The experiences of alumni adolescents on the contribution of the Mondesa Youth Opportunities programme
The adolescent developmental phase has encouraged many research studies as a result of the diversity and dynamics of this period of life. This phase is characterised by a range of challenges on an intrapersonal level, in family life, peer group settings and school settings. Various studies confirm that every aspect of adolescent development is influenced by experiences at school. Secondary school (Grades 8 to 12) is also considered to be a critical time for creating healthy and cohesive societies, since it forms the link between primary education and higher education, and the labour market. However, in low and middle income countries, such as Namibia, many adolescents grow up in conditions of poverty, which present them with fewer opportunities, experiences, resources and services that are essential for them to become healthy and productive adults. Educational opportunities are limited, while most of the learning resources or learning opportunities are unaffordable. In Namibia, the educational system has made progress since Independence in 1990. However, there remains a lack of instructional materials, a high proportion of unqualified teachers, and a scarcity of pre-primary education programmes. In the township of Mondesa in Swakopmund, the schools are overcrowded and children reach Grade 8 with literacy and numeracy skills far below the required level. The need for interventions in improving education and alleviating constraints, such as overcrowded classes, unqualified teachers and lack of resources the system is facing is evident and this has resulted in programmes attempting to make a difference in this sector. The Mondesa Youth Opportunities (MYO) Programme is one such initiative, aiming at providing educational assistance to underprivileged students drawn from disadvantaged schools in Swakopmund. They present learners with free afternoon education with classes in English, mathematics and reading. Classes for computer skills, life skills, music and sport are also included, to provide the learners with a stimulating environment and exposure to a variety of activities to expand their life world and experience. The board members of MYO have not yet attempted a comprehensive evaluation to judge and justify the efforts of the programme, since this would be a complex and costly endeavour. This study aimed at exploring the experiences of alumni adolescents on the contribution of the programme. The results could possibly form a basis for future more comprehensive evaluations of the programme and make the possibility of such an endeavour more feasible. This is a qualitative study and data was gathered through focus groups of adolescents who are currently in Grades 9 to 12 and who have previously attended the programme. After thematic analysis the findings of the study pointed out various contributions the programme experienced by the adolescents, pointing out themes that possibly provides a platform for starting future research on the effectiveness of the programme. The adolescents experienced various benefits as a result of attending the programme. This included enhancement of academic performance, cognitive development, provision of resources, and introduction to unfamiliar content, such as sports and music that taught them new skills, and helped them to find their own talents. The life skills classes provided them with useful knowledge for everyday life. The findings also suggest that the adolescents experienced an influence in their intrapersonal skills by gaining more confidence in their abilities, becoming more independent and learning to take responsibility. On a social level, the programme provided them with opportunities to make friends. The relationships they had with some of the teachers at MYO proved to be invaluable as a source of emotional support. These findings have contributed to an understanding of the adolescents’ experiences of the programme, and have highlighted positive experiences and various challenges adolescents faced in terms of the implementation of the programme, such as the amount of effort and time required to participate in the programme. Conclusions were made to provide MYO management with valuable feedback and suggestions for further research.
- Humanities


Eleanora Fagan (April 7, 1915 – July 17, 1959), professionally known as Billie Holiday, was an American jazz musician and singer-songwriter with a career spanning nearly thirty years. Nicknamed "Lady Day" by her friend and music partner Lester Young, Holiday had a seminal influence on jazz music and pop singing. Her vocal style, strongly inspired by jazz instrumentalists, pioneered a new way of manipulating phrasing and tempo. Holiday was known for her vocal delivery and improvisation skills, which made up for her limited range and lack of formal music education.
After a turbulent childhood, Holiday began singing in nightclubs around Harlem. After being heard by producer John Hammond, who commended her voice, Holiday was signed to Brunswick Records in 1935. Collaborations with Teddy Wilson yielded the hit "What a Little Moonlight Can Do", which would later become a jazz standard. Throughout the 1930s and 1940s, Holiday booked mainstream success with labels such as Columbia Records and Decca Records. By the late 1940s, however, Holiday was beset with legal troubles and drug abuse. After a short prison sentence, Holiday performed a sold-out concert at Carnegie Hall. However, due to her drug and alcohol problems, her reputation deteriorated.
Billie Holiday ( MG C-161) is the third 10 inch LP album of original material by jazz singer Billie Holiday, released on Clef Records in 1954 (her final album would also be given the same title, prior to being changed to Last Recording instead). The recordings took place in 1952 and 1954. Holiday never entered the recording studio in 1953.
In a 1954 review, Down Beat magazine praises the album, saying:
In 1956, when the 10inch format was phased out, Clef reissued the contents of this album on two different newly released 12inch compilation LPs. Five songs (tracks A1-B1) were added to A Recital By Billie Holiday (MG C-686), and the other three (tracks B2-4) were added to Solitude (MG C-690 ).


Teacher Symposium – Music: The Keys to Language and Reading – video of Anita Collins’ presentation here
ASME SACE Music Handbook (v3 July 2020) – co-ordinated by Antony Hubmayer – here
ASME SACE Conference February 29, 2020 – Presentations and Resources – can be accessed via the links here
Musical Aerobics ASME : YouTube Channel – provided by Antony Hubmayer – here
Are you looking for a fun way to energize and promote musical understanding using contemporary popular music with upper Primary and Secondary students? If so, then ASME’s new Musical Aerobics Channel is for you!
Musical Aerobics is intended to be an engaging, accessible, large group activity with lots of singing, actions and laughter. Basically, you sing and do body actions as the chord harmonies change. Suggested actions are provided at the beginning of the movie but feel free to change and adapt them as you require.
Learning Intention: Enthusiastic singing (pitch vocalisation); Movement (physical representation of chord progression applied to diatonic harmony); Pulse recognition (changing movements on the beat); Form and structure (repetition of chord sequences); Musical style and context (energetic pop/rock songs with interesting and varied chord progressions)
Simple chord symbols are provided for context and optional instrumental play-a-long scale degree numbers are simplified to accommodate chromatic chords and temporary modulations.
The Musical Aerobics concept has been developed and extended by Antony Hubmayer and is based upon a workshop presentation by Hadley Ronayne at the Musical Futures Big Gig, Melbourne 2018.
SACE Stage 2 Music Studies Trial Examination Paper 1 – teaching resource – here
This paper is based upon the South Australian Certificate of Education Stage 2 Music Studies 2019 Sample Paper. These are mock exam questions intended for student examination preparation. This document has been published by The Australian Society for Music Education (SA) Chapter for teaching and training purposes and is offered free-of-charge for students and teachers. If you are not a financial ASME member, please join so that we can continue to provide such resources.
Indigenous Australian Music in Schools– teaching resource – here (updated March 2019)
Many thanks to Sue Harding, Project Coordinator for her outstanding efforts in initiating and developing this project. After working on the CEASA funded Indigenous Australian Music in Schools: what is best practice? project for 18 months, ASME SA is pleased to announce that this resource for those teaching Indigenous Australian repertoire or topics in schools is now available for download (see link above). Intended to be used in digital format and updated regularly, this resource, in pdf–format will be readily accessible here on the ASME SA website.
SACE Harmony Marking Scheme – by Peter Gillard
New look SA chapter Newsletter from Term 3, 2018 – see e-Newsletter tab on SA website.
Until the end of 2016, an ASME (SA) Newsletter was printed and a hard copy sent to members every term thanks to previous editor, Briony Nickels. During 2017, the e-Newsletter listed some information about past and upcoming events, along with various reports, however, presenting the e-Newsletter on the website in this way has proven to be a little unwieldy. So, we will be putting out a Newsletter, to be available to download on the ASME (SA)website at the beginning of each term. Items that come up in the meantime will be listed in the News section of the website.
ASME(SA) acknowledges the outstanding work of Briony Nickels who has been Newsletter editor for the last 5 years (2012-2016). Briony has now stepped down from this role, which in part has lead to reconsideration of the Newsletter process.
View or download a copy of our Term 4, 2016 Newsletter
View or download a copy of our Term 3, 2016 Newsletter
View or download a copy of our Term 2, 2016 Newsletter
View or download a copy of our Term 1, 2016 Newsletter
Download a copy of our Term 4, 2015 Newsletter via this Google docs link (file size: 32MB)
Download a copy of our 2015 Term 3 Newsletter 2015
Download a copy of our Term 2, 2015 Newsletter
Download a copy of our Term 1, 2015 Newsletter via this Google docs link (file size: 38 MB)


- How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’?
In their introduction to the book titled “Against Common Sense: Teaching and Learning Toward Social Justice,” Kumashiro begins with a story of their time teaching in a Nepalis village as a Peace Corps volunteer in order to highlight cultural differences that manifested into rifts in educational philosophy. Because of this, Kumashiro identifies common sense schooling in Nepal as using the “lecture-practice-exam” but argues that while these remote schools may be using different teaching strategies, the U.S. relies just as heavily on “common sense” schooling, citing routines such as students attending school morning until mid afternoon and from September to June. Although perhaps unintentional, I cannot help but think that Kumashiro’s definition of “common sense” is connected to Sensoy and DiAngelo’s theories presented in “Is Everyone Really Equal.” All three authors claim that these “common sense” narratives are ingrained so heavily into our society that we cannot see them without stepping back to question our positionality, as explained in the metaphor of the fish swimming with the stream presented by Sensoy and DiAngelo. Within this writing I found most interesting Kumishiro’s disposition to the belief that the U.S. educational system was far superior to that of the Nepalis, perhaps a father reaching “common sense” understanding that North America is not only superior, but advanced in all aspects of education and learning.
Kumishiro suggests that these “common sense” understandings benefit privileged groups, introducing this as “oppressive education, ” and seeking to promote “anti-oppressive education.” I connected this narrative to my elementary education when a family came from Trinidad during an incredible cold snap. At the end of the week it began to warm and one of the siblings in the family began throwing snowballs at his brother during recess, and was certainly very confused when teachers urged him to stop after seeing this behaviour. This incident was the first time I had ever experienced someone who had not been trained with the same “common sense” narrative as myself and had me question the rules and regulations of the school at the age of 12. Although a small example, these cultural understandings guide our understanding of our school experience and highlights the importance for educators to pay attention to “common sense.” If we fail to be attentive to common sense narratives in our schooling, oppressive education threatens to continue as educators can easily be lost in “traditional” schooling.


Summertime provides children with a long break from school, but some children have a hard time with all of that freedom. Summer can sometimes lead to boredom and frustration, even for the brightest children.
The best way to keep children engaged this summer is to expose them to fun and creative activities such as an art class.
Getting your child involved in art can help with fine motor skill development, improve handwriting, and even strengthen hand-eye coordination. Some of these skills can be difficult for young children to develop, but encouraging them to develop them through art can make a huge difference in just a couple of months.
Getting your kids involved in art can also boost their confidence and creativity. The feeling of success and accomplishment after trying something new can be a confidence boost for kids of all ages. Plus, teaching the lesson of “practice makes perfect” is a great way to foster determination and dedication in your kids.
Art will encourage your child to showcase his or her individuality; when you’re taking an art class, it’s not all about who can make the right project. It’s about discovering how we see things differently, and celebrating those differences.
Exposing your child to art can also help them cope with potentially stressful things in their lives, like the addition of a new baby brother or sister to the family, losing a pet, or starting a new school in the fall.
Perhaps the most important reason to get your kids involved in art is because learning to express your artistic talents is fun! Kids love to take art classes, make new friends, learn a new skill, and create something they can bring home to show their parents.
Click here to view a full list of our summer classes for kids, and call Hunakai Studio today at 508-543-5665 if you have any questions about our classes, teachers, or registration.


Soreness during non-music activities is associated with playing-related musculoskeletal problems: an observational study of 731 child and adolescent intrumentalists
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This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by-nc-nd/3.0/. Please refer to the licence to obtain terms for any further reuse or distribution of this work.
Question: Is exposure to non-music-related activities associated with playing-related musculoskeletal problems in young instrumentalists? Is non-music-activity-related soreness associated with playing-related musculoskeletal problems in this group of instrumentalists? Design: Observational study using a questionnaire and physical measures. Participants: 859 instrumentalists aged 7 to 17 years from the School of Instrumental Music program. Results: Of the 731 respondents who completed the questionnaire adequately, 412 (56%) experienced instrument-playing problems; 219 (30%) had symptoms severe enough to interfere with normal playing. Children commonly reported moderate exposure to non-music-related activities, such as watching television (61%), vigorous physical activity (57%), writing (51%) and computer use (45%). Greater exposure to any non-music activity was not associated with playing problems, with odds ratios ranging from 1.01 (95% CI 0.7 to 1.5) for watching television to 2.08 (95% CI 0.5 to 3.3) for intensive hand activities. Four hundred and seventy eight (65%) children reported soreness related to non-music activities, such as vigorous physical activity (52%), writing (40%), computer use (28%), intensive hand activities (22%), electronic game use (17%) and watching television (15%). Non-music-activity-related soreness was significantly associated with instrument playing problems, adjusting for gender and age, with odds ratios ranging from 2.6 (95% CI 1.7 to 3.9) for soreness whilst watching television, to 4.3 (95% CI 2.6 to 7.1) for soreness during intensive hand activities.Conclusion: Non-music-activity-related soreness co-occurs significantly with playing problems in young instrumentalists. The finding of significant co-occurrence of music and non-music-related soreness in respondents in this study suggests that intervention targets for young instrumentalists could include risk factors previously identified in the general child and adolescent population, as well as music-specific risk factors. This is an important consideration for the assessment and management of the musculoskeletal health of young musicians.
Showing items related by title, author, creator and subject.
The association of music experience, pattern of practice and performance anxiety with playing-related musculoskeletal problems (PRMP) in children learning instrumental musicRanelli, Sonia; Smith, Anne; Straker, Leon (2015)There is evidence supporting the social and cognitive benefits of music education. However aspects of music practice, such as an increase in frequency and intensity of practice, are associated with playing-related ...
Playing-related Musculoskeletal Problems in Children Learning Instrumental Music: The Association Between Problem Location and Gender, Age, and Music Exposure FactorsRanelli, Sonia; Straker, Leon; Smith, Anne (2011)Purpose: Playing-related musculoskeletal problems (PRMP) are common in adult musicians, and risk factors include gender, music exposure, and particularly instrument type. Emerging evidence suggests PRMP are common in ...
Selected Physical Characteristics and Playing-Related Musculoskeletal Problems in Adolescent String InstrumentalistsVinci, S.; Smith, A.; Ranelli, Sonia (2015)PURPOSE: Music research has investigated the prevalence of playing-related musculoskeletal problems in adults and children, but the prevalence in adolescents has not been established. String instrumentalists report high ...


How you can help prepare your child for school
We’ve written recently
about the importance of a strong kindergarten or preschool year to help children become ‘school-ready’.
It takes a well-rounded curriculum
and highly skilled teachers
, as well as plenty of love and attention to really get those brain cells firing
But a child’s readiness for school isn’t just the job of teachers, and there are several things you can do at home to support your child as they progress towards school.
Support their developing social-emotional skills
A child’s social-emotional skills are the building blocks for the rest of their developmental pyramid. That’s the view of Tom Brien, teacher at Goodstart Mona Vale
“It’s my firm belief that if a child is emotionally intelligent and can self-regulate they will more easily pick up the other skills they need.
“A lot of my coaching with parents is about helping their child to recognise the emotions they’re feeling, negotiate with peers and self-regulate in socially acceptable ways.
“These are really valuable skills for young children to have.”
Children learn naturally
Encourage exploration and play
through play, and encouraging your child to explore the world around them will open the door to a wealth of opportunities to inquire and learn.
You can encourage this type of play at home by:
- Providing opportunities for your child to play outdoors and in natural environments
- Having things like dress up clothes and art materials readily available
- Asking open-ended questions about what your child is doing or what they’ve observed
- Introducing new words or perspectives that relate to their play
We have some excellent tips on our blog about supporting play in babies
and three to five year olds
Build on their early literacy and numeracy skills
Early childhood provides fertile ground for developing literacy and numeracy skills, and there are many simple ways you can support your child’s budding abilities at home.
Literacy is about much more than simply reading and writing, and one of the simplest ways to help grow this essential skill set
is by reading books to your child.
Books provide a fun and engaging entry point for developing vocabulary, knowledge, creativity, concentration, empathy and imagination.
Likewise, numeracy skills can be developed at home by encouraging things like counting, sorting items into larger or smaller, measuring ingredients during cooking, dividing food into equal shares or setting the table with the right number of utensils and plates.
Your imagination is the only limit!
Establish familiarity with the concept of school
Children feel secure when they know what to expect, so use the year before school to gently introduce the concept of school and build familiarity with the environment, behaviours and routines they’ll encounter.
Some simple tips include:
- Ask your child what they think about going to school and encourage their questions
- Talk about how they’ll get to and from school
- Let them dress up in their school uniform
- Read books about starting school
- Arrange some playdates with other children who’ll be attending the same school
- Practice the morning routine of getting ready and packing lunch
Doing this at home will reinforce what your child’s preschool or kindergarten teacher is doing, and can really help children make a successful transition to school.


The project Financial Literacy Through Public Libraries (FINLIT) is aimed to provide librarians’ competences and skills intended to develop financial literacy of elder library users. The results of the project will offer comprehensive financial educational modules for trainers and trainees with guidelines and educational material accessible online.
This Mapping Report as a joint endeavour of the FINLIT partners is aimed to support the decisions on the contents and practices of the financial education programs for librarian trainers and participants in trainings carried out during the project. The Mapping Report also provides the latest situation on financial education in four partner countries, i.e. Bulgaria, Poland, Romania and Slovenia. This report is an overview of national and international surveys related to the four countries, current national programs and initiatives concerning financial literacy, and different financial education practices or programs in each of the country. All of them provide a significant background for the development of systematic financial education programs in public libraries.
Librarians’ mission has always strived to foster life-long learning activities of library users. In this regard, public libraries are excellent environs for developing financial literacy programs. However, to accomplish this mission, librarians need additional skills and competences which will be provided by the FINLIT project. The findings of the libraries’ surveys undertaken by partner countries, provide information on hypothetical knowledge and skills, and interest in implementing the FINLIT educational programs by libraries.
In the last two chapters of the Mapping Report, a list of potential partners in financial literacy development in the partner countries is available, and some strategic and practical aspects for short- and long-term solutions in the implementation of financial literacy programs are described.
The Mapping Report offers the overview of four very different financial education situations and systems in the partner countries. There is also a considerable difference between partners’ public libraries in the implementation of financial educational programs for librarians and libraries’ users. However, all of them recognize the need for implementing these programs in their local communities.The Mapping Report (IO1) - available for download here.
How to work with FINLIT LMS Platform?
Video tutorial as a Powerpoint file (.pptx) - click to download
How to work with BigBlueButton and to conduct a webinar?
Here is a video lesson with explanation how to work with BigBlueButton and to conduct a webinar:
Last modified: Wednesday, 2 September 2020, 1:56 PM


From the Set Big Machines at Work
Learn the basics about many different types of zooming, zipping airplanes--from cargo planes to passenger jets.
|Interest Level||Preschool - Grade 2|
|Reading Level||Grade 1|
|ATOS Reading Level||2.3|
|Guided Reading Level||L|
|Publisher||The Child's World, Inc.|
|Format||Reinforced book, Hosted ebook|
|Number of Pages||24, 24|
|Dimensions||9.5 x 8, 9.5 x 8|
Author: Cynthia Amoroso
Cynthia Amoroso holds undergraduate degrees in English and elementary education, and graduate degrees in curriculum and instruction as well as educational administration. She is currently an assistant superintendent in a suburban metropolitan school district. Cynthia's past roles include teacher, assistant principal, district reading coordinator, director of curriculum and instruction, and curriculum consultant. She has extensive experience in reading, literacy, curriculum development, professional development, and continuous improvement processes.


The Joy of Music
One of the best parts of my job as a music teacher is witnessing the pure joy that music can bring.
Here’s one of my young students who started her first lesson with me at the end of June. We had a few lessons over the summer and then a break. But she loves to practice. This song was in our 3rd lesson and is her favorite.
Walking Before Talking?
As we ended the lesson, a student’s father said to me, “I took lessons in 2nd grade, but they started me with having to learn to read the notes and I just gave up. I wish I had you as a teacher back then.”
Back then, the only way to teach was reading notes first. And, unless you were a childhood prodigy like Bach or Mozart, then, sorry! Forget about any preschooler taking piano lessons! You had to wait until you were at least 8 years old.
It’s like asking a child to walk before they can even talk! It’s backwards!
Somehow, the child-centered approach to early childhood education never seemed to make it to the music education departments of Universities and conservatories.
There is a natural growth cycle of human development. And reading cannot come before speaking, ever. So why expect it in a music lesson? Reading music notation cannot come before playing the instrument.
Everything In It’s Place
In the Musicolor Method™ curriculum, we have a strategically designed sequence of songs that build technique while disguised as fun sing-along songs. There is a right time for everything. We use several phases of Musicolor notation that is instantly readable and yet guides the student towards reading traditional music notation. And we use a concept called direct-labelling, that comes from information design, to facilitate the entire process.
If your child is struggling with reading notes, it’s probably not their fault. It just may be out of sequence.
I Wanna Rock!
Recently, I met a father of a former student. He was very complimentary about my students abilities. He told me how his other daughter went to a big franchise music school that promised to teach kids to play in a rock band. And yet when she came home each week, the father would ask her to play a song.
“Well I can’t remember. And I only play one note in the whole song.”
That sounds more like playing a video game like Guitar Hero where you don’t actually learn the skills to play anything on your own. You just play along with backing tracks or the teacher plays the real song while the kids get to play one note. That doesn’t sound all that fun to me. And judging from the father’s disappointment, not what he was expecting. There was no organized method or curriculum.
As a teacher and a parent, I’ve never been a fan of this kind of teaching. It’s more of an after-school activity to kill a few hours until dinner time. Where’s the growth? Where’s the mastery of skills?
Learning any new skills requires structure and organization. Even with a million instructional videos on YouTube, how do you know what to watch next? How do you have an organized path to mastery?
How Do You Know If Your Child’s Music Teacher is Effective?
Do you have your child in music lessons? Do you see consistent growth every week? Is your child able to play music alone without the backing tracks or duets and still sound like music? Are they learning the life skills of focus, perseverance and practice? If not, you may be experiencing the old-school, traditional method. I call it walking before talking.
Send Your Teacher To This Unique Training
We can help. Send your teacher to our training, you can learn more or sign up here. We have a full curriculum to teach piano, guitar, ukulele, dulcimer, strumstick along with general music theory to children as young as 3!
Here’s a video of a 4 year old who worked with me for 9 months from the age of 3 1/2.


Beginning in the 2019-2020 school year, the Fox Chapel Area School District will expand its elementary world language program. Elementary students in kindergarten through fifth grade currently have Spanish lessons, but next year, they will have increased exposure to other world languages. The main goals of the program will be to introduce students to world language learning early, build awareness and understanding of other cultures, develop an appreciation for learning another language, and increase student motivation for future language study.
The program will include an emphasis on developing cross-cultural competencies in the youngest students.
According to Dr. Ashley Constantine, the district’s executive director of elementary education and instruction, there are very few districts who offer this kind of exposure to world languages at such a young age.
“This program will give our students the opportunity to explore various languages and the cultures of people who speak them,” Dr. Constantine said. “This expansion will give our students an academic advantage and create a very unique learning opportunity.”


Dyslexia, Dyscalculia and Mathematics, 2ed: A practical guide$69.99 Softcover
Add to cartQuestions?
- Dyslexia, Dyscalculia and Mathematics, 2edOutlines current thinking in the field and shows how the research methods that have been proven as successful can be used with whole classes of children.
Dyslexia, Dyscalculia and Mathematics will be an essential resource for teachers, classroom assistants, and SENCOs who help dyslexic and dyscalculic children with their understanding of mathematics. Written in an accessible style with helpful illustrations, this practical book reveals helpful ways in which to tackle both simple and complex concepts with students of all ages.
This second edition has been updated to include references to using technology that will help children with dyslexia and dyscalculia reinforce their mathematical skills and also contains a number of photocopiable resources that can be used in the classroom. Written by Anne Henderson, who is experienced in teaching language and mathematics to pupils with dyslexia and dyscalculia, this book outlines current thinking in the field and shows how the research methods that have been proven as successful can be used with whole classes of children.
This book encourages flexible methods and gives teachers the confidence to discuss alternative solutions with their pupils and help them achieve success. It is an ideal handbook for parent-teacher programmes and is also suitable for in-service training.
Table of Contents
- Dyslexia and Dyscalculia
- Factors Affecting Learning
- The Language of Mathematics
- Assessment, Intervention Strategies and Teaching
- Early Numeracy Skills
- Developing Number Skills
- Shape, Space and Measures
- Handling Data
- Dyslexia, Dyscalculia and Technology


Best selling, research-based resources for effective reading instruction and assessment.
Phonics-based, hi-lo, and Lexiled reading materials for struggling readers.
Resources — Reading —
Teaching Reading Sourcebook - 3rd Edition
Authors: Bill Honig / Linda Diamond / Linda Gutlohn Publisher: Arena Press
The Teaching Reading Sourcebook, Third Edition, is a top-rated, indispensable guide to evidence-based, comprehensive reading instruction. Combining the best features of an academic text and a practical, hands-on teacher’s guide, the Sourcebook explicitly covers all essential components of effective reading instruction as recommended by the National Reading Panel (2000): phonological awareness, phonics/decoding, reading fluency, vocabulary, and reading comprehension. The Third Edition has a completely new section on reading instruction within the MTSS (Multi-Tiered Systems of Support) framework: “MTSS for Reading Success.” The Sourcebook is user-friendly. Its organization and design reflect the elements of explicit instruction (what? why? when? how?). Each chapter includes a graphic, easy-to-understand explanation of the subject matter (what?); a concise summary of evidence-based research with a list of suggested readings (why?); suggested instructional timelines, assessments, and interventions (when?); and explicit, step-by-step lesson models that bridge the gap between research and practice (how?).
Appropriate for elementary teachers, middle- and high-school teachers, school or district administrators, pre-service teachers, college instructors, providers of professional development, literacy coaches
An easy-to-understand overview of reading instruction within MTSS covers the basic components: multi-tiered levels of prevention and support, evidence-based programs with high-quality instruction, ongoing assessment, and data-based decision making and problem solving.
Content closely correlates with the Common Core State Standards for English Language Arts, especially Foundational Skills (K–5).
Sample Lesson Models (how?) provide direct and explicit instruction for evidence-based strategies, practices, and activities.
Helpful graphics, definitions, and simple charts and tables make the subject matter immediately understandable.
Connect to Theory interactive activities for the reader provide opportunities to review and interpret content.
The Resources section provides reproducible sample texts, activity masters, and teaching charts designed to be used in conjunction with sample lesson models.
Suggestions for teaching English-language learners appear throughout book.
About the Teaching Reading Sourcebook About the Common Core State Standards and the Teaching Reading Sourcebook Correlation: Sourcebook Sample Lesson Models to the Common Core State Standards
The Big Picture
Section I: Word Structure Chapter 1: Structure of English Chapter 2: Structure of Spanish
Section II: Early Literacy Section Introduction Chapter 3: Print Awareness Chapter 4: Letter Knowledge Chapter 5: Phonological Awareness
Section III: Decoding and Word Recognition Section Introduction Chapter 6: Phonics Chapter 7: Irregular Word Reading Chapter 8: Multisyllabic Word Reading
If you are a College Instructor you may request an Exam Copy
Reviews & Comments:
The National Council on Teacher Quality (NCTQ) analyzed 725 textbooks used in college reading courses to determine if they covered the science of reading. Results of their analysis, published in 2020 Teacher Prep Review: Program Performance in Early Reading Instruction, indicate that the Teaching Reading Sourcebook was one of the 10 textbooks (out of 725) found to comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. NCTQ Report


Music is a universal language that represents the highest forms of creativity. The high quality provision of music education at New York Primary engages and inspires our pupils to enjoy and develop a love of music.
Our pupils grow in confidence as they listen, learn, sing, play and perform - increasing a sense of achievement. As pupils progress they are able to evaluate and critique, developing composition skills and notation. Our pupils appreciate that music can influence feeling and can be used to describe feeling and emotion. Participation is actively encouraged at New York Primary and music, in some form, is part of everyday life for all our pupils.
Pupils at New York are immersed in music from our 2 Year Offer to Year 6. In Early Years, much of our children's learning and daily routines are based around music and singing. Whole school singing occurs frequently throughout the week, with links to current and relevant topics or with seasonal links. Pupils listen to and evaluate music from various historical periods and genres including the great composers and music from our local North East culture. Singing is at the heart of music teaching and our pupils are taught to sing in tune with rounds and harmonies. We run a successful school choir which frequently takes part in local events and performances. We perform for parents and pupils perform for each other spreading that love and appreciation of music. In class, all pupils receive high quality music lessons and have the opportunity to play an instrument. We run extra-curricular clubs throughout the year including singing, percussion and music using technology.
Teaching and Learning of Music in lessons links to current topics of study, allowing us to design and deliver a bespoke music curriculum with cross curricular links within context; this supports the deepening of pupil engagement, understanding and learning. Music is accessible to all our pupils and through our personalised music curriculum all pupils have the opportunity to develop a love of music and to become musicians.


The Pingu’s English Tots program is designed to help children aged 18 – 36 months discover this valuable language, and the world it can open up for them.
By the time your child takes their first steps, they’ve already made great strides towards learning their first language. At this stage, we can introduce them to the English language using a fun, friendly and proven method, and give you the tools to support them throughout the learning process.
Scientifically proven English Language Teaching
Educational studies have shown that children are able to tell the difference between two different languages from the age of just four months old.
Starting to learn a second language from an early age enhances literacy development in a child’s native language, and even positively alters the brain’s structure to increase the amount of information-processing nerve cells in the area responsible for language processing.
Find the nearest center
Pingu’s English is the best way to give your tot a head-start in education by providing them with a vital English language skill that they will keep for life.
Enroll your tot today and help them set off on the right foot.
PinguTM was chosen as the basis for this program for the show’s universal appeal, neutral language and setting, strong family values and timeless quality. Although they have their own language, the characters can be easily understood through gestures and the rhythm of their voice.
There’s little adventurer Pingu, who makes a good role model for kids of all ages. He’s a proud big brother to Pinga, the adorable baby sister that’s in the same age bracket as children on this course. Through the characters’ lives, tots are welcomed to the English language gradually, using lots of fun and games to make sure the knowledge sticks.
Classes take place in small groups to make sure each tot gets the attention they need in an environment without unnecessary distractions.
Kids are given the encouragement and safe space to express themselves freely and gain confidence with a new language. Parents are also invited to attend classes, both to reassure and learn the skills to help with the learning process at.
The course includes 12 sessions, with 10 structured lessons (one per topic) and 2 creative review labs (one per 5 lessons). It’s based on the Level 1 of the Pingu’s English Pre-school program, so it’s easy for tots to continue onto the next level as they get older.
We keep the lesson structure the same throughout the course to help toddlers get into a regular routine. Each class consists of:
- Warm up
- Language Presentation
- Game Time
- Song Time
- Alphabet Time
- Craft Time
- Action Words
- The Body
Pingu’s English provides a valuable selection of high-quality learning resources to assist the learning process, including:
- Story Book 1&2, Story CD 1&2, Song Book 1 and Song CD 1
- Teacher’s resources (Pinguland mat, figurines, letters and numbers DVD, flashcards)
- Worksheets from lesson plan to help with activities at home
With Pingu’s English, parents don’t need to have a knowledge of the English language in order for their child to learn. We will offer suggestions throughout the course to help your child keep learning while at home, regardless of your grasp of the English language.


The early identification of the individual needs of students is critical to ensure they learn successfully. During each stage of schooling a number of measures are employed to identify the educational needs of students.
The teacher discusses any concerns with parents in relation to hearing, sight, speech and or physical development to enable parents to access specialist health professional intervention if necessary. The teacher will also undertake some initial screening in Literacy and Numeracy concepts to assist in the development of early schooling programs.
Pre Primary to Year 2
Making sure our early years students have the necessary essential skills for future literacy and numeracy development is vitally important. All public schools in Western Australia are involved in the Department of Education’s On-Entry Assessment Program. This program, presented as a literacy and numeracy interview, will enable teachers to collect vital information on essential literacy and numeracy skills of their Pre Primary, Year 1 and Year 2 children. Parents of Pre Primary students will receive a printed report following the testing.
The results of these interviews will provide teachers with additional information to assist in the planning of their teaching programs, reflective of each student’s needs. It will also provide your child and teacher with some valuable time together in a one-to-one situation.
The Literacy interview takes approximately 30 minutes, and includes a series of simple tasks, some of which have accompanying resources, and include speaking and listening, letter recognition, responding to sounds, and looking at books. The numeracy interview takes approximately 15 – 20 minutes and includes a set of simple tasks on number, measurement and space.
Further information can be found on the On-Entry website, at:
Years 3 to 6
Ongoing monitoring and assessment of your child’s progress using a range of standardised tests and summative assessment to plan for and implement teaching strategies to meet their individual needs.
In addition to monitoring that occurs at a school level, students also participate in national testing procedures. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment of all students in Years 3, 5, 7 and 9. All students are expected to participate in the testing. They will be assessed in Language Conventions (Spelling, Grammar and Punctuation), Writing, Reading and Numeracy.
The results support schools to identify strengths and areas that need adjustment in teaching programs, and gain information to help them evaluate programs and allocate resources.
Reporting to Parents
As part of accountability requirements, regular reporting to parents and feedback on student progress is an important, non-negotiable, requirement of the school. A variety of methods are utilised each term to keep parents informed about their child’s progress.
Parent and caregivers will receive formal reports twice a year. These reports comply with Department of Education requirements to:
- Give an accurate and objective assessment of the student’s progress and achievement
- Include an assessment of the student’s achievement reported as an ABCDE scale, clearly defined against specific learning standards and relative to the student’s peer group
Students at Educational Risk
At Aveley North PS we have processes in place to identify and support students at educational risk to progress towards the achievement of their academic, behavioural and social-emotional goals. This process may involve the staff, parents and agencies working together to develop, implement and monitor Individual Education and/or Behaviour using plans to address the specific needs of the child.


What is the role of the Music Education Facilitator?
In Prairie Spirit School Division we currently have two Music Facilitators, Kendra Worman and Will Martin. It is the mission of the Music Facilitators to help foster the continued growth of Music Education, musical opportunities and to build capacity in teachers who are assigned to teach the music strand of the Arts Ed curriculum in K-Gr. 9, and/or those teaching music 10/20/30 and related credits at the high school level. The division recognizes that not all teachers assigned to teach in this area feel comfortable navigating this curricular area sufficiently.
Facilitators work alongside teachers who need support to build their pool of resources, develop their ideas for projects, learning activities, and teaching musical concepts, build teachers confidence and knowledge in this teaching area, and assist teachers in learning the details of music as needed in an attempt to have students meeting the curricular outcomes that currently are required.
What does this look like in schools?
Every teacher’s needs are different, and support is diverse accordingly. Facilitation can look like any or all of the following:
- In-class support minimum 3-5 classes with the goal of moving through an “I do, We do, You do” process.
- E-mail or phone communication on ideas, questions, or resources
- The Facilitator can do a demonstration lesson with your class on a topic or area a teacher is not familiar with. Ie: Teaching you and your class how to tune ukuleles, or an introductory to The Blues lesson, etc. The idea here is for the teacher to learn some of the details involved in a concept or topic such that they could then carry on from that point or could replicate that particular lesson another time on their own.
- The facilitator can co-teach alongside the teacher over an extended period of time until the teacher feels confident and knowledgable enough to become independent of the facilitator
- The facilitator can simply be on-hand during a lesson that is new and unfamiliar to the teacher, available as an extra set of hands, or for support.
- The facilitator can assist in researching purchase options for music equipment and technology
What does this look like beyond the school?
In addition to the in-school work, Facilitators also work to provide division-wide support through the following work-in progress projects:
- Development of PSSD library resources for music education
- Development of a PSSD music equipment catalogue
- Building a PSSD network of music educators
- Development of a plan for future music education in PSSD
- Maintain and develop an effective resource through the PSSD Music Education blog
- Organize and prepare Resonate events
- Organize and prepare PSSD PD opportunities for teachers
- Organize and prepare musical performance opportunities for PSSD students and local musicians
- Monitor Saskatchewan curriculum development and high school credit options
- Provide updates and reports to Senior administration and the PSSD board of education
- Maintain involvement in provincial Music Education and Arts Education provincial organizations


CBSE SYLLABUS FOR CLASS 10
CBSE Class 10 Syllabus for academic session 2020-21 is available now.
The curriculum for secondary classes is planned in a very good manner for students. So, they can get a clear understanding of various Subjects. It is a perfect tool for students. They can plan their schedule for study.
CBSE offers various additional subjects at Secondary level along with main subjects. In CBSE Curriculum for Class 9 and 10 there are total five compulsory subjects including two languages and three main subjects.
All of these Five subjects are compulsory to study at Secondary Level. These includes:-
SUBJECT 1: Language-1 (Hindi Course A or Hindi Course B or English Language & Literature)
SUBJECT 2: Language-2 (Any one language from Language Group other than Language-1)
SUBJECT 3: Mathematics -Standard or Mathematics – Basic
SUBJECT 4: Science
SUBJECT 5: Social Science
Additional(Optional) Subjects includes:-
SUBJECT 7: Any one Vocational(Skill) Subject
SUBJECT 8: Any one from Academic Electives or 3rd Language from Language Group other than Language-1 & Language-2(already selected as main subjets).
Subjects of Internal Assessment:-
- Art Education
- Health & Physical Education
Important points to follow while selecting subjects:-
- Out of the languages, one shall be English or Hindi, both English and Hindi can also be offered simultaneously.
- The same language can be offered only at one level i.e. Core/ Elective.
- The List of Skill Electives available is attached. Subjects as prescribed under Skill Courses are to be opted. However, Scheme of Studies may be referred.
- Physics (042) and Applied Physics (838) cannot be taken together
- Chemistry (043) and Applied Chemistry (839) cannot be taken together
- Mathematics (041) and Applied Mathematics (840) cannot be taken together
- Informatics Practice (065) cannot be taken with Information Technology (802) and Web Application (803).
- Business Studies (054) and Business Administrations (833) cannot be taken together.
The additional subjects are optional to study. A student can choose 6th and 7th subject as additional subjects.
CBSE Curriculum aims at developing holistic individuals because it is based on Scholastic and Co-Scholastic evaluation. The Syllabus for all the main subjects gives importance to clearing the concepts of students in every aspect of life.
Each year CBSE (Central Board of Secondary Education) releases the syllabus for class 9, class 10, class 11 and class 12. The syllabus contains very important information about the structure of course, practicals, question paper design as well as prescribed text books.
In conclusion, you must go through the latest CBSE Syllabus for 2020-21 in order to get good score in your final examinations. As a result, you will have a thorough knowledge about all the subjects. It is also important to select latest edition books to keep yourself updated.
You can download class 10th Syllabus for Science, Mathematics, English, Social Science, Languages and Vocational Subjects including Information Technology, Retail, Automobile etc. available here.
CLASS 10 MAIN SUBJECTS SYLLABUS 2020-21
CLASS 10 LANGUAGES SYLLABUS 2020-21
SAMPLE PAPERS FOR CBSE CLASS 10
SAMPLE PAPERS FOR CLASS 10
Various sample papers for class 10 are also available here. You can practice these sample papers to increase your marks in final exams.
CBSE syllabus is based on National Curriculum Framework-2005.


Not unexpectedly, nothing had been done for establishing the Panchayati Raj in 1950s. Central Government had directed its efforts for local development on the Community Development Programme (CDP) with the help of village level workers, social workers, agricultural experts and the newly appointed development officials.
High hopes were pinned on CDP, but when it seemed that it was not making any headway. Government appointed Bal wantrai Mehta Committee to make recommendation for its improvement.
The Committee diagnosed the lack of democratic local bodies with real powers as the major cause of the failure of CDP. The remedy suggested was the setting up of Panchayati Raj by instituting three levels of representative bodies.
The National Development Council accepted these recommendations in 1959. Rajasthan was the first state to set up Panchayati Raj in Oct 1959, followed by Andhra Pradesh and Tamil Nadu in the same year. Later the other States followed suit.
Panchayati Raj aims at taking democracy to the village level by delegating substance of power to the people’s organisations. It was the main recommendation of Balwant Rai Mehta Committee with a view to popularizing the Community Development Programme and making it more effective.
The Primary object of Panchayati Raj is to arouse in the people of each area intensive and continuous interest in the development of the entire population.
The following are the main tests by which the success of the Panchayati Raj will need to be measured from time to time;
(i) Emphasis on increased agricultural production,
(ii) Development of rural industry.
(iii) Development of facilities for education and adult literacy.
(iv) Progressive dispersal of authority and initiative with special emphasis on the role of voluntary organisations.
The Rajasthan Government was the first to embark upon this experiment of decentralisation in the village of Nagaur and to pass the Zila Parishad Act in 1959. The Government divested itself of certain powers in the sphere of development activities; it only retained regulatory and residuary powers.
The idea was to help the village leadership to grow. These selfless people, who worked for the people, would ultimately become the accredited leaders of the people.
It is a three-tier system in each state:
(a) The Zila Parishad at the district level.
(b) Panchayat Samitis at the block level.
(c) Gram Panchayats at the village level.
The members of the Panchayats are directly elected by the people, whereas the members of Panchayat Samitis will be elected by the Panchayats.
The members of Zila Parishad would consist of the Presidents of the Panchayat Samitis bodies of MLAs, and MPs elected from that district. The Panchayat Samitis would undertake to look after schemes, like (a) elementary education, (b) village roads, (r) public health.
Nyaya Panchayats or village courts which provide a speedy and inexpensive system of justice to the villagers are functioning in some of the states. Panchayati Raj now covers all the states except Meghalaya and Nagaland.
The panchayat, the cooperative and the school are the basic institutions at the village level for carrying out programmes of rural development. The elected panchayat is responsible for many development programmes within its territorial jurisdiction. The village school, which is also a community centre, looks after the recreational, educational and cultural needs of the people.


- An Introduction to Hexagonal Geometry
- An Argument for Dozenalism
- The Permutohedron
- The Cuboctahedron
- 2010 Crop Circle Roundup
- The PAH World as Hexagonal Overmind, etc.
- About Hexnet
Collected articles by various authors
- Twelves and Tens - A.C. Aitken
- An Excursion in Numbers - F. Emerson Andrews
- Euclid IV.15: To inscribe a regular hexagon in a given circle - Euclid
- The Double Triangle, Hexagon, Hexad, or the Number Six - George Oliver
- Remarks on the Rev. S. Haughton's Paper on the Bee's Cell, And on the Origin of Species - Alfred Russel Wallace
PDF files by various authors
The following is a selection of PDF documents hosted by Hexnet. Where applicable they are distributed with the express permission of the authors. The philosophical views expressed in these documents are those of their respective authors, and are not necessarily my own.
- Global Interdependence and Art Education: Where Hexagons Make the Connection - Presentation by Beth Burkhauser to the National Art Education Association - Interdependence Day Scranton
- The Hexagonal Geometry of the Tree of Life - By Patrick Mulcahy
- My Love Affair with Dozens - By F. Emerson Andrews - Originally posted at the Dozenal Society of America
- A Primer on Dozenalism - By Donald P. Goodman III - Triumvir Sapientiae
- The Pythagorean Triangle: Or, the Science of Numbers - By George Oliver (digitized by Google)
- Tau Manifesto - By Michael Hartl
- The Unification of London: The Need and the Remedy - By John Leighton (digitized by The British Library)
The following is a selection of very short useful videos I've created to demonstrate elementary hexagonal geometries, as well as some other crap:
- Constructing a Regular Hexagon - An olde-fashioned look at constructing a hexagon in the traditional manner.
- Phi - A rather cryptic demonstration of one of many ways to derive the golden ratio from hexagonal constructions. The very first proper Flash animation I ever made.
- Saturn Hexagon From Cassini - Infrared timelapse of the Saturn hexagon from Cassini - Created by NASA and in the public domain.
- A Series of Cubes - A brief video I made to demonstrate the principle of hex numbers being the difference between consecutive cubes. It's not a big truck.
Also, from Youtube:
- Triumph of the Hexagon - My flagship hexagon video, which I no longer particularly care for, but which is still interesting
Please also see our page of interesting videos, which features a small assortment of independently-made videos from Youtube that may or may not be of interest to the hexagonally-minded viewer.


What are the main causes of death around the world? If we need to take a single cause, cardiovascular disease is the winner. And if we look into it in a little more detail, we see differences from area to area.
Here’s a map of the world based on conditions that are common in each of the regions and continents of the world. This map has been designed by “Odra Noel”, a doctor at the University of the Basque Country. She also gained a PhD in basic science at the University of London and has art training in music education and also aesthetic. Odra Noel combines scientific work with scientific art creation.
When seen through the microscope, the tissues that form our organs and body parts can be stunningly beautiful, with all the complex structures that determine their function forming beguiling patterns.
North America struggles with rising obesity, and this adipose tissue (fat) is more beautiful close up than you would imagine.
Central and South America are represented here by pulmonary tissue (lungs); smoking and respiratory infections are a leading cause of death.
Europe, with its ageing population, suffers greatly from neurodegenerative diseases, including dementia (neurons, brain tissue).
Great swathes of the Middle East and central Asia are shown here as cardiac muscle (heart), as these regions are afflicted with rising levels of hypertension and other causes of heart and cardiovascular failure.
The Far East and the Pacific look beautiful in pancreatic acinar tissue; its failure causes diabetes, a major problem in this area, frequently described as a diabetes epidemic.
And Africa is made of blood here. The only continent where the leading cause of death are transmittable diseases (infections), notably malaria and HIV.
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Basic Skills Series: Practice Saying Names of LettersSubmitted by mgmay281 on Sun, 03/03/2019 - 11:11
Practice Saying Letter Names
by Michael J. Genevro 2019-03-03
- English as Second Language Teachers / Students
- Preschool Educators
- Parents of preschool children
When I left the corporate world, one of my fundamental goals was to give back to Life everything that I had learned or received in my lifetime.
For 10 years I worked in elementary education. One of my greatest joys in those years was to create learning materials for the students. Some of my creations worked really well with the students. Some did not work so well. Life is a learning experience.
During the past 16 years, I frequently returned to that part of my life experience to create materials that integrated the technical skills and knowledge from my business work with my passion for education at all levels.
One of my earliest projects was a series of 3-minute videos to practice saying the letter names in English.
This article contains a link to the home page for these videos on my Web site.
Yes, I am starting at the beginning here. There is more to follow.


Digital citizenship has stepped into the forefront of a modern-day education. Experts indicate that as schools roll out tech, they also need to be rolling out digital citizenship education.
One part of this Google campaign is Interland, a game that has students travel an imaginary world where they need to fight hackers, phishers, oversharers and bullies with digital citizenship skills. While game-based learning can be effective, educators also need to be armed with skills to teach their students to be citizens of the web.
This month, Google extended its Be Internet Awesome program to include a free online training course to help educators establish foundational skills needed to teach their students to have a safe and positive experience online.
“Teaching digital citizenship isn’t always straightforward — and can be pretty intimidating — given the many ways in which young people use the internet today,” reads the Google blog post announcing the Digital Citizenship and Safety Course.
The Google course is separated into five lessons:
- Internet safety and privacy, with a focus on setting strong passwords
- Mobile safety, with an emphasis on avoiding harmful downloads
- Informed searching, which is about evaluating credibility of online sources
- Scam safety, which establishes ground rules for avoiding phishing and other scams
- Online reputation management, which helps with long-term skills for protecting privacy
“We want to help ensure that today’s young people will become smart and responsible citizens both online and off,” reads the post. “But we also recognize that it’s important to partner with educators too, so we really look forward to seeing how the Digital Citizenship and Safety Course will help teachers tackle this important topic in the classroom.”
Best Practices for Teaching Digital Citizenship Skills
As schools roll out one-to-one technologies and establish BYOD programs, teaching students how to navigate the web safely is fundamental.
“It’s part of our everyday curriculum. Our technology standards cover everything from how to use a keyboard to how students can keep themselves and their information private online,” says Melissa Miller, technology coordinator at Bremen (Ind.) Public Schools, in an EdTech article.
Allison Renda, a teacher at Broadalbin-Perth Intermediate School in Amsterdam, N.Y., also tells EdTech that when she teaches her students how to use classroom devices she starts with lessons on online behavior.
“At the beginning of the year, every class writes a digital citizenship pledge — what they pledge to do this year to make themselves better citizens online,” she says in the article.
With this new Google training, even more educators will be equipped to weave in lessons on digital citizenship into their curriculum.


I would love you to share a favourite family recipe with the class. I'll put all of the recipes together and share the finished Class Cookbook with you to try at home! Your recipe can be sweet or savoury it's up to you! All good recipes have clear instructions so use the on the attached template or write your recipe on a piece of paper if you prefer and upload a It's always helpful to see how the food should look when it’s finished so take a photo or create a drawing and upload with your recipe Have fun!
This activity provides opportunities to develop literacy through writing and reading as well as developing numeracy skills through measuring. The activity also builds connections between home and school. Image from Shutterstock ref: 266773181


What Is Music Together®?
Music Together is an early childhood music and movement program for children from birth through age five—and the
grownups who love them! First offered in 1987, our music classes help little ones develop their innate musicality—and
much, much more.
Our early childhood music curriculum has decades of research behind it, in both music education and child development.
We know what we're talking about, and we're good at what we do! And because we recognize that children learn through
play, we make everything we do in class engaging and fun.
We're All About Family
We also know that young children learn best from the powerful role models in their lives.
That's where you grownups come in! Our family music classes show parents, teachers,
and caregivers how to help their children become confident music-makers
just by having fun making music themselves.
We're All About Community
Music Together brings families of all kinds together in a warm, supportive environment where everyone feels
comfortable singing, dancing, and jamming. Creating lasting family and community bonds through music is a huge
part of our programs.
The Music Together Philosophy
Most people think being musical is a question of talent—you either have it or you don't. While that may sound reasonable,
it's completely untrue! All children can learn to dance and sing just as naturally as they learn to walk and talk. With this in
mind, we formulated four basic principles that guide everything we do.
The Four Principles of Music Together
1. All children are born musical.
2. All children can achieve basic music competence—that is, they can learn to sing in tune and dance accurately to a beat.
3. It's crucial that parents and caregivers participate in class and model music-making for their children in class and
at home, regardless of their own musical ability.
4. The environment that best fosters young children's musical growth is playful, musically rich, and developmentally
Helping Children Grow
Singing and dancing with children is so much fun, it's easy to overlook how much they're learning in the process.
Gaining basic music skills is one of the most obvious benefits of our early childhood music program, but there are other,
less obvious benefits of music for children, too. It turns out that learning music also supports social, emotional, cognitive,
and physical development. Read about the benefits of music for every age and stage.
Grownups enjoy Music Together® classes as much as kids do! Our no-work, all-play classes give families time to relax
and have fun together, a gift for busy parents and caregivers who have fewer and fewer opportunities for family time.
Our classes strengthen bonds between families, too. Sharing experiences that touch the heart brings everyone closer as a community.


Research into the effect of excessive screen time on oral language development and later schooling success is still in its infancy, but the more a child is engaged with technology, the less they are interacting with humans.
This results in fewer opportunities for children to listen to and engage in conversations which are fundamental in learning to speak and communicate effectively. These early interactions provide children with the opportunity to build their vocabularies, understand social rules of language such as turn taking and asking questions as well as understanding body language and facial expressions.
Health authorities have become concerned with the boom in the use of technology by young children. It is feared that there will be serious knock-on effects in the areas of education and health which has prompted the Australian Department of Health to issue guidelines regarding screen time for children aged under five years.
The guidelines are:
- Children younger than two years of age should not spend any time watching television or using other electronic media (DVDs, computer and other electronic games).
- For children two to five years of age, sitting and watching television and the use of other electronic media (DVDs, computer and other electronic games) should be limited to less than one hour per day.
- Infants, toddlers and preschoolers (all children birth to five years) should not be sedentary, restrained, or kept inactive, for more than one hour at a time, with the exception of sleeping.
Between two and five years of age, children are like sponges. They soak up all the oral language input and learning new words (sometimes words we wish they didn’t learn) at an incredible rate.
At two years of age, children should have a vocabulary of 50 words and we should begin to see them combining two words together to get their needs met and to express themselves such as “more milk” or “Daddy home”. In order for this development to occur adults need to spend time engaging with their children in play, book reading and conversation to model how communication works.
Linking oral language skills and reading and writing
It is heavily documented in the literature that there are strong links between oral language skills and a child’s ability to read and write. In fact, a recent study has indicated we can predict how good a child can read and spell at 11 years of age based on their oral language skills at age two.
With all that being said, technology is here to stay and there are some very real benefits of using technology to supplement children’s language and literacy development.
Obviously, reduced screen time and more time interacting with your child will prove most beneficial in developing their communication skills. However, the following strategies can be utilised to enhance your child’s oral language when they are engaging with technology:
- Introduce new words around the game they are engaged in.
- Expand on their utterances. For example if they are playing a game about animals and they say ‘dog barking’, you can expand on that and say ‘Yes. The dog is barking at the boy’.
- Have your child predict what will happen next.
- Pause their game and ask them to retell what has just happened.


The Danish education system is known for its innovative ways of teaching which promotes creativity and critical thinking among students. One of the most known is the Forest School.
By Yemen Al Fadel and Andrés Solís Mardones
The team of Nordic Nature International Preschool is planning to establish the first international forest kindergarten in Denmark. This team is aiming at educating children in a natural environment where they can be physically active and experience adventure while exploring the outdoor world.
Defined by Claudia Mclean a former International School of Hellerup teacher “A forest kindergarten is a place where children spend about 80% of the school day outdoors (…). There is less emphasis on academics and testing and more emphasis on play and hands-on inquiry learning”.
“In Scandinavian countries we have a belief or a tradition that children and nature belong together or have a connection or links together that you can get education or learning from being in nature”, said Professor Peter Bentsen.
Benefits of learning in a forest school:
In word of Jane Williams-Siegfredsen the most important approaches of the forest school are first of all this system is focused in a holistic way of learning and development. This consist in the caring about the intellectual, emotional, social, physical, creative and spiritual potential of every child.
”I believe that children will develop a lifelong connection with nature if they spend a large part of their childhood in nature”, said Claudia McLean.
Also the system believes that every child is unique and competent in their own way, the way they think, feel and interact with others. Children need an environment to flourish and grow their positive self-esteem.
Kids Through active learning have the possibility of being in constantly changing, adjusting, and rearranging meaning and understanding of things. First hand experiences develop an understanding of themselves and the environment they are in. There should be an understanding that children need to be in harmony with the environment.
And the learning they can get from social interactions helps children develop self-confidence and master challenges in their world.
Other advantages that children can experience while being educated in green and refreshing areas are: “Fresh air, less stress, less noise, less exposure to illness, increased opportunity for motor skill development, daily use of all senses, better understanding of the natural world, increased social skills, increased empathy.
A normal day for a kid in a forest kindergarten:
Children might participate in several activities during a school day in the green. In words of Claudia McLean some examples of what might happen are: “cooking outside together, water play, digging a hole, observing animal signs and habitats, observing the changing seasons, climbing trees, building shelters, engaging in imaginary play, visits to the beach, making art out of natural items, planting, plucking a chicken or pheasant, visiting a farm, etc.”
The team of Nordic Nature International Preschool is inviting families to give their children the opportunity to discover their interests and their place in this world by engaging with outdoor world. This results with children developing a bond with nature that will be forever cherished.
“People tend to care about things they have developed a relationship with. I hope that at least one result of attending a forest kindergarten will be that the children will develop an appreciation for nature and act on it to help our planet”, stated by Claudia McLean.


St Brigid’s Catholic Primary School and its curriculum exist primarily to serve the child as a growing and developing individual, interacting with the world, learning to operate in it, and trying to make sense of her/his experience.
Our school aims to:
- help children grow in awareness of self, others, environment and faith community
- assist children in the forming of Christian attitudes in the context of the traditions and doctrines of the Catholic Church
- enable children to respond to experiences and to be intrinsically motivated to learn and grow through them
- provide opportunities for rigorous learning and an understanding of knowledge – facts, methods, language, symbols, sources, learning styles and thinking skills
- help children acquire skills and become information literate
- foster an enthusiasm for learning, leading to the development of life-long, independent and reflective learners
- provide a firm foundation in Religious Education, English, Mathematics and communication and thinking skills
- engage students in a real life and relevant curriculum that seeks to embed the cross-curriculum priorities of
- Sustainability which addresses the ongoing capacity of the Earth to support life
- Aboriginal & Torres Strait Islander Histories & Cultures
- Asia and Australia’s Engagement in Asia
At St Brigid’s, the curriculum content encompasses the Australian and Victorian Curricula and the resources provided through the Catholic Archdiocese of Melbourne’s publication; To Know, Worship & Love.
- The Victorian Curriculum commences at the Foundation level and continues through all levels in Primary Schools
- Knowledge, skills and behaviours are developed across all year levels to meet the needs of all students
- Teachers are committed to the principles of Contemporary Teaching & Learning and Inquiry-based learning to engage, motivate and inspire students.
- As a Catholic school this is one of our core learning areas
- The Arts
- Visual Arts
- Health and Physical Education
- Civic and Citizenship
- Economics & Business
- Languages (LOTE)
- Design and Technologies
- Digital Technologies
- Critical & Creative Thinking
- Personal & Social
At St Brigid’s Catholic Primary School, our students are given the opportunity to be involved in a variety of specialist programs, contributing to their learning experiences through a varied curriculum that builds on multiple skills.
The Performing Arts program at St Brigid’s sees all students actively involved in creating and performing dramatic responses, building self-confidence and social skills. St Brigid’s has developed a quality Performing Arts program which involves student performances. These performances aim to showcase students expressive skills, dramatic ideas and specific stagecraft elements used to communicate ideas to an audience.
Physical Education at St Brigid’s is a fun and motivating experience, allowing all students to participate in a variety of learning experiences. Students are involved in basic and complex motor skills development and given opportunities to apply these skills through team games and activities. St Brigid’s students are also given the opportunity to compete at zone competitions in athletics and swimming and our annual house athletics carnival is an event that everyone looks forward to! We also have an annual cross country hosted at the school. Our yearly house swimming carnival at the Healesville pool allows students to put their swimming skills learnt from lessons in Foundation to Junior years into practice while participating in team competition.
The Visual Arts program at St Brigid’s involves students in a variety of hands-on, interactive experiences that allow them to create and make, as well as explore and respond to art works. Visual Arts is often integrated with other curriculum areas, supporting Inquiry learning and Religious Education. The aims of our program include:
- Encouraging tactile and fine motor skill development, enabling children to control tools and apply techniques
- Acquiring a visual grammar
- Cultivating observation of detail, such as elements of colour, shade, texture, and dimensionality.
- Investigating history and culture through the lens of art and design
- Developing free experimentation with a wide variety of materials
- Fostering complex and reasoned thinking processes such as analysis, aesthetic considerations and critical discernment
- Examining the practical usage of art, craftsmanship, and design in the wider community eg: architects, graphic designers, illustrators etc.
Each year, St Brigid’s holds an art show, exhibiting the students work from throughout the year. The art show is a much loved part of our school and the students thoroughly enjoy the opportunity to have their work displayed to the wider school community.
Languages Other Than English – Indonesian
The aim of our LOTE programme is to give students varied, enjoyable lessons which provide them with every opportunity to develop linguistic skills as well as gain a deep appreciation and understanding of another culture.


Many countries around the world have experienced an unprecedented increase in the education levels of their populations in recent years. Around half of all young people in Canada, Japan, and Israel complete tertiary education. However, despite huge investment in education, a significant proportion of the workforce in some countries still has very low levels of literacy and numeracy, with negative consequences for future earnings and employment.
“…However, the estimates of the wage premium associated with having better basic skills vary substantially across countries. For example, in eight countries the wage premium is below 15% but in six countries it is above 21%. The US shows the highest wage premium from having better numeracy skills at nearly 30%.”
All newly published one-pagers are also available to read and download in German.Find out more.
Opinion: Minimum wages hurt young people
Charlene Marie Kalenkoski
One purported purpose of minimum wage legislation is to increase the incomes of unskilled workers. However, research using US data, plus the bulk of the economic literature, shows that minimum wages usually reduce the job opportunities available to such workers. Youth employment is reduced by 2–3% in response to a 10% increase in the minimum wage. While some workers are lucky enough not to have their hours cut or lose their jobs when minimum wages are imposed or increased, some are not so fortunate. Read the full commentary.
Have a specific labor market query? Get in touch with one of our designated Topic Spokespeople.
IZA/CEPR Annual Symposium in Labour Economics 2018, September 20-21. This year's symposium features a keynote talk by Jesse Rothstein (University of California, Berkeley and IZA). The goal of the symposium is to provide a forum for high-quality work in labor economics and to bring together economists in the field from across Europe as well as key researchers from outside the region.
3rd IZA Workshop: The Economics of Education, October 4-6. The aim of the workshop is to bring together about 30 researchers working on the economics of education, in particular on the theme "Education and the Labor Market."


Those who claim teachers and their education schools have focused on the wrong way to teach reading never mention Common Core State Standards. But, since 2010, Common Core has figured prominently in the reading curriculum teachers have been forced to teach.
If students are showing increased reading problems, shouldn’t the English Language Arts standards be examined, including the Reading: Foundational Skills which focuses on phonics?
If Common Core was improving learning, wouldn’t those phonics standards be working for all children? Perhaps Common Core is the problem.
In 2015, in The Washington Post: “Requiring kindergartners to read as Common Core does – may harm some,” Nancy Carlsson-Paige, Geralyn Bywater McLaughlin and Joan Wolfsheimer Almon, well-respected experts in the area of early childhood learning, described how Common Core’s standards involved unreasonable expectations for kindergartners.
They stated, many children are not developmentally ready to read in kindergarten, yet the Common Core State Standards require them to do just that.
It’s important to note that phonics hasn’t been missing from the curriculum like we have been told.
One mom complains about the phonics in 2015 in another Washington Post article “Mom: Common Core wants kids to develop reading skills at the same pace. My daughters didn’t.”
My concern with the standards for the youngest grades is not with the Reading: Literacy Standards, which are about comprehension and understanding stories, but rather with the Reading: Foundational Standards (Kindergarten), which are about phonics and decoding words. The Reading: Foundational Standards require ALL kindergartners, for instance, to be reading CVC words (i.e., three-letter short vowel words) by the end of kindergarten, unless those words end with r, x, or l. Requiring such phonics-based reading skills at that level by the end of kindergarten is developmentally inappropriate for many 5-year-olds. I can tell you that from my own experience.
Many parents and educators initially complained about Common Core, but powerful people behind the standards reshaped reading instruction at every level.
In “How Common Core Is Destroying Training of Teachers”, Sandra Stotsky professor of education emerita at the University of Arkansas and longtime critic of Common Core, recently wrote Unfortunately, the nation’s self-appointed education policy experts, Bill and Melinda Gates, who gave us Common Core, have decided they know how teachers should be trained. They don’t.
Many dyslexia advocacy groups and those concerned about learning disabilities stamped their approval on the standards. The International Dyslexia Association claims students can reach the standards. They believe the IEP will take care of differences.
How many children with reading disabilities are made to struggle unnecessarily due to Common Core State Standards and unreasonable expectations?
Emily Hanford, who wrote “Hard Words: Why Aren’t Kids Being Taught to Read?” has written positively about the standards in the past. She advocates extensive phonics for all children as science. But where does Common Core, more precisely the phonics in Common Core, fit? Hanford never mentions it.
Most of her reports are run by NPR, a part of the American Radio Works. The PBS News Hour recently reported “What Parents of Dyslexic Children are Teaching Schools About Literacy”. That report never mentioned Common Core either.
The Corporation for Public Broadcasting is funded by the Waltons, Bill & Melinda Gates Foundation, the Arnolds, and others intent on school privatization.
Susan Pimental, who wrote in Education Week “Why Doesn’t Every Teacher Know the Research on Reading Instruction?”, never mentions Common Core. She was the lead author of the standards for English/language arts literacy.
Only Louisa Moats, another writer of the Common Core, and a phonics aficionado, dissed the standards. See the 2019 “Common Core Contributor Blows Whistle on Common Core”. She claims she knew all along that the standards weren’t good. No one listened to her concerns.
No one else seems to question whether Common Core pushes children to read too soon, or why the phonics in Common Core has apparently failed to make children into good readers.
To understand why children might struggle with reading, researchers need to examine all facets of reading instruction and not just pick what’s politically convenient to support their agenda, which seems to be to criticize teachers and the way they teach reading.


Fast Phonics is designed for emergent and early Reception&endash;Year 1 readers and older primary pupils with gaps in their core reading knowledge. Also highly beneficial for English Language Learners (ELL and ESL).
Fast Phonics takes the phonemic awareness and phonics components found in Reading Eggs and goes even deeper, offering fast-paced, sequenced lessons focused specifically on phonics, taught using a systematic, synthetic phonics learning approach. Fast Phonics is yet another terrific learning option for early readers to explore on their path toward becoming proficient, lifelong readers.
Fast Phonics uses a phonics ‘first and fast’ approach that works well with children who are in their first years of school. It reinforces progress learned in the classroom.
Do your emergent readers need highly scaffolded phonics instruction beyond what Reading Eggs can offer? Fast Phonics uses a phonics ‘first and fast’ approach that works well for early and emergent readers as they develop core phonemic awareness and phonics skills.
Do your struggling readers need remediation and reinforcement specifically focused on phonics? Older primary pupils will enjoy the motivational elements including games and rewards as they close gaps in learning with fast-paced, systematic phonics lessons.


Resources › For Educators 7 Reading Strategies and Activities for Elementary Students Effective Strategies, Tips, and Activities for the Classroom Share Flipboard Email Print For Educators Elementary Education Reading Strategies Classroom Organization Becoming A Teacher Assessments & Tests Secondary Education Special Education Teaching Homeschooling By Janelle Cox Education Expert M.S., Education, Buffalo State College B.S., Education, Buffalo State College Janelle Cox, M.S., is an education writer specializing in elementary school education. our editorial process Janelle Cox Updated October 10, 2019 It is a teacher's job not only to help every student learn to read but also to show them how to enjoy it. Discover 10 effective reading strategies and activities for your elementary classroom that will engage your students and add variety to your daily routines. From book activities to read-alouds, there is something that every reader will love. 01 of 07 Children's Book Week Activities Jamie Grill/The Image Bank/Getty Images National Children's Book Week has been dedicated to encouraging young readers to enjoy books since 1919. During this week at the beginning of November, schools and libraries across the nation celebrate reading in a variety of ways. Take advantage of this time-honored tradition by getting your students involved in fun and educational reading activities. Try some of these activities from educational resource Waterford.org to help your students visualize and appreciate what they are reading as well as learn all that goes into writing a book. 02 of 07 Teaching the Analytic Method of Phonics Teachers are always looking for new ideas on how to teach phonics to their elementary students. The analytic method is a simple approach to teaching phonics that has been around for nearly one hundred years. This resource shows you what this method is all about and how to effectively teach it. Try some of these great phonics websites for additional practice during centers or as homework. 03 of 07 Reading Motivation Strategies and Activities Think your students could use a little motivation to read? Try to focus on activities that spark their interest and increase their confidence. Research shows that a child's motivation is a key factor in successful reading and struggling readers will probably not be as enthusiastic about reading as students for whom reading is a breeze. Teach students to choose texts that are appropriate for their skill level and find topics that interest them in every genre. These five ideas and activities will increase your students' motivation and help them get into reading. 04 of 07 Reading Strategies for Elementary Students Children should be practicing reading every day in and out of the classroom to develop their comprehension, accuracy, fluency, and self-directing abilities—but that is a lot to expect students to be able to do! Teaching young readers strategies that they can use to sort out problems for themselves is a great way to foster independence and give them space to grow on their own. For example, if they get stuck on a word when reading, there might be a better method of decoding than sounding it out. Equip students with a toolkit of strategies like these that they can always fall back on so that they can move past challenges. Be sure to also try out different reading structures such as repeated reading and dyad reading so that your students are not just reading on their own all the time. 05 of 07 Book Activities for Grades 3-5 It's time to be innovative and try new reading activities that your students will enjoy. Meaningful reading activities will reinforce and enhance what your students are learning while also making them more excited to read. Talk with your class about which activities they'd like to try—you might even find that some of them become a part of your routine. These 20 classroom activities designed for 3rd through 5th graders are targeted toward the genres they are studying, so you don't have to worry about getting off track. 06 of 07 Read-Alouds A good interactive read-aloud engages its listeners' attention and provides a representation of expert reading. Reading aloud to your students is usually a favorite activity because it allows them to access intriguing material that they are not yet able to read on their own. Read-alouds also model strategies for comprehension and questioning that students should strive to adopt and makes them a part of conversations about books that they would otherwise probably not have. Try reading some of these books during your next group reading session. 07 of 07 Help Parents Raise Readers Enlist the help of student families to work with you in teaching your young readers. Many parents and guardians will ask you how they can help with their child's education and Raising Readers is an excellent resource that they can use to learn how to promote early literacy development. Children will only become the best readers they can be if books and literacy are prominent parts of their life. The Raising Readers site offers lists of the best books out there and tips for how to support children along every step of their reading journey.


Start Playing Instruments
Playing instruments is really like riding a bike. Playing an instrument is a physical, highly demanding, and coordinated activity. Nothing in playing instruments is neater than being able to get a hold of an older instrument and trying to make music out of it.
One of the most important things when playing instruments is when you have just enough skill to be able to produce the music that you want. People who play instruments don’t understand why people who don’t play think its difficult, because it really isn’t.
Your child explores the world of music through singing, playing instruments, moving, and listening. Students in the early stages of music education learn by doing. Persons with almost any disability have ability when it comes to music.
Experiencing music involves the creation of the following: playing instruments, dancing and singing. Creating, responding to and performing music are the fundamental music processes. Student’s experiences music through playing instruments, song and listening which makes playing music enjoyable and spontaneous.
People have learned in many different ways about music and playing instruments, it definitely changed over the past 100 years. The making of music, musical intelligence, arises within the process of listening and playing.
All children derive a great deal of enjoyment and satisfaction from playing instruments. In the history of human race we have been writing, playing instruments, songs and singing for thousands of years it is a way we express ourselves. Playing instruments is a physical, highly demanding, and coordinated activity.
Studying music is accomplished through many different methods, some of them are playing instruments, singing, and listening to music are just a few of the methods we use in our everyday lives.
Since the beginning when musical instruments were invented, for some reason people have striven to convert them into automated self-playing instruments. Young people who continue playing instruments following the transition to secondary school have greater confidence in their own. Singing, listening, playing instruments, moving, performing, and creating enable them to develop artistic skills and knowledge.
For many people the experience of purchasing instruments and playing instruments has been signified by financial constraints. It is always important to consider value when buying an instrument. There are many choices when faced with buying a professional quality instruments.
Singing and playing instruments is actually a sign of being highly intelligent. Nobody know why people think playing instruments is difficult, it’s not. The more you practice and the more time you put into it the easier it gets.
Article Source: articlemap.com


M.ED. TEACHING AND LEARNING MATHEMATICS IN THE MIDDLE GRADES
This is a 30-credit program intended for teachers already certified in elementary education, special education, or in ESOL who are or plan to teach in subject matter classrooms in the middle grades (4th- 9th grade). This is a cohort-only program offered in partnership with the Mathematics Department at the University of Maryland and local school districts.
Mathematics education faculty joined efforts with University faculty in the Department of Mathematics and with mathematics specialists from Montgomery County and Prince George’s Public Schools to define a cohort master's degree program. This degree program initiated with the support of several Improving Teacher Quality grants from the Maryland Higher Education Commission, which allowed its development through collaboration across disciplines and research.
What is this program?
This multi-year, content-based masters’ program prepares teachers to become highly qualified middle grades mathematics teachers. This research-based program involves coursework in mathematics content, mathematics education, curriculum-based integrated content and pedagogy courses, as well as an action research course.
What is the outcome?
In addition to the Master’s Degree from the UMCP, MSDE has recognized our program as a suitable set of courses to be used by certified teachers seeking an add-on endorsement in middle grades mathematics. This recognition will allow teachers to submit credits of our coursework as part of the 30 credits needed to request an add-on endorsement to their elementary certification for middle school mathematics.
What pedagogical experiences do we include?
The structure of the program includes school-based components including: teachers visit each other’s classrooms; strands on inquiry, analysis of assessments, case studies, etc.
The program includes 10 of the following courses:
A. Mathematics Education Pedagogy Courses - 3 courses (9 credits)
TLPL 611 Teaching and Learning Number in the Middle Grades Curriculum
B. Mathematics Courses (related to Pedagogy courses) - 3 courses ( 9 credits)
These are three content courses that are intended to deepen the middle school teacher’s understanding of the subject matter beyond that specific to a particular middle school level course of study. Courses focus on Algebra, data analysis & statistics, and geometry or number.
MATH 487 Number for Middle School Teachers
C. Mathematics Education Curriculum and Pedagogy - 3 courses (9 credits)
These are courses on assessment, curriculum, and students' mathematical understanding that are part of the M.Ed. Program in Mathematics Education and in which the candidates will study positions and review theory and research that helps them see themselves in relation to the broader field of mathematics education.
TLPL 610 Trends in Mathematics Education
D. Research/Inquiry Methods - 1 course (3 credits)
This course provides for foundations in quantitative and/or qualitative inquiry and analysis and engages the candidate in the completion of a classroom-based inquiry project.
TLPL 698 Conducting Research on Teaching
Students are responsible for payment of tuition to UM at the standard UM rates in effect during the semester in which classes are taken. The outreach off-campus tuition is about the rate of the in-state campus’ tuition. Students are responsible for payment of fees instituted by The Universities at Shady Grove and the home campus technology fee. University of Maryland Tuition and Fees.
Many school districts offer tuition reimbursement. For example, MCPS will provide teacher tuition reimbursement of 50% of the tuition. MCPS University Partnerships. It is not a requirement to be in MCPS to join this cohort.
| AFCEA STEM TEACHER SCHOLARSHIP |
(next deadline April 12, 2019)
All Students must submit a Graduation Candidate application the semester of planned graduation. Graduate students should refer to graduation overview for additional requirements. Please visit the diploma guidelines webpage for more information regarding diplomas.