The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
- Read easily, fluently and with good understanding
- Develop the habit of reading widely and often, for both pleasure and information
- Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- Appreciate our rich and varied literary heritage
- Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
The national curriculum for English reflects the importance of spoken language in pupilsâ development across the whole curriculum. Spoken language continues to underpin the development of pupilsâ reading and writing during key stage 3.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
At the end of each academic year pupils will sit a Progress Test. This is a formal summative assessment and will be used in conjunction with ongoing teacher assessments to measure progress throughout the year. In addition to this pupils in Year 9 will sit the Functional Skills Level 1 provided by the AQA. This will assess their Reading, Writing and Speaking & Listening.
Students in all key stages are also given the chance to sign up to the Drama Club which operates on a weekly basis and feeds into activities such as the Carol Service, Open Day and Northern Beat.
Home Learning tasks are set on a timetabled weekly basis and are due in no later than 10.30 the following day. Tasks will be used to measure the understanding and retention of skills taught during lessons.
Whole School Curriculum
Key Stage 3
There are 2 classes of between 7 and 9 pupils in each year group within Key Stage 3. The classes are of mixed ability with some careful selection based on attainment and prior performance, CAT testing and baseline assessments early in the first term and along with some consideration of social issues to reinforce the selection process. The vast majority of classes have both teacher and teaching assistants to support and facilitate learning.
Throughout the year identified pupils will access additional support to develop and improve their literacy and numeracy skills. This support is delivered in 1 to 1 sessions that last for 45 minutes and focus on small achievable targets that can be applied back in the classroom. The focus is on developing and improving literacy and numeracy in a way that will enable pupils to more readily access the curriculum.
Over the course of the year a range of formative and summative assessments take place; this includes tests that identify reading, spelling and maths ages. Year 7 pupils are tested for learning styles to better inform the teaching staff and enable them to adapt their teaching to meet the preferred learning style of each individual. CAT tests also take place on entry in Year 7; these not only provide teachers with valuable teaching and learning strategies for each individual pupil they also give staff an indication of likely grades at the end of Key Stage 4. This data is used to inform planning for our pupils.
At the end of Year 9 pupils also have the opportunity to sit formal examinations in Geography and French. Home learning is provided on 4 nights per week and is designed to support and enhance the learning process.


Physics Website Posts a Pitch for Arts Education
The next big thing in technology probably won't happen without the arts, according to an article published recently on, of all places, a physics website.
The site Phys.org posted the story this week promoting arts education. It referenced a quote by Thomas Friedman, the author of the bestselling book The World is Flat, about the importance of integrating arts with the "hard sciences."
"It's not that I don't think math and science are important. They still are," he said. "But more than ever, our secret sauce comes from our ability to integrate art, science, music, and literature with the hard sciences. That's what produces an iPod revolution or a Google."
We've reported on the "STEM-to-STEAM" movementâthe call to embed arts into STEM (science, technology, engineering, and math) education.
Phys.org isn't the only science-driven organizationâor scientist for that matterâthat supports the STEAM concept. The inaugural edition of Diversity in STEAM magazine will feature Bill Nye, the Science Guy, talking about the importance of art in STEM occupations.
Another example is Scientific American, a blog network on science issues, which lauded the benefits of STEAM in a 2012 post. The writer pointed out how arts inspired many science- or health-related inventions. The pacemaker was based on a musical metronome. Origami inspired medical stents and airbag-technology improvements. Even camouflage for soldiers was invented by a painter, according to the site.
The STEAM movement is rooted in studies and data showing students who are involved in the arts academically outperform their peers, and the notion that arts education is essential to fields like engineering and architecture.
The movement is also fueled by concern that arts education is being left behind because the nation has tied funding, policies, and high-stakes tests to some STEM subjects, but not art.
But the point the Phys.org article makes is that arts programs make for a better education, period. It's not necessarily about learning how to paint the perfect watercolor. It's about inspiring learning and encouraging imagination and creativity. In the story, Penn State art professor Christine Marme Thompson, who is also a 2015 National Art Education Association Distinguished Fellow, said schools without arts education programs "will narrow students' education and potential contributions to society."
Maybe we'll just have to wait for that next greatest thing in technology and ask the inventor where his or her inspiration came from.


Just like reading, there are many possible areas of difficulty that can lead to a written language delay. Here are some of the most likely possibilities that would affect a childâs literacy development.
Poor letter to sound correspondence and phonological awareness
Once again, an understanding of the link between the letters and their paired sounds or letter to sound correspondence is crucial in writing. This is because the individual needs to be able to sound out each sound within a word, convert it to letters, which form words and sentences in their written work. Phonological awareness or ability to identify individual or groups of sounds is also necessary for this same process to occur. Children who have trouble in this area would benefit from phonological awareness training or The Spalding Program.
Poor verbal production
When writing a passage, a child is expected to not only encode (write each individual sounds to make a word) but also produce each word to make a sentence, which they must then tie together to create an entire story. Underpinning all of this is the childâs ability to produce verbal language. This is because if a child is not able to produce a spoken story then even if they are able to encode the symbols into words, if they are unable to produce coherent verbal sentences, then what they produce is a string of incoherent sentences or a passage that may be ordered incorrectly or make no sense. For these children we recommend specific expressive language therapy, depending on the level where language production has broken down.
Poor planning and structure
When writing a passage, an individual is required to plan ahead of time, what points they wish to make within their writing. This is even more essential when writing than when speaking, as the individual does not always have the opportunity to correct their work later (e.g. during an exam). The individual also needs to have a solid understanding of the different text types such as a persuasive essay vs. a narrative as each text type has its own specific structure, which must be follow, in order to properly convey the message intended.
These are some of the areas a speech pathologist assesses, in order to determine the individuals area of weakness. This allows us to provide the correct intervention that will have the greatest benefit for literacy development.
Contact us for results focused on speech therapy
This article was written by our Speech Pathologist Ashleigh Fattah who is a Speech Pathology Australia member. If you have questions about language activities, make an appointment. Weâll provide you with simple and effective therapy targeted to your concerns. Contact us today.
The post Possible causes for literacy delays Part 2: Writing appeared first on ENT Wellbeing Sydney.


Teacher's Career Spans Changes Spurred by 1975 Law
When Randy Briggs graduated from Pennsylvania State University with a degree in special education in 1976, the Education for All Handicapped Children Act was still new, having been passed just the year before.
Today, Ms. Briggs, 45, is a special educator with more than 20 years in the field. Since beginning her career in 1978 in Erie, Pa., where she taught students who were classified as mentally retarded, she has seen the myriad changes inspired by the landmark federal special education law, later renamed the Individuals with Disabilities Education Act.
Progress and Problems
For most of her career, Ms. Briggs has worked in the 128,000-student Montgomery County, Md., public schools, just outside Washington. After starting out at the high school level, she has spent the past 13 years in elementary education in the district, and the past nine at Wood Acres Elementary School as a special education resource teacher. She now works with a variety of special education students, not just those with mental disabilities. Thanks to the IDEA, which calls for special education students to be taught in the "least restrictive environment," general education teachers have made significant changes in the way they include students with disabilities in their classrooms.
"There is definitely a connection between the IDEA and the accommodations teachers are making," Ms. Briggs said.
For instance, Ms. Briggs is now aware of teachers who allow special education students to take untimed tests or who read test questions aloud to certain students. A teacher, she said, might read a math word problem to a student to give the youngster a chance to solve the mathematics portion of the problem without being penalized for not being able to read the question.
Teachers are also letting special education students use technology, such as portable computer keyboards, in the classroom, she said. And, the increased use of technology over just the past five years has also revolutionized the way Ms. Briggs does her job. Having her own computer, she said, has helped tremendously with the piles of paperwork that once seemed overwhelming while also easing communications with her support system. "Everyone who can help me is an e-mail away," she said.
The process of determining the best "individualized education program," or IEP, for each special education studentâas ordered by the IDEAhas become much more complicated over the years, with many parents seeking out private evaluations of their children's needs, Ms. Briggs said. "It's kind of like detective work sometimes," she said.
IEP meetingsâduring which the blueprint for a special education student's services and classes is decidedâare sometimes crowded with parents, teachers, administrators, and outside advocates the parents bring along. The amount of differing input can become intimidating. "The tendency is to feel threatened, and the challenge is to see it as an opportunity," Ms. Briggs said.
Though parents in some cases sued to get more, or different, special education services for their children, Ms. Briggs said that the outcome of each of her IEP meetings has been positive for both sides.
She has never had to go to court over an IEP, which she attributes to both the team she works with and the leadership of her principal. "I know I am lucky," she said.
Vol. 20, Issue 14, Page 27Published in Print: December 6, 2000, as Teacher's Career Spans Changes Spurred by 1975 Law


Michigan Department of Education
The Michigan Department of Education (MDE) is a state agency of Michigan, in the United States. The MDE oversees public school districts in the state. The department is governed by the State Board of Education. The State Board of Education was first provided for in the Constitution of 1850 and currently exists through the provisions of Article VIII, Section 3, of the Constitution of 1963. The state board is composed of eight members  nominated by party conventions and elected at-large for terms of eight years, with two members being elected at each biennial state general election. The governor is authorized to fill vacancies on the state board and also serves as an ex officio member of the state board, without the right to vote. The Superintendent of Public Instruction is appointed by the board for a term to be determined by the board, to serve as its chair, without the right to vote.
Michigan Department of Education Logo
|Headquarters||608 West Allegan Street, Lansing|
The department is currently led by Interim Superintendent of Public Instruction Sheila Alles following the death of Superintendent Brian Whiston who had been appointed in 2015. As the principal executive officer of the Department of Education, the Superintendent sits on the Governor's Cabinet, the State Administrative Board, and acts as chair and a non-voting member of the State Board of Education. The Superintendent advises the Legislature on education policy and funding needs, as defined by the State Board of Education. The Superintendent is responsible for the implementation of bills passed by the Legislature and policies established by the State Board of Education. The Superintendent is a spokesperson for education in the state. The Superintendent also is the primary liaison to the United States Department of Education and other federal agencies.
Major departmental responsibilities include: educator preparation and certification; providing technical assistance to schools in the areas of education improvement and innovation, special education, grants, transportation, health and food programs; statewide student assessment; school accountability; career and technical education; early childhood learning; distribution of state school aid; and overseeing the distribution and use of federal education program funding. The department also operates the Library of Michigan and the Michigan School for the Deaf in Flint.
- MDE - Contact Information. Michigan Department of Education. Retrieved on April 2, 2018.
- State Board of Education Members. Michigan Department of Education. Retrieved on April 2, 2018.
- Article VIII, Section 3 of the Constitution of Michigan (1963)
- "State Board of Education Selects Sheila Alles as Interim State Superintendent". www.michigan.gov. Retrieved 2018-05-14.
- "State Superintendent Brian Whiston Passes Away Following Battle with Cancer". www.michigan.gov. Retrieved 2018-05-14.
- "State Board Selects Whiston for Next State Superintendent". The Michigan Department of Education. March 18, 2015.
- MDE - Superintendent. Michigan Department of Education. Retrieved on April 22, 2009
- "Michigan Manual" (PDF). Michigan Legislature. 2017â2018.


There are numerous opportunities for music education at St. John. Vocal music is built into the curriculum at each grade level, while other music education opportunities are voluntary extra-curriculars, such as handbells and band.
Children in grades 4K through 2nd participate in Cherub Choir. Children learn to sing songs that are age appropriate and often times utilize hand motions and gestures to enhance learning. Practices are in school on Wednesdays after chapel. The Cherub Choir sings in church 5 - 6 times during the school year under the direction of Mrs. Candice Schram.
Children in grades 3 through 8 participate in Junior Choir. Music education at this level entails teaching students to read the music they are singing. Children also learn about the meaning and history of the choral pieces. Practices are held on Wednesdays after chapel in the church sanctuary. The Junior Choir sings in church once each month during the school year under the direction of Mrs. Charlotte Fritsch.


Music Learning Theory for Newborn and Young Children, 2013 Edition
2003, 1997,1990, 2013 GIA Publications, Inc.
Item #: G-3487
Music Learning Theory (MLT)
Music Learning Theory for Newborn and Young Children (2013 Edition) treats the most critical learning period in every individualâs musical life: birth to age five.
Written for parents and early childhood music teachers, this latest revision is the most authoritative of its kind by the man many consider to be the leading educator and researcher in music education. Professor Gordon shares insights and research from almost twenty-five years of guiding young children in music learning.
This new edition includes ten years of additional research on early childhood music, neurology, and language. New research points to listening as the most important of the five music vocabularies at this early age, followed sequentially by singing and chanting, improvisation and audiation, followed by reading and writing.
Music Learning Theory explains how young children learn to audiate and to develop an understanding of musicâand why they should experience music as early as possible, in much the same way they experience language. Professor Gordon will guide you in ways to motivate and encourage young children to audiate. He reveals how to teach music successfully at home and preschool, with an emphasis on individual differences between children. Included in this edition is a new chapter on imitating and organizing a music preschool as well as new songs and rhythm chants written by Dr. Gordon. Music Learning Theory for Newborn and Young Children is a major contribution to the fields of early childhood development and music education, and is an indispensable resource for parents and teachers alike.
Children and Youth, Pedagogy
Number of Pages:


by Columbus Music Schools on 01/26/15
When it comes to their childâs music education, many parents have questions about the choice of instructional approaches. At Columbus Music Schools, weâre often asked, âWhat is the best teaching method for beginning music students, traditional or Suzuki?â The answer depends on many variables, including the age of the child and the preferences, interests and abilities of both the student and the parent. In this article, weâll give you a brief overview of both methods, and attempt to dispel some of the myths that have come to be associated with the differences between them.
The Suzuki method was developed in Japan by Dr. Sinichi Suzuki in the 1940s and began to gain popularity in the United States during the 1960s. Best known as a way to teach violin to young students, its methods have since been adapted to many other instruments. The philosophy behind the Suzuki method is that music can be learned by immersion and listening, much as we learn to speak our native language. For this reason the Suzuki method is often called the âmother-tongue approach.â
With the Suzuki method, students begin by learning songs by ear and delay learning to read musical notation until later in their education. This allows children who are too young to read to begin learning a musical instrument at an early age. Perhaps for this reason, it has come to be associated with âchild prodigies,â one of the myths mentioned earlier. While very young students can, indeed, become musically accomplished at an early age, that is neither the goal nor the outcome for most Suzuki students. Instead, the Suzuki method allows students (of all ages) to focus on mastering basic playing skills without the additional burden of learning to read music simultaneously.
Another myth is that Suzuki students donât learn to read music. Note reading is simply addressed later in the childâs education, much as reading is only taught after a child has learned to speak.
Before the popularity of the Suzuki method, the term âtraditionalâ music education wasnât really used. In fact, there really is no one âtraditionalâ approach, but many variations and styles, which have been developed and honed over centuries. A common thread among what we call traditional music lessons is that students learn to read music at the same time as they learn to play. This can be an important factor if a goal is to participate in a school band, orchestra or musical group.
The fact is that whether studying violin, piano or other instruments, an outstanding musical education can be obtained by either Suzuki or traditional methods. With faculty that teach both approaches, the choice truly lies with the student and the parent. Regardless of the instructional method chosen, our goal at Columbus Music Schools is to create successful, happy students and help instill a lifelong love of music.
Our Student Services Coordinator, Megan Yankee, can discuss the best music lesson options for you and your family in greater detail. Megan can be reached at megan@ColumbusMusicSchools.com or at 614-500-4403. We look forward to answering your questions and welcoming you to one of our studios soon!


The page of TinÃ³di Lantos SebestyÃ©n, English biography
BiographyBorn 1510? in TinÃ³d; died January 31?, 1556 in SÃ¡rvÃ¡r. Minstrel. Parents were peasants. Probably attended Latin school in PÃ©cs. Set sights on literary and music education. After suffering wound in course of continual wars in Transdanubian region (1530-1535), he decided to become a scribe, then chose career of minstrel. Lived in DombÃ³vÃ¡r about 1538. Served at courts of BÃ¡lint TÃ¶rÃ¶k, with whom he lived in SzigetvÃ¡r until 1542, and, in 1544, of Imre WerbÅczi. Attended parliamentary session in Nagyszombat in 1544. Lived at court of AndrÃ¡s BÃ¡thory in NyirbÃ¡tor in 1548, thereafter on own estate in Kassa. Raised to noble rank by King Ferdinand in 1553. Went to Transylvania in 1553 to publish poems and visited Debrecen and Bonyha. In Eger in 1555, where he died on estate of TamÃ¡s NÃ¡dasdy.
The most important minstrel of his time. Developed many epic forms of 16th century. Composed melodies for his own poems. Main theme: Catholic and Protestant quarrels should be eliminated for confrontation of Turks. Wrote many historical songs and celebrated deeds of famous Hungarian soldiers.
His poem "MagyarorszÃ¡g siratÃ¡sa" has been translated into Japanese.
source :: Hungarian Authors. A Bibliographical Handbook by Albert Tezla


At Adams County Head Start, we use the Creative Curriculum for Preschool as our preschool curriculum. The Creative Curriculum for Preschool uses exploration and discovery as a way of learning. It enables children to develop confidence, creativity, and lifelong critical thinking skills. When you come in to one of our classrooms you will see children playing. Our classrooms are set up in many interest areas; blocks, dramatic play, art, science, math, computer, sand and water play, and library. Not only are they playing and having fun, they are learning many valuable skills.
Parents/guardians are welcome and encouraged to join us in the classroom as often as you are able. Please come to share in meal times, read stories, paint at the easel, build with blocks, pretend in the dramatic play area, and/or share information about your culture, job, or interests with the children!
Contact our Education Coordinators for more information at (717) 337-1337 ext. 229 and 230.
Classrooms are available in the following areas:
using large muscles while running, jumping, balancing, etc., as well as small muscles for drawing, cutting, and writing
Social & Emotional Development
playing with others, solving problems, recognizing and managing feelings and emotions, taking on responsibilities, learning self-help skills, taking turns, following rules
sorting and matching objects, counting, shapes, colors, problem solving, pretending
Language & Literacy Development
understanding and following directions, asking and answering questions, listening to stories, learning letters and sounds
HOME VISITS AND PARENT CONFERENCES
The classroom teachers look forward to getting to know you and your family. In order to provide the best education for your child a partnership between you, the parent and the classroom teachers is very important. Our staff values you, the parent, as your childâs first and most important teacher.
The Education Staff will conduct two parent conferences and 2 home visits, with each family, throughout the year. Conferences and home visits are a great opportunity for parents and teachers to talk about your childâs progress, accomplishments, and areas of need. Together you will set goals for your child and learn strategies for helping them to meet these goals.
Field Trips may be planned by the classroom teachers in conjunction with the theme or topic for the week. Some of the local field trip destinations may be the post office, hospital, police station, grocery store, bakery, fire department, or a doctorâs office.
Parents will be informed about these field trips in advance.
Field Trips are for Head Start children, staff and scheduled volunteers. Due to space considerations, siblings are not permitted on Head Start buses. Parents may provide their own transportation and bring siblings on field trips. Parents are fully responsible for the safety and behavior of these children. Souvenirs and food may not be purchased for Head Start children while on field trips by parents, volunteers, staff or anyone else.
Sample Classroom Daily Schedule
In your childâs classroom you will see a daily schedule posted specifically each classroom.
9:00-9:15 / Arrival (greeting, attendance, calendar)
9:15-9:45 / Breakfast & Toothbrushing
9:45-10:00 / Concept circle
10:00-11:00 / Work stations & Free choice
11:00-11:15 / Clean up, Transition activity
11:15-12:00 / Large motor (indoor or outdoor)
12:00 -12:15 / Story time
12:15 -12:45 / Lunch & Toothbrushing
12:45 -1:00 / Transition, rest
1:00-1:40 / Free choice
1:40-1:50 / Clean up, transition
1:50-2:00 / Wrap up & Prepare for departure


English Language Arts/Reading courses in grades K-4 will focus on the development of the foundational skills needed for students to be successful at the elementary level and beyond. These include the following five strands: Reading, Writing, Oral and Written Conventions, Research, and Listening and Speaking
Curriculum files for each core subject (English, Math, Science, Social Studies) and grade level (K-12) will be located on Google Docs for the 2018-19 school term.
- Open the Curriculum Map
- Select the grade level (menu at bottom of worksheet)
- Click on the subject of your choice to view the associated curriculum
Questions? Please contact the program coordinator.


The contributions of Thomas Alva Edison to music education
Kelleher, Kevin Daniel
MetadataShow full item record
With the invention of the phonograph in 1877, Thomas Alva Edison (1847-1931) ushered in a new era of musical experiences. Among other things, his device provided new learning opportunities for both amateur and professional musicians, in addition to non-musicians. By 1906, Edison recordings were being made for the Siegel-Myers Correspondence School of Music's distance instruction program, five years before Edison's major competitor, the Victor Talking Machine Company, established its education department under the direction of Frances Elliott Clark (1860-1958). The major difference between the competitors' devices was that the Edison phonograph allowed users to record music and the Victor talking machine did not. Despite this disadvantage, the Victor device was marketed more successfully as an aid to music education. Although Edison's phonograph companies encouraged music education through student performance, self-recording, and correspondence feedback, in 1921 Thomas A. Edison, Inc. hired Charles H. Farnsworth (1859-1947) to, in part, replicate Victor's successful approach to music education: learning to appreciate music through listening to recorded music. While Edison and his phonograph have received considerable attention in some scholarly literature, there has been no significant research on his or his companies' involvement with music education. The purpose of this study was to help fill this gap in the literature. Toward that end, the following research questions were addressed: (1) In what ways did Thomas A. Edison contribute to music education? (2) In what ways did Edison's phonograph companies contribute to music education? (3) How, and to whom, did Edison's phonograph companies market their phonographs and other music education products? and (4) How did Edison's approach to music instruction via the phonograph differ from that of Frances Elliott Clark and the Victor Talking Machine Company? Historical research techniques were used in this study, beginning with an examination of documents at the Thomas Edison National Historical Park in West Orange, New Jersey, the National Association for Music Education (NAfME) Historical Center at the University of Maryland, College Park, and the Music Library at the University of Michigan, Ann Arbor. These archives contain primary source material about Edison, Clark, and the Edison and Victor phonograph companies.
Thesis (D.M.A.)--Boston University


Feasible by the Corporation for Public Broadcasting, and the Lumina Foundation, which is committed to enrolling and graduating more students from college. Secondary education in the United States did not emerge until 1910, with the rise of big corporations and advancing technologies in factories, which necessary skilled workers In order to meet this new job demand, high schools have been developed, with a curriculum focused on sensible job abilities that would better prepare students for white collar or skilled blue collar function.
The OLPC foundation , a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational computer software The laptops have been extensively accessible as of 2008.
Some of the most valued educational sources accessible are all the books , music and videos operates that belongs to Public Domain and had been written or recorded (on audio or video formats, most of them are preserved on world wide web archive web site.
They are therefore capable to deal with childrenâs issues and clear their ambiguities in the best feasible way, whereas magazines, films, Television and other channels and mediums of supplying sex education are be reliable. This Site is developed & developed by National Informatics Center and maintained by Department of Education and Sports, Government of Maharashtra. A single great hallmark of visual art education is its much less theoretical element and great emphasis to sensible lessons.
A excellent education will make positive that your abilities will be enhanced and you get to obtain a level of self-confidence to use these skills to your optimum capacity. Consequently, several sexual issues that occur in adulthood can be controlled if efficient and apt sex education is offered at the right time. Teachers need to meet educational standards and stick to a specified curriculum, which can make it tough for them to incorporate nontraditional content material. Its work encompasses educational development from pre-college to higher education and beyond. Educational psychology can in component be understood via its partnership with other disciplines. Hereâs what can occur when we bring education on the internet â¦ and open it up to any person.


iPad applications that required a range of motor skills promoted motor coordination in children commencing primary school
MetadataShow full item record
ÃÂ© 2018 Occupational Therapy Australia Background/aim: Children are reported to spend less time engaged in outdoor activity and object-related play than in the past. The increased use and mobility of technology, and the ease of use of tablet devices are some of the factors that have contributed to these changes. Concern has been raised that the use of such screen and surface devices in very young children is reducing their fine motor skill development. We examined the effectiveness of iPad applications that required specific motor skills designed to improve fine motor skills. Method: We conducted a two-group non-randomised controlled trial with two pre-primary classrooms (53 children; 5Ã¢â¬â6Ã years) in an Australian co-educational school, using a pre- and post-test design. The effectiveness of 30Ã minutes daily use of specific iPad applications for 9Ã weeks was compared with a control class. Children completed the Beery Developmental Test of Visual Motor Integration (VMI) and observation checklist, the Shore Handwriting Screen, and self-care items from the Hawaii Early Learning Profile. Results: On post testing, the experimental group made a statistically and clinically significant improvement on the VMI motor coordination standard scores with a moderate clinical effect size (PÃ < Ã 0.001; dÃ =Ã 0.67). Children's occupational performance in daily tasks also improved. Conclusion: Preliminary evidence was gained for using the iPad, with these motor skill-specific applications as an intervention in occupational therapy practice and as part of at home or school play.
Showing items related by title, author, creator and subject.
Using tablet computers with elementary school students with special needs: The practices and perceptions of special education teachers and teacher assistantsJohnson, Genevieve Marie (2013)Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers ...
Johnson, Genevieve; Davies, Sharon; Thomas, Sarah (2013)Twelve special education teachers who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers were positive about ...
Understanding motor coordination and its cognitive, academic, and psychosocial correlates in an adolescent normative sampleRigoli, Daniela (2012)Over the past three decades, increasing attention has been paid to the importance of motor competence in relation to other areas of a childâs development, including cognitive functioning, academic achievement, and emotional ...


Helping Children Learn Through Music
If the thought of your childrenâs development is music to your ears, you may want to share the joy of music with your kidsâand it seems the sooner you do it, the better.
Exposure to music during the early years of childhood enhances the learning process by promoting language development, creativity, coordination and social interaction, according to the National Association for the Education of Young Children (NAEYC). The group says vocal and speech development can improve through singing; listening and concentration can improve with aural training; and the values of cooperation are reinforced by the sharing of instruments and encouragement of other students.
To help their children develop a love for music-and for learning-many parents participate in classes facilitated by groups such as Music Together. The organization developed a research-based curriculum that takes a music and movement approach to early childhood music development. Itâs open to infants, toddlers, preschoolers and kindergarten children, and their parents or caregivers.
âThe whole purpose of our program is to enable children, as well as the adults participating with them, to become more comfortable with musical expression and to develop musically at their own pace,â says Kenneth K. Guilmartin, founder and director of the group. âChildhood music development is a natural process, just like language development.â
The program works in harmony with recent findings at an Early Childhood Summit stating that music education is basic education and therefore integral to the education of children at any age-a statement the U.S. Department of Education agrees with.
The Role Of Parents
Guilmartin says an important key to his programâs success is parental involvement. âThe participation and modeling of parents and caregiversâregardless of musical abilityâis essential to a childâs musical growth,â he explains. âOf all the programs available for preschoolers, it is the only one which has based its curriculum on that fact from the beginning.â
Atmosphere plays an important role as well. Music Together works to create a playful, nonperformance-oriented environment that Guilmartin describes as musically rich, yet immediately accessible to the child and the adult. âWe believe all children are musical,â explains Guilmartin. âThey can all reach basic music competence with the right help.â
Copied with permission from: http://plrplr.com/99016/helping-children-learn-through-music/


Possessing these qualities probably indicate a strong musical intelligence with your child.
There is something other worldly about music that enriches one's spirit, and I have always appreciated these artists and their musical gifts. As a teacher, I was fortunate to teach one of them named Phillip Gabriel Garcia who is with the El Paso Youth Symphony Orchestra. I asked Maestro to share some of his thoughts about musical intelligence.
Photo of Maestro Phillip Gabriel Garcia used with permission.
"Music is all around us. It binds us. It creates us."
-Maestro Phillip Gabriel Garcia
"In music education the first instrument we learn is our own voice.| He added that usually, if a student can sing the melody and/or count the rhythm out loud, that student will be able to play it on the instrument.
When Phillip was growing up, he learned the piano first. He explained that this practice enables a student to grasp a wide knowledge about music and how it is assembled.
"Music is like math. It's organized and logical," he said.
He further stated that once theory is learned, music can be used as a powerful tool for peace, education, and expression.
"I started off with classical music and over my 20 years with el paso youth I have discovered all genres of music are good for teaching."
And the Maestro personally recommends
If your child is studying an instrument, here is a link about appropriate practice time.
Remember when you learned your ABC's with the ABC song? That's musical intelligence. Children are very in tune with rhythm and a cute, catchy tune goes a long way to learning material that may otherwise seem unimportant.
Below is a hilarious example of setting random material to song to help you memorize. Humor also helps people learn by getting those endorphins working in our brains.


The annual Alexander Arts Lecture is held each fall in the Alexander Community Meeting Room of the Blowing Rock Art & History Museum. This endowed lecture focuses on American Art, and honors the extraordinary contributions of Patty & Welborn Alexander, founding members of the Museum. The series was established through gifts from members of the Museumâs Board of Trustees in 2012. The goal of this lecture is to engage diverse audiences and create a cultural dialogue, thereby enriching the lives of the participants with current perspectives in the visual arts.
A native of Washington State, Erin R. Corrales-Diaz is the Assistant Curator of American Art at the Worcester Art Museum. Previously, she was the curator of the Johnson Collection and a visiting scholar of art history at Wofford and Converse Colleges. Corrales-Diaz received her doctorate at the University of North Carolina, Chapel Hill, in 2016 with a dissertation titled âRemembering the Veteran: Disability, Trauma, and the American Civil War, 1861â1915.â Her research has been supported by numerous institutions, including the Library of Congress, the Smithsonian American Art Museum, and Winterthur Museum, Garden and Library.
This year's talk will be on Southern women artists from the late nineteenth century. Read more below...
Lady Rebels: Southern Women Artists and Art Education during Americaâs Gilded Age
During the nineteenth century, professional women artists were a minority in America. This was especially so in the South, where an artistic career seemed unattainable as the conservative ideology of southern womanhood dictated that they must set aside their creativity for societal constraints and expectations as a wife and mother. Nevertheless, several Southern women such as Kate Freeman Clark, Josephine Sibley Couper, and Blondell Malone persevered in this oppressive environment, demonstrating a remarkable tenacity and determination in their quest to create. In addition, many women artists of the North traveled to the South to study with Elliott Daingerfield at Blowing Rock or exhibited at the Southern States Art League. This lecture will explore how these women artists of the South challenged the normative image of the professional artist as male and revised pedagogical practices to foster future generations of women artists. From establishing new schools and spaces to defying conventions about Southern womanhood, Southern women artists of the gilded age helped shape the state of the arts in the South.
John Leslie Breck and the Birth of American Impressionism
American Impressionism and Realism: Tales of a Collector with Jack Huber
âEncouraging American Geniusâ and Other Tales from the Front: American Art at the Corcoran Gallery of Art with Sarah Cash, Bechhoefer Curator of American Art at the Corcoran Gallery in Washington, DC.
What a Difference a Frame Makes: American Period Frames of the 19th & Early 20th Centuries with Suzanne Smeaton, representative for Eli Wilner & Company
Landscapes of Southern Identity with Sylvia Yount, Chief Curator and Louise B. and J. Harwood Cochrane Curator of American Art.


Aural Skills Pedagogy: From Academic Research To The Everyday Classroom
MetadataShow full metadata
Aural skills are necessary for all musicians and are traditionally included at the beginning of a music majorâs undergraduate degree. A vast body of research informs how people acquire aural skills and how to teach aural skills. The research covers several different areas of study, including music perception and cognition, music theory, and music education. Taken as a whole, a research-based aural skills pedagogy emerges. This thesis compares research to practice: (1) Do textbooks employ research-based pedagogies? (2) Do teachers implement these pedagogies in the classroom? The first section of this thesis synthesizes the academic research to present an ideal aural skills pedagogy. Using this ideal, the second section evaluates eight aural skills textbooks, while the third section reports the self perceptions of six collegiate aural professors. This thesis shows that most aural skills textbooks incorporate quite a bit of research-based pedagogies, while aural skills professors are less consistent and purposeful in implementing these pedagogies.


Social Skills are so important!
Calling all Special Education teachers, Speech Therapists, Regular Education teachers, School Counselors, and Inclusive Classroom teachers! These Social Stories are perfect for reinforcing appropriate social skills in regular education students, students with autism, and students with ADHD. Classroom Management will become a breeze with the addition of these books to your Elementary Education Curriculum!
I Have Ways To Calm Down When I Am Angry Or Frustrated (A Social Story About Using Calming Down Strategies) is a great way to help students who struggle with episodes of anger and frustration. This book addresses some strategies and reasoning to help them cope with being frustrated or angry in class, in simple kid language!This product can be printed out or projected onto the SmartBoard, and includes multiple ideas for use in the classroom, including large group, small group, and individual instruction.
Check my TPT store for other Social Stories in this series!


The engaging nature and accessibility of music often elicits responses of people of all ages, cultures, socioeconomic backgrounds and degrees of abilities in daily life. Music therapy is known as an established health profession where physical, emotional, cognitive and social needs of individuals are addressed by the use of music within a therapeutic relationship. The inclusion of music interventions to perform individualized goals is clinical and evidence-based. For instance, interventions like these are essential for Autism Spectrum Disorder (ASD) individuals to maximize their potential and lead fulfilled lives. Special needs individuals often have difficulty in expressing themselves in words and music therapy provides possible approaches for communication that can be helpful.
Through musical involvement in treatment that includes creating, singing, moving to, and/or listening to music, clientsâ abilities are strengthened and transferred to other areas of their lives. Among music therapy techniques are singing or vocalization, instrument play, movement/dance, musical improvisation, songwriting/ composition, listening to music, or computer-based music activities.
How does Music Therapy helps Special Needs Children ?
Music therapy interventions can focus on development in cognitive function, behavioral, physical, emotional and social skills. Music therapy can also enhance development in communication and sensorimotor skills. The adaptability of music therapy can apply various strategies to encourage a childâs participation in the least restrictive environment. In music therapy interventions, the application of inherent order of music is able to set behavioral expectations, provide reassurance, and maintain structure for children with special needs. Characteristics of music therapy sessions such as familiarity, consistency, structure and predictability are able to support the learning style of special needs individuals especially ASD individuals.
Benefits of Music Therapy :
- Music Addresses Developmental Needs
Cognitive Skills â by putting academic concepts to music
Motor Skills â increase gross and fine motor skills through instrument playing
Instrument playing provides sensory feedback that naturally reinforces and assists in maintaining attention to increase motor skill development.
- Music Supports Social-Emotional Regulation
Emotions can be regulated and children are able to express themselves through both verbal and non-verbal communication. By labelling emotions receptively and expressively through songs, it can assist in self-awareness and responsiveness toward peers.
- Music Addresses Behavioral Needs
With songs that can reinforce following one and two-step instructions for daily routines, music therapy assists with self-help tasks at home and in the school environment.
- Music Supports Children With Medical Considerations
Many special needs children often need to adapt to frequent and long hospital stays, using medical equipment at home, and maintaining prescribed medications. Hence, music therapy is able to offer positive stimulation, developmentally appropriate social interaction, and self-expressive opportunities for children who experience these things.
Currently, music therapy is identified as an emerging intervention by the National Autism Center (2015). Besides that, special education classroom can be assisted by music therapists by incorporating music into their academic curriculum. The ability of music in stimulating attention and increasing motivation of special needs children can let them to participate more fully in other aspects of the educational setting.
- è®¤ç¥æè½ â å°å¦æ¯æ¦å¿µèå¥é³ä¹
- è¿å¨æè½ â éè¿ä¹å¨æ¼å¥æé«å¤§å°èèè¿å¨æè½


The progress towards enhancement in achievement levels on these norms would be assessed regularly on a sample basis at national level. Therefore, in a landmark step, the Rules to the RTE Act were amended in February to include, for the first time, the class wise, subject wise Learning Outcomes till Class VIII, thereby emphasizing the importance of quality education.
The SSA works on a community-based approach to planning with habitation as a unit of planning. These included provision for household surveys, community-based micro-planning and school mapping, training of community leaders, school level activities, support for setting up information system, office equipment diagnostic studies, etc.
The emphasis is on mainstreaming out-of-school children through diverse strategies, as far as possible, and on providing eight years of schooling for all children in age group. These include provision for household surveys, community-based micro-planning and school mapping, training of community leaders, school level activities, support for setting up information system, office equipment, diagnostic studies, etc.
Hence, education results in changing both individual lives as well as that of the entire community for the better. Focus on elementary education of satisfactory quality with emphasis on education for life.
A partnership between the central, state and the local government. In case private sector wishes to improve the functioning of a government, local body or a private aided school, efforts to develop a partnership would be made within the broad parameters of State policy in this regard.
There are also private schools that charge relatively modest fees and where poor children also attend. Objectives To provide useful and elementary education for all children in the age group.
Many states have effected several changes to improve the delivery system for elementary education. Poorer households are not able to afford the fees charged in private schools in many parts of the country. Education for All Sarva Shiksha Abhiyan SSA recognises the critical and central role of teachers and advocates a focus on their development needs.
Learning Outcomes A frequent criticism against the RTE Act was that it did not adequately focus on issues promoting quality education in schools.
To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially.
To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially. This will also help agencies at the District, State, and National level to conduct achievement surveys and assess the health of the system to improve upon the policy directives.
Besides this, every school is encouraged to share all information with the community, including grants received.Sarba Siksha Abhiyan Words Essay on Sarva Shiksha Abhiyan (SSA) Indiaâs Sarva Shiksha Abhiyan (SSA) is the worldâs most successful school programme.
It was launched in towards the. SURVEY SHEET OF SARVA SHIKSHA ABHIYAN NAME: LOCATION: PROFESSION: MAXIMUM MARKS: Q1. Do you send your child to school? Write short notes on- Teaching, Education, Training, Indoctration, Formal, In â formal & non- formal.
Write a note on district primary education programme DPEP.
Sarva Shiksha Abhiyan (Hindi: à¤¸à¤°à¥à¤µ à¤¶à¤¿à¤à¥à¤·à¤¾ à¤à¤à¤¿à¤¯à¤¾à¤¨, Sarva ShikshÄ AbhiyÄn, English: Education for All Movement), or SSA, is an Indian Government programme aimed at the universalisation of elementary education "in a time bound manner", as mandated by the 86th Amendment to the Constitution of India making free and.
Click here ð to get an answer to your question ï¸ Write a short note onâ Sarva Shiksha Abhiyanâ/5(49). write short notes on sarva shiksha abiyan. sareva shiksha abhiyan means sarva=all shiksha=education abhiyan = scheme is launched by government to educate all children in the age group of 6 to 14 years.
under this government made compulsary for all students to go schools. with this the government has also introduced mid day meal scheme. About SSA Shagun In Hindi, 'Shala' means 'School' and 'Gunvatta' means 'Quality'.
Additionally, 'Shagun' means 'good omen'.
Shala Gunvatta (Shagun) Portal is a twin track approach to monitor progress of implementation of the various components while also capturing and sharing of best practices from States and UTs.Download


Every week the pre-school level children (ages 3-5 years) venture out of the nursery to the local parks and woodlands for ForestSchool. The visits allow an unrestricted approach to learning, enabling the children to be active and encouraging them to notice the environment around them. While exploring the grassland, trees and flowers, the children also listen to and watch the birds and other wildlife such as insects and squirrels. The sessions are key to building a childâs confidence, where activities such as den building, tree climbing, wood whittling and rope making give the children a real sense of achievement, they are able to learn a new skill and improve coordination at the same time.
This unique learning setting provides a completely different experience to the classroom, where risk taking is not frowned upon but encouraged meaning the children can challenge themselves. These sessions mean the children arenât just looking at photos of the things they are learning about, but they are seeing, hearing and touching them in real life, creating the most memorable lesson possible. The classes are a key part of our week at the nurseries as we believe they play an essential role in a childâs development.
Use of an outdoor space can assist a child in their physical development allowing them to run, ride bikes, push and pull trucks, dig, climb and balance on climbing frames and bridges. Our digging and growing areas allow them to improve their knowledge and understanding of the world around us. They learn to grow and care for plants and investigate the insects or small animals they encounter along the way. They are encouraged to work together, take turn and pay attention to what they are doing through a variety of games, planting, mud kitchens, and use of all the outdoor equipmentâ¦ but most of all have fun! We encourage children's problem solving and numeracy skills in helping them to measure how tall the plants are, how much the potatoes weigh and how many worms they can find etc.
Their creative development is supported through looking at different colours and textures, making collages, listening to and identifying the sounds present in the garden and creating art work based on looking at the small details of the things around them. The outdoor world provides vast scope for expanding children's vocabulary when we include all the words associated with plants, animals and insects. The children are given the opportunity to use the outdoor chalk boards to express themselves. They are encouraged to use the outdoor seats and bean bags to read, or just sit and watch a small insect crawl along the floor. Enabling your child to have the opportunity to really watch and comment on that small wonder.
Our outdoor areas are extensions of our indoor areas which offer greater scope for activities and encourage children to continue their development in the fresh air.
So this is our second month of montessori at home and we would love to know how you got on with last months! This month we have a couple of simple ideas to try in the kitchen, great for keeping them busy while you're cooking!
I feel that the nursery has been extremely supportive of my son's development and his areas of weakness, working together to achieve the same goal.
The staff are very friendly, helpful and I'm sure all the children past and present will never forget them. My daughter has a particularly good relationship with many of the staff members from across the board and always comes home with stories about all the fun stuff she got up to in the day. The girls are very good role models for her and I absolutely love them and all too pieces. They not only care for the children but I can see their genuine interest in the children's well being is at their core. This makes me feel at ease dropping her off as I know she will be treated equally and fairly at all times. My daughter has a very specific diet and when requested, the staff were happy to facilitate her dietary needs which I found to be amazing as not every establishment would be so accommodating
Both my Daughters aged 18 months and 3 1/2 have settled really well in the nursery thanks to the loving and caring staff. I always found everyone to be very friendly and welcoming. I know my daughters are well looked after and kept busy with lots of activities. My 3 year old particularly enjoys ballet, forest school and soft play. She has really thrived here and learnt to count to 20 and recognises a few letters. Very happy with the nursery overall and would highly recommend it.
Extremely happy with our time at Little People. They have looked after both our daughter and son from 12 months - 3.5 years old.
Caring, professional staff.
Well structured and a good array of activities. Happy children developing well.


Do we need music education programs in schools? Since scientists Raucher and Shaw first introduced the Mozart Effect in a 1993 issue of Nature magazine, the effects of music on studentsâ brains have been heavily researched and documented. For many years beforehand, music education had been viewed as optional, or âelective,â in contrast to core subjects like math and reading â and the first to go in times of crisis or budget shortfall. The latest education research shows, however, that learning music may actually work to improve learning, especially spatial reasoning skills associated with math. According to the most recent data, music education not only teaches students about notes and scales, but makes them better learners as well â and in response, music programs in schools across the nation are making a comeback.
Music Education Programs Offer Students a Wide Range of Skills.
Learning an instrument teaches students the âmarriage of hand and mind,â spatial hand-eye coordination that is critical for mechanics, engineering, and surgical medicine (not to mention the ability to fix your own car). Playing music also uses a large part of the brain: according to Dr. Lawrence Parsons at the University of Texas in San Antonio, who studied the brains of expert musicians using magnetic imaging technology, âMusic is represented in mechanisms widely distributed throughout the brain rather than localized in a single region, as are other kinds of information, such as visual or movement information.â
The Mozart Effect & its Impact on Learning
Then there is the famous Mozart Effect. In the study, college students listened to a Mozart piano sonata for 10 minutes before performing spatial-reasoning tasks, like identifying patterns in numbers or objects. Listening to the music beforehand greatly improved their skills; this led to a follow-up study using preschoolers who listened to Mozart before assembling a puzzle. Again, those who listened to the music beforehand performed better than those who did not.
Music Education Programs Are About More than Academics
And yet there is more than academics at stake. Music also brings a better understanding of the studentsâ world. John J. Mahlman, Executive Director of the National Association for Music Education, says in an essay titled Why We Need Music in Our Hearts,
âMost parentsâ¦ conclude that many, many children stay engaged in school and rise to new heights as students because of involvement in the music program. Students are drawn into the unique mix of group identity and personal accomplishment offered by the experience of playing music with others in an ensemble. And they soon learn something of the nature of work as they strive to make the group sound better and be better by the collective and individual efforts of each musicianâa learning process that they carry over into their other studies.â
Musics Ability to Improve Negative Feelings
The joy that music brings â whether playing or listening â is undeniable. Musicâs ability to lift spirits, improve negative feelings, and touch lives goes beyond the basics of math and science. Music feels good, and sometimes itâs just fun. âMusic is like a break in the day,â says one first grader at Lakewood Elementary in Dallas, Texas. âIt makes me happy to sing and play. Itâs relaxing.â Learning and understanding music brings a happiness that many, even as adults, cannot name, and creates memories and feelings unreachable through a math problem. That alone is reason enough to keep strong music programs in schools.


Every Child Can Learn
More than forty years ago, Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach.
As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as âhome teachersâ during the week. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment.
The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age three or four, but it is never too late to begin.
Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately.
Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways.
As with language, the childâs effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each otherâs efforts, fostering an attitude of generosity and cooperation.
Learning with Other Children
In addition to private lessons, children participate in regular group lessons and performance at which they learn from an are motivated by each other.
Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises.
Children learn to read after their ability to talk has been well established. in the same way, children should develop basic technical competence on their instruments before being taught to read music.
Are Suzuki Kids Prodigies?
Are Suzuki students musical geniuses? Are they âgiftedâ children who have a special talent for music? Are their parents professional musicians?
Fortunately, Suzuki students are normal children whose parents may have little or no musical experience. Their parents have simply chosen to introduce them to music through the Suzuki approach, a unique philosophy of music education developed over forty years ago by Japanese violinist Shinichi Suzuki.
The Suzuki Legacy
Shinichi Suzuki was a violinist, educator, philosopher and humanitarian. Born in 1898, he studied violin in Japan for some years before going to Germany in the 1920s for further study. After the end of World War II, Dr. Suzuki devoted his life to the development of the method he calls Talent Education.
Suzuki based his approach on the belief that âMusical ability is not an inborn talent but an ability which can be developed. Any child who is properly trained can develop musical ability, just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited.â
Dr. Suzukiâs goal was not simply to develop professional musicians, but to nurture loving human beings and help develop each childâs character through the study of music.
Perhaps it is music that will save the world. âPablo Casals
Children also have positive comments about their participation in Suzuki programs. In a survey conducted in Dallas, Texas, students provided their opinions on a number of aspects of their Suzuki study. Overall the children considered it fun and challenging. they felt that the benefits of playing an instrument via the Suzuki method helped them learn discipline, goal setting and constructive use of time.
Students in many programs comment on the importance of friendships they develop and the chance to share musical experiences with other Suzuki students. They enjoy the sense of accomplishment that comes from working at something worthwhile and doing it well.
How does Talent Education differ from other methods of teaching music to children?
Thoughtful teachers have often used some of the elements listed here, but Suzuki has formulated them in a cohesive approach. Some basic differences are:
Suzuki teachers believe that musical ability can be developed in all children.
Students begin at young ages.
Parents play an active role in the learning process
Children become comfortable with the instrument before learning to read music.
Technique is taught in the context of pieces rather than through dry technical exercises.
Pieces are refined through constant review


Teaching Oral Narrative Skills to Chinese Children in Singapore
This article presents an intervention to help Singaporean children in narrative skills in Chinese language to prepare them in coping with the shift. Grade-three children participated in the study. Half of the children were taught through a specifically designed intervention programme, while the other half with the usual programme. Comparisons after a year showed that the experimental group made greater progress than did the control group in oral narrative skills and overall oral skill scores.
- Applebee, A. (1978). The childâs concept of story. Chicago: University of Chicago Press.Google Scholar
- Chi, P.-H. (2004). Story grammar abilities in children with poor reading abilities. Bulletin of Special Education, 26, 247â269. (in Chinese).Google Scholar
- Goh, H. H., Liu, Y., & Zhao, C. (2008). Spoken Mandarin competence of Chinese children from different language-speaking homes: Implications for Mandarin education. Paper presented at the Annual Meeting of the American Educational Research Association, March 23â26, 2008. New York, NY.Google Scholar
- Hedberg, N. L., & Westby, C. E. (1993). Analyzing storytelling skills: Theory to practice. Tucson, AZ: Communication Skill Builders.Google Scholar
- Hudson, J., & Shapiro, L. (1991). From knowing into telling: The development of childrenâs scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 89â136). Hillsdale, NJ: Erlbaum.Google Scholar
- Ko, G. H., Zhang, H., & Li, J. (2012) Testing primary school studentsâ communicative competence through questioning. Paper presented at the International Symposium on Chinese literacy and Chinese educational reform, December 8â11, 2012, Suzhou, China.Google Scholar
- MOE. (2011). Nurturing active learners and proficient users: 2010 mother tongue languages review committee report, retrieved from http://www.moe.gov.sg/media/press/files/2011/mtl-review-report-2010.pdf.
- Oakhill, J., & Cain, K. (2007). Issues of causality in childrenâs reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies (pp. 47â72). New York, NY: Lawrence Erlbaum Associates.Google Scholar
- Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing, Norwood, NJ: Ablex, 2, 53â120.Google Scholar
- Sun, X., & Fan, J. (2012). Instruction on formulaic sequences to improve fluent expressing in Chinese as a second language. Paper presented at the International symposium on Chinese literacy and Chinese educational reform, December 8â11, 2012, Suzhou, China. [In Chinese].Google Scholar
- Westerveld, M. F. (2013). Emergent literacy performance across two languages: assessing four-year-old bilingual children. International Journal of Bilingual Education and Bilingualism (ahead-of-print), https://doi.org/10.1080/13670050.2013.835302, 1â18.


The day is intended to encourage families to participate in learning activities together to improve literacy skills for both adults and children. This year, to celebrate Family Literacy Day, we are encouraging families to have â15 Minutes of Funâ learning together. Learning can happen at any time throughout the day.
How do you practice your literacy skills? For many of us, the word literacy simply means reading, but itâs so much more. Your literacy skills help you write your grocery list, play a card or board game, or even count the cars ahead of you. They are part of the things you do every day.
Literacy involves lifelong learning that begins at home. Children gain useful literacy skills doing everyday activities. Families are able to connect with other families through programs that focus on singing songs, and sharing language experiences. From travelling from one place to another, to waiting for oneâs turn at the doctor, to making up a silly rhyme or recalling favourite stories - all of these things set a strong foundation for learning. These experiences are woven into familiesâ lives and become a significant part of familiesâ collective memories.
Early literacy skills develop in relationships with caregivers, and through so much more than books. Talking, singing and playing all build skills for ongoing literacy development. Practicing literacy together everyday has tremendous benefits for both children and parents, and all it really takes is 15 minutes of fun!
For more ideas for 15 minutes of fun, visit the Decoda Literacy Solutions website. They have put together some â15 minutes of Family Funâ sheets on storytelling, kitchen time, outdoor play, rhythm & rhymes, and daily routines - fun ways to gain literacy skills by doing everyday activities at home: http://decoda.ca/children-families/family-literacy-day/
Visit your communityâs page to find out more information on the Family Literacy Day activities taking place near you on January 27th. Letâs celebrate Family Literacy Day on January 27th and everyday!
By Sonia Tavares


Pencils of Hope
According to the Department of Education (DepEd), out of 100 students, only 66 will finish elementary education, 42 will finish high school, and only 25 will go to college. In vulnerable remote communities, these numbers could be possibly higher. Private-Public Partnership Programs are pivotal to the improvement of access to basic education in turn making Filipinos functionally literate and able to read and write.
Free school supplies given during the opening of classes help increase enrolment and school participation of children and their surrounding community.
AREAS OF FOCUS
Black pencil is a common beginner's pencil in the Philippines. Also known as primary pencil; it is prescribed to children ages 5 to 8 years old enrolled on Kinder, Grade 1 & 2.
The big diameter size makes it easier to grip by kid's little hands, while the soft lead creates bolder strokes that are perfect for handwriting exercises.
Philippines' Primary School
Barrio schools comprised a large percentage of public schools in the Philippines; mostly primary education (Kinder Grades 1 & 3). children under this curriculum are taught with fundamental skills of learning - writing, reading and counting.
Black Pencil Project believes that children must be enrolled at the right age and appropriate grade level to achieve full learning potential.
Grade and Culture-Sensitive
Early learners are observed to be the most excited to go to school but also very vulnerable due to economic, weather and geographical factors.
Culture and Grade-sensitive learners kit provided before opening of classes help increase enrolment and school participation bringing DepEd's vision of 'Education For All' within the grasp of Filipino children.


Accent on Achievement Resources
National Standards for Music Education
Singing, alone and with others, a varied repertoire of music.
While singing is not a common activity in most band classes, vocalization does help students with pitch placement, especially for brass instruments. Students are encouraged to sing their music on a neutral syllable (like "Doo") before playing it to help build a good internal sense of pitch.
Performing on instruments, alone and with others, a varied repertoire of music.
Accent on Achievement provides detailed instruction in the performance of a wide variety of music representing diverse genres and cultures. You'll find a wealth of folk and classical music throughout Books 1 & 2. Text and photographs reinforce good posture, playing position, and embouchure.
Improvising melodies, variations, and accompaniments.
Students learn how to create their own variations and participate in carefully structured exercises in basic improvisation in pentatonic and major keys, as well as playing by ear.
Composing and arranging music within specified guidelines.
In a series of creativity exercises, students learn to manipulate the elements of music, including rhythm, dynamics, orchestration and form. This knowledge is then applied in the writing of short compositions, which may then be performed by the students.
Reading and notating music.
Ample opportunity exists throughout the method for the development of music reading skills. Special theory exercises and rhythm drills are incorporated in the student books and in the Teacher's Resource Kit. Students practice notating music as well.
Listening to, analyzing, and describing music.
The CD in the Teacher's Resource Kit serves as the basis for a series of listening exercises designed to involve students in describing specific musical events and analyzing the use of the elements of music in musical selections.
Evaluating music and music performances.
Questions are posed throughout the conductor's score that may be used to engage students in a thoughtful evaluation of their performance as well as the performance of others.
Understanding relationships between music, other arts forms, disciplines outside the arts, and music in relation to history and culture.
Reproducible worksheets in the Teacher's Resource Kit provide opportunities for exploring the interrelationship between music and the culture-at-large in a variety of time periods and subject areas. Students will learn about the cultural and historical backgrounds of several musical selections in their book, with tie-ins to related arts and other subjects.


I want to revisit a concept I touched on at Open House last month: the importance of foundational skills in preschool.
âWhat are foundational skills?â you wonder.
Foundational skills are small, seemingly simple skills that have to be mastered before more complex skills emerge. Walking, for example, is a complex skill. Before a child is able to walk, she first builds muscle strength through tummy time as an infant, then learns to roll over, to sit up, to scoot, etc. These are foundational, pre-walking, skills.
In the preschool years, foundational skills (like tearing paper, stringing beads, scribbling on paper, sorting cars by color) may not seem particularly scholarly. It can look like children are just playing. âWhen is the learning going to start?â you might ask yourself. Check out âWhat Great Parents Doâ to get the answer to this question and tips for how you can support foundational skills at home.
At Weekday School, we focus on spiritual foundations in addition to academic foundations. We believe if a child learns about God and Jesus and the Bible at a young age it creates an impression that lasts a lifetime. Storms in life, both figurative and literal, will come. But a child whose life is built on the foundation of Godâs Word will be equipped with spiritual resources to stand firm.
âJesus said: âTherefore everyone who hears these words of Mine and acts on them, may be compared to a wise man who built his house on the rock. And the rain fell, and the floods came, and the winds blew and slammed against that house; and yet it did not fall, for it had been founded on the rock.ââ Matthew 7:24-27
Before I sign off, here are two October reminders youâll want to note.
- There is no school on Monday, October 16 (OCPS holiday) or Tuesday, October 17 (WDS Professional Development Day)
- Fun Fair is awesome. Buy your tickets at the lowest price by October 20. Price increases after that day.
Thank you for sharing your child with us. We love being at school together.


Law, Andrew,1749â1821, American composer, b. Milford, Conn. He was a preacher in Philadelphia and Baltimore and, later, a singing teacher in New England. Opposed to the contrapuntal style of William BillingsBillings, William,
1746â1800, American hymn composer, b. Boston. A tanner by trade, he was one of the earliest American-born composers. He wrote popular hymns and sacred choruses of great vitality using simple imitative counterpointâhence their designation as
..... Click the link for more information. , Law wrote rather simple hymn tunes. In his Select Harmony (1778), Collection of Best Tunes and Anthems (1779), and other compilations, he collected and arranged many tunes of other composers. He was among the first Americans to arrange hymns with the melody in the soprano instead of the tenor part. Law's teaching books were important in early American music education. One of the first American writers about music, he published Essays on Music in 1814.
See study by R. Crawford (1968).


If their class runs for more than an hour, teachers at Emmaus Catholic College in Sydney's west will take students outside for a few minutes to do relay races or run around.
When they come back into the classroom, the students are more engaged and settled, according to Kyle Churchill, a physical education teacher at the school and a junior Penrith Panthers coach.
The school-wide approach is being led by the physical education department, which has been trying to educate teachers in all subject areas on the importance of movement for children's overall development.
"Science shows you need to move and increase blood flow to help your brain function at its best and increase engagement," Mr Churchill said.
Mr Churchill said more teachers at Emmaus have been incorporating the breaks into their lessons, but a wider intervention is needed to lift physical education in all schools.
"The end goal of school is the HSC and that's what students are judged on when they leave, so I see the reason they've focused on literacy and numeracy," Mr Churchill said.
"But as much as they've put in interventions for that, I think they need to do more in physical education. There would be massive benefits to investing in physical education and there's a massive gap there.
"In the past few years we've recognised that kids aren't outside as much as they should be and we're seeing a decline in ability, not just at an elite level but at the fundamental level."
More than 27 per cent of school-aged children and 63 per cent of adults were overweight or obese in 2014-15, according to the latest Australian Bureau of Statistics data.
Nearly 15 per cent of people aged between 18 and 64 said they were inactive, while another 30 per cent did less than the recommended 150 minutes of moderate physical activity per week.
Associate professor of physical education and sport at Flinders University and president of the Australian Council for Health, Physical Education and Recreation Shane Pill said "physical activity is as important as literacy and numeracy" in schools.
"Quite rightly, we're concerned with the literacy and numeracy skills of young people, but if we want to improve scores in NAPLAN, getting young people active is a way to improve those outcomes," Dr Pill said.
"There is strong evidence to support the role physical activity plays in healthy cognitive development and the association between physical health and academic achievement."
Dr Pill said young children should ideally take a break every half an hour and do something that gets their heartrate up, while older students and adults shouldn't go more than 45 minutes to an hour without doing any physical activity.
However, he said that while the Australian curriculum includes physical education and activity guidelines, most students are not spending enough time outside the classroom.
"It's certainly not my experience that there are many schools that are taking students outside enough," Dr Pill said.
"We can't afford not to be developing physical literacy, and school is the only place we can guarantee children will have access to physical education because not all children will have access to community sport and not all parents will be able to afford the costs of joining a sport."


Resources for Kids Reading Online
There are innumerable resources available for kids reading online, including reading games, activities and programs that help develop reading skills both in the classroom and at home. But with so much choice can come confusion. Which resources are the most beneficial for young readers?
Where kids reading online is concerned, there is definitely a range of offerings. Here are a few rules of thumb to keep in mind when attempting to find any program for kids reading online.
The best reading programs instruct in five key literacy areas
The five key literacy areas include phonemic awareness, phonics, fluency, vocabulary, text comprehension.
The ABC Reading Eggs program incorporates each of these five literacy areas into the structure and content of every lesson. Early lessons focus on phonemic awareness, before expanding into systematic phonics instruction. These two skills form the base from which a child can develop their vocabulary, reading fluency and comprehension.
The best reading programs use a childâs first language â play.
ABC Reading Eggs recognises that children learn best through play. Each lesson is game-like in look and feel, motivating children to apply themselves to the educationally rigourous activities. Lessons are animated with captivating graphics, the e-books feature vibrant visuals, and all reading activities and games completed yield enjoyable rewards for readers.
The goal of the best programs is kids reading real books.
The goal of every ABC Reading Eggs lesson is kids reading real books â a complex skill that requires the mastery of each of the five key literacy areas. Every ABC Reading Eggs lesson from lesson 9 culminates in the child reading an e-book, allowing them to apply their newly learnt literacy skills. Each e-book appears with a cover and pages that turn in order to mimic the act of reading a real book, allowing children to develop familiarity with the act of reading.
The best reading programs offer a range of motivational elements to increase a childâs time on task.
In the ABC Reading Eggs program, kids are rewarded for every reading activity or game they successfully complete. Not only do the enjoyable game-like lessons encourage children to learn as they play, but the reward system promotes student engagement and interest as well.
The best reading programs encourage parental involvement
Parental involvement is another key marker of a good reading program. Research has shown that when parents are involved in their childrenâs education, at home or at school, children achieve at higher levels. ABC Reading Eggs offers a flexible way for parents to be involved by making it easier to access student reports anytime. Parents can also receive feedback on their childrenâs progress with regular reports emailed directly to them.
ABC Reading Eggs is a fantastic resource for kids reading online. It is a comprehensive reading program that teaches kids how to read, and turns the process of learning to read into an enjoyable activity.
My daughter loves Reading Eggs! She is so excited by the progress she has made through the site. She enjoys the games and is learning so much. I highly recommend it. It is great for learning phonics and letter sounds. The games are fun and educational. We will continue to use Reading Eggs until she is reading on her own! Alycia A
Reading Eggs is a fantastic and engaging program for my students! They enjoy using the technology at school and also at home. I am thrilled with the results of my students, and I have Reading Eggs to thank! Alison Miller, St Andrews Public School


Teachers' ELL Handbook (Purple CSI Literacy Kit)
The ELL Handbooks are designed to be used alongside the CSI Literacy kits to specifically target the needs of English Language Learners.
In this Teachersâ ELL Handbook, youâll be given detailed notes on how to deliver each lesson with a focus on the instructional needs of English Language Learners.
The Teachers' ELL Handbook includes:
- Annotations for each lesson
- A modified writing activity at the end of the shared-reading lesson
- Cultural awareness tips
- Ideas for before, during, and after reading to support ELL students
- Ideas for scaffolding reading comprehension strategies
- Co-operative learning tips
Teaching purpose: Whole group
Fiction/nonfiction: Fiction and nonfiction
Year level: 6
Subject: Language arts, Science, Math, Social Studies, English Language Learning, Writing


âInvesting in quality early childhood development for disadvantaged children from birth through age 5 will help prevent achievement deficits and produce better education, health, social and economic outcomes. Such investments will reduce the need for costly remediation and social spending while increasing the value, productivity and earning potential of individuals. In fact, every dollar invested in quality early childhood development for disadvantaged children produces a 7 percent to 10 percent return, per child, per year.â
â Professor James Heckman
Why Start at Birth?
Did you know that the most rapid period of development in human life occurs from birth to five?
The first 2,000 days of life leading up to Kindergarten are critical to the success of each child, not only in school, but in life. During this time, the brain grows through sight, sound, talk and touch. A babyâs brain works on learning how to produce wordsâmonths before it will begin to talk!Every positive experience that a baby has helps its brain form important connections (âsynapsesâ) that will serve as a strong foundation for that childâs future health and learning.
Children are not only developing cognitive skills from birth to five. Social-emotional (or âsoftâ) skills are equally critical for success in school, work and life.When children learn how to play with others, they build language skills and learn teamwork. Early exploration develops creative thinking and problem solving skills.
Nobel Laureate Dr. James Heckman calls early childhood programs âone of the highest returns that we haveâ¦to make in American society.â
Children who participate in early childhood programs are more self-sufficient in the future. They grow up to earn more money, pay more taxes and are less dependent on government programs. While there is a wealth of research that points to the long-term overall benefits to participants in early childhood learning programs, the data shows that the majority of those returns are to society â not just to the individual.


I chose this book because my students LOVE this series (the previous book is Click, Clack, Moo!). It has a clear plot line with a great climax and there are lots of great images for the students to work with. I will use it as a read-aloud because the concepts and voice comes through more clearly when I read it. Due to the higher level of the text, students who comprehend literature in the grades 2â3 text complexity band, with scaffolding as needed, are challenged to engage in this higher level text. (RL.2.10)
"Imaging" is the term that my district uses for "visualizing". In order to stay true to the district expectations, I'll continue to use this verbage. Visualizing is a critical skill for 2nd graders because they need to 'go deeper' in the text. By visualizing as they read, they are creating and tweaking images in their minds as they actively read. This kind of 'close reading', forming images using text, verifying and changing those images, and ultimately comparing their images to the author, creates critical readers and deepens comprehension.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building studentsâ academic vocabulary. My words are color coded âpinkâ for literature/âblueâ for reading strategies/âorangeâ for informational text/'yellow' for writing/âgreenâ for all other words)
Common starting point
This lesson was developed to address the Common Core Standard 2.7 (using information gained from the illustrations and words in a print to demonstrate understanding of its characters, setting, or plot) because it is crucial that students in 2nd grade begin to understand the words and pictures provide evidence of changes in the story. Specific to this story, students look at the plot development to understand how the story elements are organized and understand how the problem is followed by events, the story climaxes and then a solution is provided by the author. Imaging is an important reading strategy that can be employed to help students understand plot development. Instead of simply reading the story and showing the pictures, students are engaged in creating mental images as the story is read (the teacher hides the pictures and reads only the words). This engages them as active participants in the story and encourages them to check their images against the author's illustrations to verify or correct their thoughts.
I am working on imaging/visualizing throughout this unit by helping students realize that this powerful reading strategy can really deepen comprehension. Take a look at some of my other lessons, utilizing the 'Imaging/Visualizing' poster mentioned in the materials section: Imagine That-Make a Picture in Your Mind, Pictures in the Snow-Imaging, Picture This-Lost and Found on a Mountain, Extend Your World, and Imagine What An Inchworm Would Say.
Set the purpose
Explain (put the pieces on the plot mountain as you talk)
Read the text
READ AND SHOW PICTURES UP TO EACH OF THE PAGES LISTED BELOW. FOR THOSE PAGES BELOW, DON'T SHOW THE KIDS PICTURES - JUST READ AND LET THEM CREATE THE IMAGES. WHEN THEY'RE DONE DRAWING, THEN SHOW THE PICTURES.
Formative Assessment - Watch as students use images
Review the ideas
This discussion is the first my class will take part in about plot development. Understanding that the plot changes over the course of a story and that is has organization are foundational skills. Students are doing âclose readingâ as they analyze how the author develops the plot and uses events that rise to a climax and a solution to wrap up the story.
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
For students with language challenges, this lesson should be accessible because the reading is done by the teacher or on the Elmo for the class. The reading level is 2.8, so it is within the 2nd graders' reading level, but I find that they can focus on the reading strategy more fluently when the story is read to them.
For students with higher abilities, it would be worth challenging them to justify their thoughts with higher level language. "Can you tell me 'why' you drew that? What was your reasoning?"


Our curriculum is based on our belief that school should be a safe and wonderful place where children want to be: where learning happens both within and outside of the classroom. Children will be encouraged to enjoy life whilst at school and discover their fascinations. Creative technology combines the skills and knowledge of art and technology, in so doing we will be able to achieve more in a shorter amount of time. Personalised learning will provide the opportunity to focus on literacy and numeracy aimed specifically at the individual.
We want all of our children to reach their full potential in body, mind, heart and spirit and to be prepared for lifeâs journey.
Whatever their background they will learn how to shape their own futures and develop their unique capacities and skills rooted in their own interests. They will learn the literacy and numeracy skills needed for life and necessary to progress in their education. They will be encouraged to be curious and use thinking skills to innovate, be creative and problem solve. They will develop their understanding of employment and entrepreneurship.
At Key Stage 2 we follow the Inspire curriculum providing an all through curriculum with King's Court First School. The Inspire curriculum is based around themes which the students enjoy and find helpful as they move through the different subjects.
A change from previous years, Years 5,6 and 7 have a blended curriculum which means students are taught English, History and Geography by one teacher, Science and PE by one teacher and art and technology are combined and taught by one teacher. Our students tell us that they enjoy getting to know their teachers and having their teachers understand them and their learning needs better.
In Year 8 we are actively preparing them for the next stage in their education and they are taught by subject specialists.
Please click on the links below for each year group's curriculum.


I am excited to spread the word about an online Encyclopedia of Language and Literacy Development.
The home page reads: This web-based resource is being developed by the Canadian Language and Literacy Research Network to help provide answers to questions about children's language and literacy â answers that are based on relevant and up-to-date research presented in an easily accessible format... The Encyclopedia of Language and Literacy Development aims to cover a wide range of topics, including language, reading, and writing development. In order to provide in-depth, quality information, each topic is broken down into several Encyclopedia entries, and each entry focuses on a specific aspect of the topic. Most importantly, the entries are written by internationally recognized experts in the field.
Follow this link: http://literacyencyclopedia.ca/
Marnee Brick, MSc
Speech-Language Pathologist and Director of Speech Therapy
TinyEYE Therapy Services (Speech Therapy Telepractice)


A laundry assistant/manager works in a laundry and is responsible for laundering items such as:
Laundry workers may be involved in the following tasks:
In a smaller laundry they may have to do all these tasks, but in a larger laundry they are more likely to work in one particular section of the process.
They may liaise with people from other departments. For example, in a hospital they might work with hospital porters who collect and deliver items.
Laundry managers are responsible for making sure that the laundry staff carry out their duties. They may also do management tasks such as maintaining profitability and setting targets, accounting and payroll duties, recruiting and training staff, and making sure health and safety requirements are met.
Many laundering processes involve using machinery such as washer-extractors, tumble-dryers, irons and garment-finishing equipment.
Laundry workers usually work 35 to 40 hours a week in shifts. Many laundries are open six or seven days a week, including Saturdays and evenings. Part-time work and overtime may be available.
Laundries can be warm, crowded and noisy places. The work can involve a lot of walking, stretching and lifting. Uniforms or protective clothing may be provided.
The work may be unsuitable for people who suffer from allergies due to the regular use of detergents.
Starting salaries for laundry assistants may be around Â£11,500 a year.
Laundry assistants/managers are employed throughout the UK, although most laundries are in urban areas. They may work in:
Jobs are advertised in Connexions centres and Jobcentre Plus offices, in local newspapers and on company websites. Magazines such as Laundry and Cleaning Today also have recruitment sections.
There are no set academic requirements to become a laundry worker, although literacy and numeracy skills are important. Employers look for young people who are reliable and willing to work to high standards. It may help to have practical skills or previous experience of working in a laundry, cleaning or dry-cleaning environment.
Commercial laundries may not allow employees less than 18 years of age to operate certain types of machinery.
Training usually takes place on the job, under the supervision of experienced colleagues. Many organisations offer in-house training and the opportunity to study for relevant qualifications:
As an ambulance technician you would respond to accident and emergency calls, as well as a range of planned and unplanned non-emergency cases. You would usually work in a team, providing support to a paramedic during the assessment, diagnosis and treatment of patients at the scene of an incident and during hospital transfers.
You may use life saving skills as part of your day-to-day work.
A laundry worker needs to be:
With experience and training, promotion is possible for hard working and enthusiastic employees. Laundry assistants may progress to supervisory or managerial roles, and eventually to the job of laundry manager.
It may be possible for laundry managers to become self-employed and set up their own businesses.
Guild of Cleaners and Launderers (GCL),
1 Wellfield Road, Offerton, Stockport,
Cheshire SK2 6AS
Tel: 0845 600 1838
SATRA, SATRA House, Rockingham Road,
Kettering, Northamptonshire NN16 8SD
Tel: 01536 410000
Skillfast-UK, Richmond House,
Lawnswood Business Park, Leeds LS16 6RD
Tel: 0113 239 9600
Society of Hospital Linen Service and Laundry Managers,
Linen Services Manager, Airedale General Hospital,
Steeton, Keighley BD20 6TD
Tel: 01535 294231
Additional resources for job seekers and those already in a job.