine motor control and mark making in a variety of media.
Every day we will be doing problem solving, reasoning and numeracy activities. This will include encouraging the children to recognise, say and use numbers in the correct order, copy and make their own repeating patterns, making sets of different objects and discussing the methods that they have used. We will also explore and talk about 2D shapes and their properties.
Please practise number recognition, counting and basic practical adding and taking away with your child at home.
Our RE topics this half term are Welcome and Birthdays. We will also be learning about Baptism and will be visiting St Peter's Church to participate in the Baptism of our class dolly with Father Sean.
Please provide your child with PE shoes in a PE bag to be left their peg. Please do remember to clearly label all your childâs uniform (especially jumpers and cardigans) and PE shoes with their name.
The children have lots of opportunities to use computing to support their literacy and numeracy skills as well as creative work. We will be using Purple Mash to support learning at school. Please take the opportunity to explore this program with your child at home. You will find your child's login details on the back cover of their reading dairy and the link is at the bottom of our class webpage. Children will also learn through the use of fun educational websites such as topmarks, phonicsplay and cbbc.
We try to and would appreciate a weekly contribution of 20p to go towards the cost of ingredients. This can be placed in 'the postbox' money box on the left shelf as you come in to the classroom.
The children are provided with fresh fruit as a mid-morning snack. Please help us to encourage them to eat this. We like children to have constant access to water. On their first day of school your child will be given a water bottle to keep in class. Please refill this daily and make sure they remember to bring it to school.
Please feel free talk to us after school if you have any questions or queries, or arrange an appointment at your convenience.


Top 4 Summer Holiday Study Tips
Research tells us that the âsummer slideâ is real. There is a genuine loss of learning over the long summer break which means that students have often lost ground when they return to school in the new year. This can be particularly problematic for students who are transitioning to a new school or a new section of the school â such as moving from Year 6 to Year 7 â where they have to cope with an unfamiliar environment and teachers who do not know them, as well as more complex material.
All students lose some skills in Maths. The loss of vital literacy skills is also common, particularly where students do not prioritise reading as a summer activity. Itâs common sense, really: if you donât practise a skill, you lose it. When kids used to read all summer, it was much less evident. Now that they spend their time on their phone rather than reading, the problem is becoming more obvious.
âSummer slideâ creates bigger gaps for younger students because their foundational skills are less secure and so learning needs more deliberate consolidation. There is clear evidence that the impact of the long break is mitigated by cognitive engagement through targeted learning programs and activities. Thatâs why Cluey, like many other educational institutions, offers summer intensives.
Summer tutoring programs provide many benefits and opportunities. For senior students facing high stakes assessments, some structured revision as well as working on new material over the summer can maintain that all-important momentum and focus. They can ask questions and receive the help they need while they study rather than having to wait until theyâre back at school. For aspiring students, the summer offers the opportunity to work ahead of their colleagues and improve their chances of being accepted into extension classes and subjects. For students who have felt overwhelmed by the speed of the year, summer tutoring programs are a chance to work systematically and at a more leisurely pace through some of the concepts they might have missed. For all students, spending a bit of time during the long holidays to get ahead will make the following year so much easier.
The research also indicates that rather than replicating the classroom experience â from which kids really need a break â individualised tutoring programs like those with Cluey are associated with greater effectiveness. They also fit in better to the slower pace of the summer holidays and complement rather than take time away from other important components of holidays: trips to the beach or the local swimming pool, running around and getting lots of sleep.
We talk a lot about the importance of establishing balance in childrenâs lives. Term time often feels too crazy and pressured and then the holidays â and particularly the summer holidays â too slow and boring. Children tend to retreat into their digital worlds; every parent is familiar with the battles over screen time. According to Dr Joanne Orlando, international expert on family and digital lifestyles, parents agonising about each minute their children spend on a screen is wasted time. It is more important for parents to emphasise the use of technology for educational purposes, as a way to develop important skills and stimulate creativity. Setting aside some of your childrenâs holiday screen time for learning is a good way to add a bit of balance to their lives.
So here are my top 4 tips on how to prevent summer slide:
- Summer tutoring programs in Maths and English will halt the slide and prepare your child for next year.
- Choose a tutoring company that is flexible, convenient and works to your schedule, leaving time for holiday fun.
- Let your child use technology but emphasise that it can be for learning as well as play.
- Prioritise reading as a holiday activity.
Book a session
If youâre ready to get started, book online and reserve your session


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Upper School Chamber Choir won best overall choir and Middle School Chorus received a 1st Place trophy!
At Garrison Forest, Music is a vibrant and dynamic part of the academic program. Required, elective, and extracurricular courses develop music literacy and performance skills and cultivate an appreciation for music as an expressive, evolving art form which is integral and valuable to life in all cultures. At the same time, our Music program promotes creativity and brain development, complements other areas of learning, aids in the development of a personal identity, and promotes a sense of community.
Students are actively engaged in creating, performing, learning about and sharing music. The curriculum combines choral singing and general music, music theory and music appreciation, and includes music of diverse eras, genres, styles and cultures. The Garrison Forest Music program gives students the experiences, knowledge, and skills necessary to express themselves musically in meaningful and joyful ways.
Preschool children take Music twice a week, and the Toddler-Parent class enjoys song and music as part of their class activities. Preschool students present a musical entitled "A Time of Sharing" during the Spring, in which all children participate. In addition to the formal Music program, Preschool classroom teachers incorporate song and music into class plays and events.
In twice-weekly classes, the Lower School students are introduced to elements of musical theory and vocabulary with an increased focus on singing with attention to intonation, tone quality and good diction. Musical performances include a Winter Concert, Spring Concert, and class plays and events.
Private, afterschool instrumental lessons are offered in piano and violin beginning in Kindergarten. Guitar and flute are offered beginning in 4th and 5th Grades.
The Middle School Music curriculum builds on the foundations of concepts and skills established in the Lower School. Music theory and history are incorporated into each grade's required Music class, and each class performs as a chorus on several occasions throughout the year. In addition to the Applied Music offerings (below), students in Sixth through Eighth Grade may audition for the voluntary Middle School Chorus, an annual Middle School musical theater production and the Blue Bells, the Middle School a cappella group.
Students in Ninth Grade study Music each year, exploring and developing their musical potential and broadening their musical world. Students in Grades Ten through Twelve may continue their music education through participation in elective choral ensembles, which perform both on and off campus. In all Divisions, Music students perform in various programs throughout the year. All Upper School students may sing in Chorale and are also eligible to audition for Chamber Choir, a multi award- winning, select vocal ensemble. Other extra-curricular opportunities for Upper School students include the Ragged Robins, a student-led a cappella group open to juniors and seniors, and a yearly musical theater production.
Applied Music at Garrison Forest
Garrison Forest offers extracurricular private lessons in piano, violin, viola, voice, flute, and guitar. Violin and viola students participate in the String Ensemble, which rehearses weekly. Students of all levels study with artist teachers who perform with ensembles such as The Baltimore Chamber Players, The National Symphony Orchestra and The Master Chorale of Washington, DC. Applied music recitals occur in the winter and spring in each Division. The Applied music registration is available online. For information and registration, visit Applied Music Contract.


Being a great vocalist is a wonderful thing. Taking voice lessons to perfect oneâs skill is an excellent idea and one a vocalist will never regret. However, being only a vocalist limits oneâs ability as a musician, and limits the possibility of being able to earn a living in the music industry. Playing an instrument, such as guitar or piano, is very much in the best interest of a vocalist that is serious about a career in music.
Having the ability to play an instrument gives a vocalist more value as a musician than being a vocalist only. For many careers in music, playing an instrument is a requirement. Those vocalists who wish to pursue a career in music education, for instance, must at least have moderate skills on the piano. Taking piano lessons before getting to the college level is almost crucial to a vocalist wanting to major in music education. Elementary, middle schools, and high schools want to hire music teachers that have the ability to accompany the students on the piano for school performances. Some also have keyboarding classes, which means the teacher must be able to play in order to teach the students. Giving private piano lessons on the side is an excellent way to gain a bit of extra income as well.
Many vocalists branch out into other areas to enhance their music careers. Songwriting is an avenue that many vocalists pursue. It is definitely an advantage to be able to play another instrument, such as piano or guitar. Taking piano or guitar lessons will add to the skills needed to craft a beautiful song. This helps the songwriter be able to add the chords necessary for the accompaniment. It also helps in being able to write down the melody and add the harmony the song needs. Once a song is written, recording a demo is the next step. Knowing how to play guitar or piano will make the recording process a great deal easier.
Performance is what most vocalists love to do, but playing an instrument adds to performances as well, which is proven on the talent shows on television. Many artists that play guitar have that quiet moment during a concert performance when they play and sing a touching ballad that gives them a special connection with the audience. This is what gains fans, adds to the quality of the concert, and gives the artist the boost needed for success.
Anything added to oneâs skill set will only increase the value of a vocalistâs musicianship. By all means, a serious vocalist should take voice lessons. However, taking piano or guitar lessons will give a vocalist added worth in whatever career path is chosen.


Music Together nurtures each childâs natural musicality. In family classes, grownups learn together with their children and then re-create the fun at home with our recordings and songbooks.
Most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to "speak music"âto take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythmsâthese are the building blocks of music and of early childhood learning. And that's what Music Together is all about.
Pitched in the perfect range for childrenâs early voices, our twelve song collections include a mix of original songs and traditional tunes from a variety of genres and styles, including folk, blues, rock, jazz, classical, and world music!
Music Together's nine song collectionsâeach identified by its own color, instrument name, and graphicâare presented in a four-year cycle of three semesters per year. They are non-sequential, so families may join at any semester and attend class for three full years before cycling back to re-experience the collections from their growing childrenâs ever-changing perspectives. Because music learning is cumulative, with children reaping developmental benefits that build over time, we encourage their participation for as many years as possible from infancy through kindergarten.
We are all born musical. In a supportive environment, children learn to dance and sing as naturally as they learn to walk and talk.
Young childrenâs musical growth occurs best in a playful, musically rich, and developmentally appropriate setting. In a supportive environment, children can learn to sing in tune, keep a beat, and confidently participate in the music of their culture. Music Together creates that environment! By emphasizing actual music-making experiences, we introduce children to the pleasures of producing music instead of passively consuming it from iTunes or TV.
At the core of the Music Together approach is the idea that young children learn best from the powerful role models of parents/caregivers who are actively making music.
The participation and modeling of parents and caregiversâregardless of their musical abilityâare essential to a child's musical growth. Our program brings families together by providing a rich musical environment in the classroom and then facilitating family participation in spontaneous musical activity at home in daily lifeâwhich is so important to music development and early childhood learning. We're very high-touch. Face to face, heart to heart, voice to voiceâfor a truly bonding and enriching experience.
Internationally Recognized Music Program
First offered to the public in 1987, we've always been pioneers in the field of early childhood music with truly innovative, high-quality music education and outreach programs that redefine what musical means. We're research-based, so we know our stuff and we're good at what we do. But we're also down to earth, accessible, and all about having a good time. It's a balance that makes us both serious and fun. What can we say? We're serious about having fun!


India is one of the countries that is still struggling with the problem of illiteracy. The literacy rate in the country stands at 74.04% (according to the National Census, 2011). When it comes to children, the effects of illiteracy are manifold.
While the goal of universal elementary education is a long way from being achieved, and affects the condition of education among children, even adult illiteracy has effects on them. Statistics have shown that children of uneducated mothers are more prone to problems like malnutrition and anaemia. Illiterate adults are also less likely to send their children to school. Education is, in all probability, the most influential tool required to break the vicious intergenerational cycle of abuse, malnutrition, poverty and oppression. Literacy thus requires a lot of attention.
In addition to this, about 35% children in India with disabilities remain out of Elementary school (District Information System for Education â DISE, 2011-12) and the National Dropout Rate at the Elementary Level is over 40% (DISE, 2011-12).
CRY works with communities at the grassroots level to increase awareness about the rights children are entitled to. Our efforts include empowering the community to help children gain access to schools and through advocacy with the Government at every level, be it local, state or national, ensure that every child is provided with the necessary services that aids his/her Right to Development.
Donate Now so that children can enjoy a future full of opportunities because of the quality education they receive today.


Welcome to Humanities
History and Geography are taught separately in all years by subject specialists. This is because we believe our students benefit by being taught by professionals who have their qualifications, expertise and passion in their specialist subject. We have planned the curriculum for both subjects together so that they support and complement each other.
Education is about the lighting of a fire.
We have to demonstrate, explain and emphasise through the teaching and learning of History and Geography how important the skills we teach and students learn about are to the quality of an effective education and for future career opportunities.
We are determined to make every student who walks into our classrooms love History. We aim to show every student the value, importance and relevance of past events and why a knowledge of the past is important to our future.
Our teachers are all passionate and skilled Historians with our own areas of expertise. We became teachers because we wanted to talk about History all day and that is exactly what we do.
Our philosophy is:
- History should be exciting and interesting. We will not teach anything that cannot be made exciting or interesting (thankfully, almost all of history can be).
- History should be relevant. It should teach students something about the world they live in and help them make sense of modern life as well as teaching them about past lives.
- History should teach skills. Students should leave us with not only a knowledge of the past but critical thinking skills, debating skills, the ability to weigh up arguments and the ability to spot bias and propaganda.
Students at NUSA enjoy History and the department has a large number of students opting to take it at GCSE.
Scheme of work
We follow the OCR GCSE History A Specification (A951/ A952) and our exam topics are Medicine Through Time and Nazi Germany 1918-45.
For detailed information about assessment objectives, the scheme of assessment, examination structure, coursework requirements and study specification, view/download extracts from the specification. The full specification can be found on the OCR website.
Course assessment components:
- Paper 1: 45%- 2 hours- Medicine and Nazi Germany source and essay questions
- Paper 2: 30%- 90 mins- Source analysis questions on Medicine (Public Health 1800-1918)
- Controlled Assessment: 25%- Written piece on Terrorism (done in September of Year 11)
This popular course offers:
- engaging and relevant content
- a broad, comparable and coherent student experience.
- inspiring interest in History
- An overview of a wide diversity of human experience.
Study of this course will give students of all backgrounds the opportunity to develop:
- communication skills
- Written communication
- technological skills including ICT
- interpersonal skills through debate and discussion
- literacy and numeracy skills
- problem-solving skills
- awareness of career possibilities
- Change and continuity
- Cause and Consequence
- Source evaluation and analysis
- Interpretations of the past
Welcome to Geography at NUSA. It is an exciting time for Geography at the school.
Geography is changing with fresh ideas and new courses to engage and inspire the next generation of Geographers.
Scheme of work
In the Geography department we aim to teach geographies that:
- Illuminate the geographies of pupils' everyday lives
- Are current and modern
- Reflect the real life situations of everyday people
- Develop a sense of place by recognising their uniqueness
- Discover the hidden geographies of the world
- Seek to give pupils/students a framework to help them make sense of the world around them
In the Geography department we aim to inspire geographers that:
- Question the information given to them and the world around them
- Want to investigate the issues that influence their everyday lives
- Develop a curiosity for all features of the world around them
- Have a desire to discover the hidden, real and everyday geographies they experience in their everyday lives


A quantity surveyor has a crucial role in the building and construction industry for many different reasons. Responsible for important aspects of building projects, the role of a quantity surveyor can be to either help the client or the contractor themselves in order to ensure projects are completed properly and on time. A role of this kind can also sometimes be known as a construction cost consultant or a commercial manager. But what does it take to be a quantity surveyor, and how does it all work?
Becoming a quantity surveyor
You must hold the right qualifications in order to become a quantity surveyor. There are university degrees available that specifically teach quantity surveying, but you may also be successful if you have studied construction, civil engineering or structural engineering at degree level.
If you donât have the relevant degree, you could also have a professional accreditation from the Royal Institute of Chartered Surveyors. Likewise, if you are a graduate hoping to become a quantity surveyor, you can look into a postgraduate conversion course that is accredited by the Royal Institution of Chartered Surveyors.
On top of having the right qualifications to progress, there are a number of skills required. A logical and practical way of thinking is crucial, alongside strong numeracy skills. The mathematical and financial demands of a quantity surveyor mean that you should possess an innovative mindset and the ability to negotiate.
How a quantity surveyor works
A quantity surveyor is responsible for managing all costs relating to a building or construction job. From the initial estimates of a project to providing value for money for all involved, a quantity surveyor manages the relationships between those involved in a building project.
Itâs important that you understand building legislation and have knowledge of different building materials and designs. After all, you could be in charge of a large pot of money that you must control and report on. You could be based in an office but it is most likely you will be working on the construction site itself as well as conducting meetings with those working on the building project.
Responsibilities of a quantity surveyor
A quantity surveyor is of huge importance within the building and construction industry because they are responsible for managing the cost of the project. Taking an active role in the cost analysis of the building work, a quantity surveyor is in charge of advising on potential sites, presenting detailed reports, dealing with legal matters and valuing the completed work.
The quantity surveyor is a helpful asset to builders and contractors as they act as a financial advisor, making sure that no project goes over budget and that all work is carried out according to the regulations that govern the construction industry. It is an incredibly varied role, and with more experience, a quantity surveyor could even offer advice on related topics such as property tax and advise on maintenance costs of buildings too. From initial calculations to the final cost of a building project, a quantity surveyor is there to look after the figures.
Lydon Contracting Ltd
Tel: 01327 811533


An example of bad coherence and cohesion would be as follows: Enterprises has sponsored hundreds of literacy training events nationally and internationally for educators, parents, and interested people.
The writer should have written: The heading is usually given in the top right-hand corner of the first page.
The date may be written in any of the following formats: In this case it asks you to do 3 main things: For most children, that first word is her Letter writing practice. It must be something fairly serious to make you leave town and you must be the only one possible to look after the relative so go into these things.
A few weeks later, they received a letter and a postcard in the mail from Mr. Remove the air, seal the bag and double the seal with some masking or duct tape. The marker will look at whether the right words are used and whether they are used at the right time in the right place and in the right way.
Write a letter to the library explaining the situation. Research studies report that systematic and explicit phonics instruction significantly improves word recognition, spelling, and reading comprehension.
Give your child a great start to a lifetime of writing by providing hands-on experiences with writing. Lexical Resource This area looks at the your choice of words.
The date is given below the heading. It can be your mayor, governor, or any other elected officials. Manage your account ABCya is the leader in free educational computer games and mobile apps for kids.
Business letters, on the other hand, are written in a formal style. Many people are worried about their grammar but, as you can see, grammar is only one section of four used to grade your writing.
These playful interactions will go a long way in creating a positive attitude about writing for your child! Even if you have covered all that the question itself asks, have you included everything in the letter needed to realistically perform its function.
Cohesion is how your writing fits together. Read more â¦ Contact Us. Pick up your pencil and cross it. Kids can focus on content while the letter maker takes care of formatting. The innovation of a grade school teacher, ABCya is an award-winning destination for elementary students that offers hundreds of fun, engaging learning activities.
Task Achievement This where you can really make a difference through careful preparation. All these are fairly similar tasks. Click here for more info on how to make your own name puzzle. Use the Letter Generator for an interactive approach to writing letters. Practice is the magic word though.
Please make sure you subscribe to the free grammar updates here Letter Writing Tips Download PDF Every educated person should know how to write a good letter.
If you write less than words, the examiner marking your paper will give you a maximum of 5 for Task Achievement or even less. Write your favorite author. Knowledge of letters and their sounds is essential.
Have your child write letters in the air first. Coherence is how you are making yourself understood and whether the reader of your writing understands what you are saying. Allow your child to practice tracing letters without the pressure of more permanent writing utensils such as markers and crayons.
Cut the letters apart and have your child reassemble the letters of her name in the correct order. Anyone learning to read, write, or speak English profits.ABCya! Computer Lab: Language Arts - Type a Friendly Letter | This interactive activity helps students to learn the five parts of a friendly letter.
By following the step by step guide, students can create a letter and then print it. Kids can focus on content while the letter maker takes care of formatting. Lots and Lots of Letter Tracing Practice! [Handwriting Time] on killarney10mile.com *FREE* shipping on qualifying offers.
So much fun, they won't know they're learning! Essential writing practice for preschool and kindergarten.
Title: Upper Case Printing Practice for Letters A-Z Author: T. Smith Publishing Subject: Copy and print upper case letters. Keywords: printing practice; letters of the alphabet; copying letters; capital; upper case; killarney10mile.com; item Â© Literacy Center Education Network Inc.
All Rights Reserved. The Literacy Center Education Network is a registered (c) (3) organization. Do you like writing in English? In this section you can practise writing different types of texts with an example to help you. Read, write. Every educated person should know how to write a good letter.
All of us have to write letters of some sorts at some point of time. There are several different.Download


What you will do in this course:
Experiment with Earthâs Tilt, Rotation & Revolution Experiment with a Sundial Make a Constellation Experiment with Moon Phases Experiment with Moon Craters Dissect the Elliptical Paths of the Planets Make an Astronomerâs Time Capsule Experiment with a Water Rocket Make a Space Rover Navigate a Laser Maze Experiment with an Expanding Universe Eat like an Astronaut
This kit contains 12 activities and is designed to be a comprehensive study of Astronomy. The kit is not grade- or age-specific, but instead covers all of the important concepts generally taught over years in the old, spiraling school paradigm. In keeping with the new National Science Standards of effective teaching, this kit provides weeks of concentrated study.
Strictly hands-on, many of the activities are full-scale controlled experiments following the Scientific Method. A miniature science fair board is even included.
Absolutely everything needed for the activities is in the box, and each activity is individually bagged and tagged. No âcommon household itemsâ to gatherâall you add is waterâand no difficult instructions to first decipher. Simply follow along in the student lab journal and let the learning take hold.
The student lab journal with easy to follow instructions comes with the kit. The clearly written journal allows the concepts to be revealed through the activities. There is very little pre-planning on the teacherâs part and older students (beyond 4th grade) should be able to complete the work independently.
The Teacherâs Manual is a small PDF file accessed online at www.academyofscienceforkids.com under the heading âTeacherâs Cornerâ. Here one will find lesson objectives, helpful advice and test question answers.
At the conclusion of the kit, all students may log-on and take a test to receive a diploma from the Academy of Science for Kids.
This science kit is aligned with the National Science Standards and is developed by a Member of the National Science Teacherâs Association. It is suitable for classroom use, homeschool curriculum, lab time, afterschool enrichment, and just plain fun!
Astronomy is one of those universal topics that every student should have the opportunity to explore and Academy of Science for Kids makes learning about Astronomy cool and easy!


Posted by StringOvation Team on Nov 2, 2016
Over the last few decades, there has been a substantial increase in the research concerning music therapy. With the ability to monitor ongoing cognitive activity, entire departments of clinicians and scientists are now dedicated to studying how listening and making music impacts physical and emotional health. Because music is a universal language, able to be interpreted regardless of language barriers, it creates a unique connection. Researchers around the globe are exploring the benefits, influences, and developmental goals that teaching music to special needs children can achieve.
However, many parents and educators are unaware of the startling improvement that both music therapy and music education can have on the lives of children with special needs. By giving these children a powerful tool that can build their communications, motor, and social skills, music training provides an effective way for them to understand themselves, other people, and the world around them.
Regardless of the special need, music has the ability to totally transform lives for the better, because it effortlessly generates a safe learning environment and according to Barbara Crowe, former President of the National Association for Music Therapy (which is now called the American Music Therapy Association), it can bridge the gap âbetween withdrawal and awarenessâ¦ isolation and interaction.â
Because listening and performing music stimulates almost every area of your brain, and almost all of your sensory systems, its positive influence on cognitive functions is immense. Instructors who incorporate music into the studentâs Individualized Education Plan (IED) introduce concepts and methods that change their lives by fostering self-awareness and self-expression.
Speech and Communications Skills
Music is non-verbal. Imagine that you are lost in a foreign country where you donât speak the language. Something dreadful has happened and you canât even communicate your need to the helpful residents, which generates feelings of inadequacy, frustration, confusion, and depression. With special needs students, breaking down the barriers of speech through music offers a sense of understanding.
Moreover, when you use specific music for special needs children, it offers an effective way to develop verbal skills. In fact, there are many resources that supply custom music, which is designed to isolate speech sounds or deliver memory and learning aids. Being able to effectively communicate and interact with others also gives children a healthy, positive outlet for their feelings.
Percussive instruments are particularly effective in changing the lives of special needs students. When a student uses an instrument like a maraca, there is an instant response to an action, and the sound is immediately produced. This is especially beneficial for students who have sight limitations, allowing them to explore physical perceptions and creative experimentation, while simultaneously strengthening their coordination.
The beauty of music participation is the fact that every child can get involved in making music to some degree.
By offering a multi-sensory experience, making music engages almost every neurological system. When you create any type of music, even if itâs simply banging a drum to a specific rhythm, both sides of your brain are stimulated.
- The tactile learning system is involved by touching the instrument and by feeling the sound impulse vibrations that are created.
- Studentâs auditory and visual systems are engaged by listening to the sound and by watching their arm movement as it connects with the instrument.
- Cortexes involved when playing music are: sensory, auditory, visual, motor, and prefrontal, as well as the cerebellum and the amygdala.
Recently researchers in Finland revealed how just the act of listening to music activates âwide networks in the brain, including areas responsible for motor actions, emotions, and creativity.â In the study published in the journal NeuroImage, music âemploys large-scale neural networks,â including the limbic area of the brain which is associated with emotion.
Positive Motivation and Social Interaction
Using music for special needs children offers a positive way to motivate behavior. By communicating a question non-verbally, the child is motivated to respond. For example, demonstrating a drum and then prompting the child to make a request, e.g. âI want the drum.â
For social interaction within a small or large group, music is an invaluable tool. Children learn how to take turns, how to listen and respond to another person, and completely participate in an activity. These actions are often an incredible relief for children who have otherwise been unable to contribute to the task.
Music changes lives because it has the power to remove physical and verbal barriers as well as introduce behavioral improvements. These fundamental achievements strengthen the self-awareness and confidence of special needs students and give them effective resources for communicating with others and interacting with the world around them. Learn more about using music for special needs children by reading through the research listed at the National Center for Biotechnology Information, US National Library of Medicine.


Early Years Curriculum (Reception Children)
The Foundation Stage curriculum has recently been updated and scaled down. The children follow the Development Matters document and develop skills within 3 Prime areas and 4 Specific Areas.
The Prime Areas are; Personal, Social and Emotional Development; Communication and Language; Physical Development.
The Specific Areas are: Literacy; Mathematics; Understanding the World; Expressive Arts and Design.
We also encourage the children to develop as positive enthusiastic learners through perseverance in their tasks and developing their concentration skills.
Phonic Schemes Used 'Jolly Phonics' and 'Letters and Sounds'.
National Curriculum for Early Years
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure childrenâs âschool readinessâ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
The EYFS seeks to provide:
â¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
â¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
â¢ partnership working between practitioners and with parents and/or carers;
â¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
The Areas of Learning and Development
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting childrenâs curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
â¢ communication and language
â¢ physical development
â¢ personal, social and emotional development
School must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
â¢ understanding the world
â¢ expressive arts and design
- Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations
- Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food
- Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
- Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
For more information about the EYFS National Curriculum Framework please select a document below.
|EYFS STATUTORY FRAMEWORK 2017||[pdf 551KB]|
|EYFS Parents Guide||[pdf 725KB]|
|Early Learning Goals - Target Booklet 2018-19||[pdf 257KB]|


Differentiation and the Brain: How Neuroscience Supports the Learner-friendly Classroom
In Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, authors David Sousa and Carol Ann Tomlinson examine the practice of learning differentiation in the modern day classroom. The book explores challenges in public education where inclusive and differentiated classrooms have become the norm. Some of the key highlights in the book center around the brainâs inability to learn in a fear based setting, how a positive learning environment supports memory and how the brain responds best to patterns in curriculum. âTeachers who differentiate instruction effectively decrease fear of failure responses through addressing student readiness, talking with students about the role of âfailureâ in learning, sharing their own failures, and providing effective feedback via non-graded formative assessment to help students build toward mastery before summative/graded experiences.â
As a music educator for the Toronto District School Board one of the greatest challenges has been adapting the wind band program to be inclusive of special needs students. My area of research in my PhD Music Education program is learning differentiated wind band education at the elementary level. My school board is currently implementing a program that will see all special education students streamed into regular classes. I currently find myself in a unique position as a music educator. In the first eight years of instrumental teaching, special needs students were included in my classroom. For some, the program was an opportunity to be in an inclusive setting, make music, express oneself kinaesthetically and take part in music curriculum in a meaningful way. For others, the wind band program was overwhelming and often became an arena for acting out and disrupting the class as a whole. The challenge for me was how to engage all students in the act of making music in a positive environment through the traditional wind band medium.
In 2013, I changed schools and began to teach wind band music in a setting where special needs students were not streamed into the regular classroom. I currently find myself, as part of my schedule, teaching brass instruments to nine special needs students at the Gr. 7 and 8 level. The progress has been phenomenal with real potential for streaming some of the students into my regular intermediate classes. I have set up a framework of research for learning differentiated wind band students and am developing a curriculum of wind band education that works on a unified numbered approach based on the first five notes of the B flat concert scale. This curriculum eliminates the staff and basic notation in order to allow students on different instruments to play music by focusing on one unified line of numbered patterns that they can play in unison, guided by the instructor.
Differentiation and the Brainâs emphasis on pattern based teaching supports the progress I have seen in developing a structured wind band curriculum that seeks to make learning instruments accessible for all students. The book does, however, have a generalized, common-sense feel about it that underlines the need for teachers to look at the whole, unique individual through relational pedagogy. There is nothing earth-shattering here in terms of neuroscience. The authors use brain lingo to support basic education concepts in dealing with differentiated students. But it is informative and there are some good concepts for educators to reflect on and incorporate in the differentiated classroom.


Enjoy another life-long, cost-effective learning tool from edbook to enhance literacy development.
A favorite finger play, Two Little Blackbirds, is now available for reading aloud, shared reading and retelling. The resource includes four days of lesson ideas, word wall and/or pocket chart vocabulary, puppets for retelling, a standard sized version of the finger play, and a class book for reading aloud and independent reading.
Individual copies of the class book may be printed and stapled together for take home books to support parental involvement in children's literacy development.
Using the clip art, make an enlarged chart for shared reading. (instructions included).
Reading Aloud, Shared Reading and Retelling are essential components of language and literacy development, background knowledge, motivation to read, fluency, vocabulary and comprehension.


Afterschool is the perfect time to integrate speaking, listening, reading, and writingâbuilding students' competence in all four literacy skills. Students can choose lively, interactive, and fun activities that engage all facets of language communication.
Why Is Literacy Important?
Literacy includes speaking, listening, reading, and writingâthe essential communication skills students need to succeed, both in school and the world beyond. Students gain confidence as they build competence in communication and critical thinking.
Early elementary students engage in speaking, listening, and writing activities to build fundamental reading skills. Upper elementary students use their literacy skills to learn. They solve math problems, conduct science projects, and explore the social sciences. Without fundamental literacy skills, students will struggle throughout their school years.
This toolkit provides innovative and research-based activities that will increase student motivation in language-based subjects. Sharing stories aloud, discussing favorite books, writing to pen pals, and acting out stories will engage students in academically enriching literacy activities.
Key Elements for Afterschool Literacy Planning
Research indicates that afterschool literacy activities benefit students most when staff:
- target texts and integrate skills;
- identify standards, assess needs, and define goals;
- incorporate real-world activities;
- consider student choice, grade, age, and skills;
- assess student progress; and
- provide ongoing staff training.
Target Texts, Integrate Skills
Create an engaging environment of textsâmagazines, picture books, fiction, and non-fictionâthat speaks to student interests and culture. The National Reading Panel identifies five early literacy skills: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. A balance of listening, speaking, reading, and writing about rich and intriguing texts will provide students with opportunities to practice these specific skills.
Identify Standards, Assess Needs, Define Goals
Each state establishes standards for literacy instruction at various grade levels, targeting skills and content to improve academic outcomes. Observing student needs and consulting with school-day teachers will help you understand state standards and identify appropriate learning goals for your student population. To find your state's standards for English Language Arts, go to your state department of education website.
Incorporate Real-World Activities
Explore the world beyond the classroom with literacy activities. Engage reluctant readers with directions for cooking, carpentry, or games. Talk and write about their experiences after field trips or during science experiments. Interview community members about themes like work, family traditions, or history, and create books that tell their stories. Afterschool programs can help literacy feel less like a requirement and more connected to ideas and experiences that are useful in real life.
Consider Student Choice, Grade, Age, and Skills
Ask students about their favorite books and topics, and what interests them and why. Consult with classroom teachers and librarians to identify texts that correspond to grade, age, and skill levels appropriately. Use this research to plan fun and engaging activities that will reinforce school-day curriculum and goals.
Assess Student Progress
Frequent informal assessmentâwhen staff and students share feedback about progressâwill lead to growth in literacy skills. Establish learning goals that address student needs. Use journals, rubrics, displays, performances, and informal notes to frame positive discussions about how students use different learning strategies; how instructors can encourage positive risk-taking; what skills and strengths students are developing; and in which areas they can improve.
Afterschool evaluation plans also identify outcomes for formal assessment, requiring periodic data collection and annual reports; they may specify school attendance, student motivation, self-esteem, or behavior improvements without identifying achievement in academic subjects. Nevertheless, research indicates that positive literacy experiences will contribute to improvements in academic outcomes. If improved literacy is a targeted evaluation outcome, recurring formal assessments from the school or district can often provide relevant and informative data for reports.
Provide Ongoing Staff Training
Afterschool staff bring a wide range of backgrounds, training, and experience. Initial and ongoing training will get your staff on the same page about children's literacy development. Engage a district reading specialist, school-day teacher, or your most qualified staff member to provide training in basic literacy strategies, grade-level development, enrichment activities, and tutoring strategies for struggling readers.
Evidence: What Works in Afterschool
Literacy in Afterschool Programs: Literature Review (PDF) discusses evidence from studies that identify successful literacy practices and outcomes in afterschool programs.
English Language Learners: Literature Review (PDF) discusses evidence from studies that identify promising practices for improving the English literacy of children with other home languages.


Research into the benefits of music education has many facets
5 Direct benefits to your school
1. Happier students: Columbia University:
students who study music are more cooperative with teachers and peers, have higher levels of self-confidence and more equipped to express their ideas'
2. Greater enrolments: Parents look for schools that provide a music education offering. Comprehensive inclusive classroom music programmes attract parents looking for a school for their children.
3. Improved motivation and engagement: Active engagement, disciplined and sustained attention, persistence and risk taking are all benefits of regular high quality music instruction.
4. Less absenteeism: Schools with music programs have an estimated 93.9% attendance rate compared to schools without music education who average 84.9% attendance. 'Critical Links' research
5. Higher grades: Schools with systemic, high quality regular music lessons show improved academic scores across all subject areas in comparison to schools with no music program.


The History of Bear Creek United Methodist Church School
Bear Creek was the vision and dream in the heart and mind of Maetha Smith. She was the first director and BC was blessed to have her leadership for many years. Her vision was that BC would be a place where:
- The children and parents would know that each child is special, accepted and loved unconditionally by God and their teachers.
- Children were actively involved in learning by hands on, discovery learning.
- The most important concept that a child develops from his school experience is an excitement and enthusiasm for learning that lasts a lifetime.
- The natural curiosity of children would be fostered, nurtured and encouraged.
- Children learn to make friends and learn to be a friend.
- The foundational skills of literacy, math, science and social studies are taught every single day but are purposefully and intentionally taught in the way that children learn best-through play, through active involvement and interaction with concrete or real objects.
- Activities, materials, teaching methods and environment are concrete, real things and appropriate to the childrenâs developmental age.
- The process, the experience and joy of discovery and exploration is valued over product.
- There is understanding that the most powerful basic need of children is play. Play is how children this age learn, different from any other age group.
This became known as the Bear Creek Way. For more than thirty years, we have treasured and maintained these standards.


Music education benefits the student beyond just learning to play or to sing. Some of those benefits are emotional expression and satisfaction from making music, brain development, ability to multitask and to concentrate on a specific task, coordination and much more. Recently I came across the article âWhy study music?â by music education professor Donald Hodges. In his article, Professor Hodges presents 10 understandings/experiences unique to music. I hope that being aware of the benefits of music education will help students and their parents through the long journey of music studies.
Below is a brief description of the 10 understandings/experiences, presented by Professor Hodges:
- Feelings: central to any discussion of music as a knowledge system must be the idea of feelings. From one end of the continuum dealing with vague, unspecified moods to the other end dealing with crystallized emotions such as grief or joy, music is intrinsically connected with feelings.
- Aesthetic experiences: all human beings have a need for beauty and to activate their innate responsiveness to the organized expressive sounds that we call music.
- The ineffable: precisely because music is a nonverbal form of expression, it is a powerful means to express or to know that which is difficult or impossible to put into words. Two of the most common human experiences that are often known through music is love and spiritual awareness.
- Thoughts: musical thought is just as practical as linguistic, mathematical, or visual thought. It can be a potent means of expressing ideas and of knowing the truth.
- Structure: closely allied to the idea of thinking is structure. The human mind seeks patterns, structure, order, and logic. Music provides a unique way of structuring sounds across time, as well as providing a means of structuring thoughts, feelings, and human experiences.
- Time and space: time and space are the âstuffâ of the universe. All human knowledge systems provide ways of dealing with time and space. As indicated in âStructureâ above, music is a means of organizing sounds across time. Although music occurs in ârealâ time, it deals more with âfeltâ time. Music, especially in connection with dance (bodily-kinesthetic knowledge system), is a primary means of experiencing space in time.
- Self-knowledge: musicâs role in intrinsic, and especially peak (transcendent, life-changing), learning experiences provides for powerful insights into our private, inner worlds.
- Self-identity: many gain their sense of self through a variety of musical activities and experiences.
- Group identity: group identity through music is both inclusive and exclusive in that (a) music helps cement the bonding of those members of a group who share common ideas, beliefs, and behaviors, and (b) music helps isolate and separate one group from another.
- Healing and wholeness: from more specific applications of music in therapy and medicine to more general interactions, music has profound effects on human beings. Music provides a vehicle for the integration of body, mind, and spirit.


Educational reform movements are constantly in the process of trying to improve a fractured educational system. Many scholars contend there is a discrepancy between educational outcomes for White students and students from diverse ethnic backgrounds. Some educators in working class communities of color have begun to infuse elements of students' social and cultural backgrounds, including popular culture, to create instructional methods that can better engage and pique student interest. Hip-hop Pedagogy is one of the methods, rooted in popular culture, which is being used in classroom settings to increase students' awareness about the societal constructs and issues in their communities that may affect them. Student access to Hip-hop based instructional methods, however, have been limited and virtually absent from elementary education settings. However the consumption of Hip-hop culture persists in urban communities worldwide. This qualitative study implemented a Hip-hop emergent-based curriculum in an elementary school setting, closely documenting the perceptions and responses to the curriculum by four young males students of color. The study consisted of five consecutive classroom sessions, in which the curriculum and dialogue focused on different expressions of Hip-hop culture. Student viewpoints were logged daily in focus groups and the data that emerged from the sessions and focus groups informed the emergent curriculum. Graffiti became the Hip-hop element of focus chosen for deeper exploration by the participants in this study. The study revealed a number of findings that point to the potential value of an emergent Hip-hop curriculum with elementary male students of color.
|Commitee:||Nama, Adilifu, Stone, Brad|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 76/06(E), Dissertation Abstracts International|
|Subjects:||Cultural anthropology, Elementary education|
|Keywords:||Critical pedagogy, Culturally relevant pedgagoy, Graffiti, Hip-hop pedagogy|
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M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Education, Elementary--Research; Reading (Elementary)
Elementary Education and Teaching
The purpose of this study was to determine whether the use of Collaborative Strategic Reading in a third grade class significantly improved test scores in vocabulary and comprehension in a given social studies unit exam. Two third grade classes were researched. The use of CSR was compared to the testing results of another third grade class that was taught through the use of traditional "textbook" teaching methods. The researcher taught the experimental group through the use of CSR while the control class was taught by their regular classroom teacher. Each class was tested using the same pretest and post-test. Mean test scores showed that students who used CSR scored higher than the control group. However, when the exam scores were calculated in both classes through the use of the t test, the results did not prove to be highly significant when compared to a 0.05 probability level. While the students who used CSR had a positive reaction through its use, additional testing would need to be given to determine its reliability.
Barberio, Inez Lee, "The effects of collaborative strategic reading among third grade students" (2005). Theses and Dissertations. 964.