ERIC Number: EJ1024031
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Does a Nurturing Approach That Uses an Outdoor Play Environment Build Resilience in Children from a Challenging Background?
McArdle, Karen; Harrison, Terri; Harrison, Daniel
Journal of Adventure Education and Outdoor Learning, v13 n3 p238-254 2013
Children from challenging backgrounds were brought to a woodland for a programme that sought to promote resilience at Camphill School. This qualitative study of one programme uses an ethnographic approach to research the effectiveness of this type of intervention. Case studies of three of the children are used to illustrate the ways in which resilience has been stimulated using the PERIK observation scale. The nurturing and outdoor dimensions of the project are considered instrumental in promoting resilience in early years children from a challenging background.
Descriptors: Play, Outdoor Education, Resilience (Psychology), Qualitative Research, Ethnography, Case Studies, Foreign Countries, Nature Nurture Controversy, Elementary School Students, Disadvantaged Youth, Questionnaires, Observation, Well Being, Social Behavior, Self Control, Self Esteem, Coping, Emotional Development, Psychological Characteristics
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A


EXPERIENTIAL LEARNING: AN ANALYSIS OF IMPACT ON ACADEMIC ACHIEVEMENT AMONG STUDENTS OF GRADE 12
Keywords:Models, Chemistry, Visualization, Unit Cell, Solid State
The molecular model as a learning tool in class-room instructions is significant due to its positive effect on the learning and teaching process. Many students struggle to learn Chemistry and do not succeed. Chemistry is the central part of all Science subjects. To make Chemistry learning easy and joyful appropriate method of class-room instructions are important. The Chemistry of solid states and composite materials is the part of the curriculum at All India Senior Secondary School Curriculum. Students face problems in solid state Chemistry due to its abstract concepts. To address the issue, handmade models and paper-based models are made as evidence-based learning. In this present paper attempt is made to investigate the impact of handmade paper model of unit cell and crystal lattices of solid-state Chemistry on academic achievement. The study is delimited to the students of only one school in rural area. Totally 50 students participate in the study. Sample is distributed into two groups: study group and the control group, by connecting them on the basis of the previous knowledge which is determined through pre-test. The students of the study group are taught solid states Chemistry through handmade paper models of unit cells and crystal lattices and the students of the control group are taught by using traditional chalk and board method. Data is collected by using Test (Pre and Post). Mean standard deviation and mean differences are used as a statistical tool to analyze the data. Substantial difference between the study group and the control group of mean score on test (pre and post and retention) are tested at 0.05 level. The handmade paper model of unit cell and crystal lattices of solid states Chemistry has significant positive impact on the academic achievement in solid state Chemistry. Based on the findings of the present study, some recommendations are made for using paper model as teaching aid for evidence-based learning in Chemistry and other core subjects to move up the studentsâ academic performance level.
Ajunwa, C. (2000), Acquisition of physics process skills by secondary school students, Department of Education, University of Nigeria, Nsukka.
Amanso, E. O.I., & Bassey, B.A. (2017), Assessment of Selected Science Process Skills Acquisition among Senior Secondary Schools Students in Calabar Education Zone of Cross River State, Nigeria. International Journal of Scientific Research in Education, 10(1), 119-126
Ayas, A., Cepni, S., Akdeniz, A., Ozmen, H., Yigit, N., & Ayvaci, H.S. (2007), Science and Technology Teaching from Theory to Application (6th Ed.). Ankara; Pegem A Publishing.
Terniz, B.K., Assessing Science Process Skills in Physics Teaching (Ph.D. Thesis). Gazi University, Institute of Education Science, Ankara, Turkey.
Prashant Thote, Experiential Learning: Inclusive Art Education for Joyful Learning, Review of Research, Vol 8, Issue- 09, June 2019. DOI: https://doi.org/10.29121/granthaalayah.v8.i5.2020.88
Prashant Thote, Experiential Learning: Model for Teaching Science at Grade Nine, Research Magma, Vol-3, Issue -06, August â 2019.
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Welcome to Week #2 in the improvisation tip series. Starting this week, weâre going to discuss a few topics related to rhythm. In todayâs music education, most people can agree that rhythm is one of the weakest areas for students. Today, Iâm giving a â2 for 1â special on rhythm because I couldnât decide which rhythm topic to start with! So letâs dive inâ¦.
#1: Beats 1 & 3. Thereâs so much to talk about with just this topic that Iâve decided my next book will be all about rhythm and this could easily be a chapter or two. In 4/4 time you have strong and weak beats (or tension and resolution). Beats 1 & 3 are the resolution and 2 & 4 are the tension (we clap on 2 & 4). The majority of harmonic changes happen on beats 1 & 3 (resolution). Melodically speaking, we want our lines to end on resolution (or targeted) points most of the time (unless youâre extending the line, etc). However, many struggling improvisors tend to start their melodic lines on beats that make their resolutions awkward. One way to resolve that problem is to feel 4/4 music in âhalf timeâ or by feeling the pulse on beats 1 & 3. This does two major things. First, itâs easier to conceive ideas at âslowerâ tempos. However, you will need to remember that while youâre feeling it slowerâ¦the changes are still going by at the normal rate. Secondly, by feeling beats 1 & 3â¦they give you great launching pads for your melodic line. Notice how many great lines you transcribe start on the âand of 1â or the âand of 3.â They also tend to make your line resolve in logical places. Thereâs more we can discuss on this, but Iâll save some of that for another week.
#2: Syncopation. When we hear the phrase jazz rhythmâ¦the first word that should pop in to your mind should be-syncopation. Jazz is FULL of syncopation. Itâs what gives the music itâs forward movement. I donât know about you, but when I hear someone improvise, I want to hear more than just a string of eigth notes. Donât get me wrong, continuous eighth note lines are important and every musician should be able to do them. However, theyâre not the end all. If you look at a lot of the bebop heads that were written, very few of them were quarter notes and half-notes (like many of the American Songbook standards). They were full of syncopated rhythms (i.e. Confirmation, Donna Lee, etc). In an interview, Dizzy Gillespie was asked what he thinks about when he improvises and he said, âI fill my head with rhythm.â If you talk with those who were around Dizzy the mostâ¦they would tell you he filled his thought process with syncopation. For an exercise, take a song you know the most and forget about what you would do harmonically. Fill your head with jazz syncopation (if you need help, sing what a drummer would play or sing the rhythm to a bebop head). Keep that syncopation flowing in your mind and then start to improvise over the changes. For the first couple of times you will either revert back to your melodic sense (you stopped thinking the syncopation) or your lines will sound awkward and wont resolve in a logical manner. Donât worry about itâ¦because itâs an exercise. However, over time, the syncopated rhythms and your melodic sense will start working together and your lines will make sense and theyâll SWING.
Next week weâre going to continue on the topic of rhythm. Also, if you havenât checked it out already, be sure to either click the link to your right or click below for more information about my book, âTargeting: Improvisation with Purpose.â


The Montessori Toddler Classroom is a unique environment where the scientifically designed Montessori Materials are carefully placed in the prepared classroom environment to encourage the child to take the opportunity to work freely, helping them to gain self-confidence and independence.
The prepared classroom environment in the Montessori Toddler Classroom is designed to promote Cognitive, Social-Emotional, and Physical development.
The Montessori Toddler Classroom at DMS is filled with opportunities for children to practice eye-hand coordination, appreciate the senses through music appreciation, artistic expression and kinesthetic activities. Goal is to provide the children with a foundation that includes a positive attitude towards school inner security and a sense of order.
Curriculum in the Montessori Toddler Classroom includes:
- Fine and Gross Motor Skill Development â Hands on activities and outside play
- Cognitive Development â Activities to recognize shapes, colors, letters and numbers
- Language Development â Phonetic letters and sounds, writing, tracing and pre-tracing activities, reading, and story time activities
- Math and Number Skills â Recognition of numbers, counting
- Art and Creative Development â Coloring, painting, cutting, pasting crafts
- Music and Movement Development â Listening to music, song memorization, word repetition
- Imaginative and Co-operative Play â Positive attitude building, team work, independent effort


Ah, Summertime: beach picnics, pool days, and playdates. But have you already heard the kids saying theyâre bored? Fear no more, we have the perfect solution that also has tremendous benefits on your kidsâ health: Summer Art Classes with veteran instructor, Linda Wehrli. Studies have overwhelmingly shown that participation in art education has multiple benefits for children of all ages and backgrounds.
Reason 1: Keep That Summer Brain Fresh!
Whether painting or drawing, art activities can stimulate the brain in new ways that carry over to improvement in other non-art related subjects. According to one study done through a program by the Guggenheim, artists went into schools to teach and help students create their own works of art. They found that students who participated in the program scored higher on six different categories of literacy and critical thinking skills than those who didnât. The act of creating art is a beneficial mental practice in itself. Every step of creating engages childrenâs imagination and problem solving skills.
Reason 2: Learn New Skills and Improve Existing Ones
For children who already love making art, Summer Art Classes can be the perfect time to develop those skills that they may not get time for or instruction in during the regular school year. Whether a beginner or veteran, Pastimes offers a variety of engaging courses. The Drawing with Graphite 101 is ideal for newbies.
Reason 3: Engage in Social Benefits of Making Art
Summer Art Classes provide the perfect environment for children to create deeper friendship bonds with those who share their interests. Allowing children to interact with others who are interested in similar things affirms their choices and cultivates a supportive community in which to grow.
Making art also provides a great way for some children to express themselves in social situations in a manner that they may not feel they can otherwise. Art is a form of expression!
Reason 4: Build Your Childâs Confidence
Summer Art Classes present a safe place to successfully problem solve and develop new skills. These activities have a direct correlation to building self-esteem and developing confidence. With creating art, you face criticism and challenges that appear daunting, but you have no choice but to find solutions in order to move forward. The teacher can guide a student in this process, but really, itâs up to the individual artist to make their own artistic choices and solve the problems he or she encounters. This is really rewarding as it comes with a boost of confidence in your childâs skills and decision-making processes. They learn to trust themselves. Win-win!
Reason 5: Unplug from Technology
Depending on your childâs age, he or she may already have a cell phone, iPad, iPhone, you name it. Summer Art Classes allow your child to unplug from technology and be present in the moment, which is very beneficial.
Itâs evident that Summer Art Classes are a great opportunity for children to push themselves and grow in many different ways over those summer months. Pastimes offers a wide range of art classes. Interested in learning more? Contact us here!
Art Facts 101 reviews fun, informative info and tips on art. If you enjoyed this story, please feel free to share on your favorite social media. Comments appreciated! If there is an musician you would like us to feature, please comment below. Thank you for your support!
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Understanding the Reading Process â The Big Six
I am really enjoying reading Konzaâs series of articles on Understanding the reading process. She has synthesised the research beautifully and written the articles in a practical and teacher-friendly way. I wish I had known a lot of these things when I was first teaching in the early years.
So far, I have summarised oral language and phonological awareness â two incredibly important foundational skills for reading, writing and spelling. Todayâs blog will look at the section on phonics in her first paper and the supporting article Phonics.
Phonics is understanding there is a relationship between the individual sounds (phonemes) of spoken language and the letters (graphemes) of written language. Once children understand that word can be broken up into a series of sounds, they need to learn the relationship between those sounds and letters â âthe alphabetic codeâ or the system that the English language uses to map sounds onto paper (Konza, 2011).
There is a lot of debate around how and when phonics should be taught but Konza stated that the empirical evidence points towards a synthetic approach. My summary will focus on this approach. The single letters and common letter combinations are taught in a discrete, systematic and explicit method that facilitates blending.
Early blending is critical and begins as soon as students know letters can be blended into vc or cvc words. This is then practised in easy, decodable text which will benefit all students but particularly those who are struggling to learn the relationships quickly. Decodable texts should be a short-term strategy to build automaticity and fluency needed to read for meaning.
Although simple, decodable texts are used to practise phonics, the research is very clear that children should be using their newly developed phonic skills in the context of motivating, connected text as soon as possible and that they should continue to have high quality texts read to them (Konza, 2011).
I really like how Konza stresses the importance of phonics instruction for most beginning and all struggling readers but that it has be to be part of a balanced reading program, one that includes rich oral language instruction and modelled and guided reading. She also states that phonics instruction should never take more time in a day than the other elements of the literacy program.
Konza also states that phonics instruction will not assist students when they encounter irregular or sight words. Sight words need to be taught explicitly and systematically, followed by regular practise in context.
The goal of teaching phonics and sight words to the point of automaticity is rapid word recognition. Immediate and accurate recognition of words allows the reader to concentrate on meaning rather than decoding.
When to start and for how long?
If phonics instruction begins in prep, single letter-sounds and common combinations should be completed by year 1. By this time, letter-sound knowledge should be automated and students should be able to read simple material accurately and comprehend it. Phonics instruction continues after that in the form of spelling instruction and word analysis and continues until students are competent.
Guidelines for teaching phonics systematically
- Teach letter-sound correspondences: in a sequence that introduces the most common sound for a letter; that occur frequently; and to begin with, separate those that look and sound alike.
- Begin with continuous sounds (/s/, /m/ and vowels) as they are easy to blend.
- As soon as students know letter-sounds that blend into words, help them combine them with magnetic letters.
- Provide practice with connected text comprised mainly of simple vc and cvc words (eg Fitzroy and Dandelion series).
- Extend phonics instruction beyond single letter-sound correspondences to include more complex letter patterns (double letters, consonant digraphs eg th, ch), vowel digraphs (eg ea, ai, ou) and vowel consonant digraphs (eg aw, ay, oy) and other commonly occurring patterns (eg âigh, -ear) in junior and middle primary years.
- Extend phonics instruction to include morphological elements and structural analysis in upper primary years.
NB Do not hold students back if they are moving quickly through the sequence â the speed with which some children learn this material when explicitly taught can be surprising.
Like phonological awareness, phonics is not an entire reading program for beginning readers. Young children should also be listening to stories and information texts, reading texts both aloud and silently, and writing letters, words, messages and stories. The explicit and systematic teaching of phonics in the beginning phases of reading instruction assists students to master the code that underpins the written form of our language. The goal is for students to read for purpose â reading to understand, learn and enjoy.


What is the difference between a right and a freedom?
A RIGHT is a legal, moral, or social claim that people are entitled to, primarily from their government. A FREEDOM is the right to conduct oneâs affairs without governmental interference. Unlike a right, no one has a duty to oversee or enforce this freedom.
Why education is a right?
Education is a basic human right for all and is important for everyone to make the most of their lives. Having an education helps people to access all of their other human rights. Education improves an individualâs chances in life and helps to tackle poverty.
Is a right a freedom?
Claim versus liberty A claim right is a right which entails that another person has a duty to the right-holder. A liberty right or privilege, in contrast, is simply a freedom or permission for the right-holder to do something, and there are no obligations on other parties to do or not do anything.
What exactly are civil rights?
Civil rights are personal rights guaranteed and protected by the U.S. Constitution and federal laws enacted by Congress, such as the Civil Rights Act of 1964 and the Americans with Disabilities Act of 1990. Civil rights include protection from unlawful discrimination.
Does everyone have a right to education?
Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Parents have a prior right to choose the kind of education that shall be given to their children.
How is the right to education protected?
The States Parties to the present Covenant recognize the right of everyone to education. They agree that education shall be directed to the full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms.
Is it a right or a privilege?
In modern democratic states, a privilege is conditional and granted only after birth. By contrast, a right is an inherent, irrevocable entitlement held by all citizens or all human beings from the moment of birth. Various examples of old common law privilege still exist, to title deeds, for example.
Why education is a right and not a privilege?
Education must not only be accessible to all, it must be of the highest quality. And it is not a privilege to be bestowed by a government, it is a legal right for everyone â children, youth and adults. Today less than 1 in 5 countries legally guarantee 12 years of free and compulsory education.
What is the most important civil right?
Civil rights are an essential component of democracy. Theyâre guarantees of equal social opportunities and protection under the law, regardless of race, religion, or other characteristics. Examples are the rights to vote, to a fair trial, to government services, and to a public education.
Why do we need free education?
Another reason why a free education is beneficial is that the government is wasting resources. The power of resources that can lead to medical discoveries, advancement of economy and technology.
Is gun ownership a civil right?
When Congress debated and ratified the Fourteenth Amendment, they too considered the right to keep and bear arms to be a âcivil rightâ protected by contemporaneous federal statutes (including the Civil Rights Act of 1866) and the amendment, which protected privileges and immunities and equal protection of the law.
Why is it important to study human rights?
Beyond making a difference in the world, human rights work will allow you to make a difference in individual peopleâs lives, as well as work towards peace. For those interested in investing in their local communities and bettering the people around them, human rights studies may be a good place for them to start.
What are our individual rights?
Individual rights refer to the liberties of each individual to pursue life and goals without interference from other individuals or the government. Examples of individual rights include the right to life, liberty and the pursuit of happiness as stated in the United States Declaration of Independence.
Who is entitled to human rights?
Human rights are the basic rights and freedoms that belong to every person in the world, from birth until death. They apply regardless of where you are from, what you believe or how you choose to live your life.
Is the right to education an absolute right?
The courts have ruled that the right to education relates to the education system that already exists. Although parents have a right to ensure their religious or philosophical beliefs are respected during their childrenâs education, this is not an absolute right.


Written by: Eco-Healthy Child CareÂ®
As the mother of two young children (2.5 years and 9 months) I work to protect my children from Lead, and other common substances that may harm their health. Like all mothers, I want my children to thrive and to have the best future possible.
Childrenâs bodies react differently to Lead than adults. Their bodies are growing and developing rapidly and their immature nervous system can be permanently harmed by Lead exposure. Children can absorb more Lead through their stomachs than adults, especially if they are deficient in iron.
As the National Director of the Eco-Healthy Child CareÂ® (EHCC) program, I worry that other mothers may not be aware of such environmental health hazards in and around their home. Or who donât know simple steps they can take to protect their children.
When it comes to Lead, I know that no amount of exposure to this heavy metal is safe. So, we must do what we can to protect our children. Even simple steps, like frequent hand washing with soap and water, or using only cold â not hot â tap water for cooking, drinking and making baby formula, protect children from Lead exposure. Did you know that cold water is much less likely to leach Lead from pipes than warm water?
We also make sure that our walls are free of cracking or peeling Lead-based paint wherever our children spend time. The government did not ban Lead-based paint until 1978. Many older homes, churches, and buildings have Lead paint both inside and on the outside. If the Lead-based paint is intact, it should be left undisturbed. If any paint in an older building is cracking or peeling, it is very important to have the paint tested to see whether it may contain Lead. Our house was recently built (2006), but we have asked our friends and family members to have their paint tested to be sure itâs Lead free. Once I choose a child care provider, I will make sure that their facility is free from Lead hazards as well.
Any amount of cracking or peeling paint is potentially dangerous, as tiny (not visible to the naked eye) particles of dust from Lead paint can be inhaled. This Lead can also end up in dust in the home that can get on an infantâs or toddlerâs hands, and thus into their bodies.
Other helpful Eco-Healthy Child CareÂ® recommendations are:
Reduce lead absorption in children by eating well.
â Children should have a balanced diet that high is calcium and iron
â If you renovate or remodel a building built before 1978, make sure the contractor you hire is from a âLead-Safe Certified Firm.â
â Avoid soft pliable plastic toys made of vinyl (rubber duckies, baby dolls, baby bath books), as some of these products have been found to contain high levels of Lead.
Unfortunately, too many American children have high blood lead levels. Families can find out about getting tested at www.cdc.gov/nceh/lead.
For more tips to protect children from Lead, click here.
EHCC helps early childhood learning environments to be as healthy, safe and green as possible by reducing childrenâs exposure to toxic chemicals. Click here find out more about EHCC.


Join the Hundreds of Schools That Have Gifted Literacy to Their Challenged Readers
Elementary School Success
Sound Reading is most often used by Elementary Schools to get their emergent, and pre-emergent readers, to deliver rapid intervention to students whose reading challenges make traditional phonics instruction difficult. These Readers are either already behind their peers or at-risk of falling behind. Sound Reading is an appropriate intervention program to prevent these reading challenges from getting out of hand.
Middle School School Success
Sound Reading is used by Middle Schools to address their students who struggle to keep pace with literacy instruction at higher grades. Sound Readingâs Launch Pad Program directly addresses these older students. By adapting Sound Readingâs instruction into a more mature format, these students are able to make measurable results in their literacy while enjoying instruction. By developing Auditory Processing and Phonemic Awareness skills, students develop skills that prevent them falling behind again.
High School School Success
Sound Reading is an appropriate intervention for older students, even those in High school! This is because Sound Readingâs methodology is universal, the literacy skills developed by the program are essential to reading. These Auditory Processing skills are crucial in Phoneme Manipulation and Letter Manipulation. Both of these skills are focused on in Sound Reading.
Mexico Partnership Success
Sound Reading is proud to serve schools in Mexico by delivering English Language Learning instruction via Sound Readingâs ELL Accelerator Suite. This suite aims to develop essential English foundational skills, surrounding Phonemic Awareness and Auditory Processing. These skills introduce these students to the foundations and phonemes of the English Language.


Written by practising artists, our Art Techniques online course is perfect if you want to build and develop your existing art skills. Previous students of this popular course often pursue their art studies long after course completion, with some eventually progressing to degree level.
From still life and the human figure, to getting to know your materials and the use of themes, this course explores the key techniques you need to draw and paint successfully. Youâll study and practise a range of core concepts such as line, tone, shape, perceptive and colour, as well as gaining an understanding of leading artists, both past and present.
Critically, our Art Techniques online course will encourage you to draw, whenever and wherever you can! This will improve your practical skills at a fast pace, whilst also enabling you to move in new, fresh creative directions!
If you enjoy drawing and painting, relish creative thinking and have an interest in learning more about famous artists, our Art Techniques online course is the perfect choice!
Whether youâre a doodler, have dabbled with water colours, oil paints or pastels â this practical course invites to expand your current skills across a range of media. Working at your own pace, using fully-illustrated, accessible course materials, with the support of an expert tutor, youâll expand your technical knowledge and experience.
Our Art Techniques online course is ideal if you:
Section 1: Introduction
Section 2: Still life
Section 3: The human figure
Section 4: Themes
Study Art Techniques with us and benefit from:
Choose when and where you access your course, using learn@nec our 24/7 learning platform.
This easy-to-use learning platform includes interactive checkpoints, quizzes and activities to help you evaluate your progress.
Youâll have access to support from a personal tutor. All NEC tutors are subject experts, with experience of supporting online learners.
Meet Jane who is just one of our first-class art tutors:
âIâve been involved in distance education for many years, and have been a practising artist all my adult life. In my own creative practice, my main interests are in drawing, illustration, printmaking, animation and painting, and also digital art. Learning to draw is the platform for a satisfying creative adventure with art: looking intensively at the work of other artists is essential to developing your own work. My knowledge of art history means I can pinpoint examples of artists to help you develop your own practice. I have a first degree in Fine Art and English and a PGCE in Art Education.â
You will need acrylic paints in the following colours:
We recommend buying medium-size tubes for every colour except white, as these will contain around 38ml (depending on the manufacturer). The exception is white as you will require more of this colour, so we recommend a 120ml size tube. The above is a basic list to start you off; if you have particular preferences of your own, add them in.
Our course fees are 100% transparent to help you plan for any additional costs.
Your course fee includes:
Your course fee does not cover:
Would you like to talk to our Course Advice Team about the best route for you? Visit our Contact Us page, fill in the form and a member of the team will get back to you!
Itâs your choice: you can pay in full at the point of enrolment, or you can spread the cost over monthly instalments with our finance offer. We offer a choice of six or 12 month repayment plans, with 0% APR as standard.
To pay in instalments you will need to enrol by telephone.
Course fee: Â£395
Amount of credit: Â£355.50
Monthly payment: Â£59.25
Duration of agreement: 6 months
Total repayable: Â£395.00
Rate of interest: 0% (fixed)
0% APR representative.
The National Extension College (NEC) work with finance company Deko. For more information on our relationship with Deko and repayment plans click here.
As part of NECâs mission to widen participation our team is happy to discuss payment options unavailable online. Please contact our team on 0800 389 2839 or email email@example.com


- One Semester or equivalent
- 36 hours + Blended
On-campus unit delivery combines face-to-face and digital learning.
2023 teaching periods
Higher Ed. Semester 2
Last self enrolment:
Last withdraw without fail:
Aims and objectives
This unit develops students personal literacy and numeracy skills to ensure that they are well equipped to meet the demands of university, as well as the demands for teaching. In this unit students will learn about academic integrity, oral and written communication skills in the tertiary setting, critical analysis, and the application of different technologies. As they progress through the unit the students will also be supported to develop their personal literacy and numeracy skills and learn how to apply these skills in the context of learning of teaching. Students will be able to monitor and check their progress within the unit through a variety of online activities and weekly quizzes.
Unit Learning Outcomes (ULO)
Students who successfully complete this unit will be able to:
1. Evaluate their own personal numeracies and literacies relative to learning and teaching
2. Identify and apply personal literacy and numeracy strategies to achieve academic success
3. Explain the importance of a literacy and numeracy growth mindset as a teacher and a learner
4. Apply practices that reflect an understanding of academic integrity


Reading Attitude of Grade 9 Students
Keywords:literacy, reading, reading attitude
Literacy skills empower students to seek information, delve into subjects deeply, and enhance their comprehension of the surrounding world. Proficiency in these skills proved crucial for mastering various macro skills, with reading being paramount. A student's disposition towards reading significantly influences multiple facets of their educational journey. When junior high school students exhibited a favorable reading attitude, it indicated their attainment of fluency, adept comprehension, expansive vocabulary, writing prowess, analytical acumen, and more. Conversely, an unfavorable attitude was not uncommon; however, rectifying these issues was plausible with proper understanding.
This investigation aimed to gauge the extent of reading attitudes held by Grade 9 students. Employing a modified questionnaire adapted from Jensen (2010), this descriptive research encompassed 84 students from Union Christian College. The analysis relied on weighted means to portray the participants' reading attitudes. The findings unveiled a high overall level of reading attitude among the respondents, underscoring their positive perspective on reading. Most agreed that reading held paramount importance across subjects like science, writing, social studies, art, and math, signifying their recognition of reading as a conduit to knowledge acquisition and academic excellence.
The respondents demonstrated a proclivity for reading materials aligned with their interests, a principle consonant with the progressive educational philosophy advocating engagement with subjects that resonate with students. Additionally, the inclination to discuss ideas and disseminate information post-reading indicated the participants' enthusiasm for sharing their acquired knowledge, particularly if the subject matter piqued their interest. Paradoxically, the inclination towards listening while someone read aloud garnered lower enthusiasm, suggesting a preference for silent reading.
The respondents' inclination towards visiting the library emerged as moderately positive, receiving the lowest rating in the survey items. This suggested a relatively reduced likelihood of students visiting the library for reading purposes. Likewise, their family's involvement in home-based reading scored low, implying that families needed to be more avid readers. Nevertheless, reading at home persisted as a pleasurable activity, indicating that the students did not limit reading to the confines of the school environment.
Recognizing reading's pivotal role in a child's holistic literacy development, nurturing positive reading attitudes became imperative to bolster effective learning. Based on the findings, the researchers inferred that the respondents, on the whole, manifested a positive attitude toward reading. However, concerns surrounding library visits and home reading environments warranted attention. Consequently, the researchers advised devising interventions to enhance students' attitudes towards reading, specifically fostering a culture of library usage, and transforming homes into conducive reading spaces outside the school setting. Furthermore, building robust partnerships between the school and parent-teacher associations was recommended to establish parents as guides in nurturing favorable reading attitudes among students.


Visual arts are made for observation by an audience that looks at them. They are generally complete prior to the audience encountering them. Visual arts are often contrasted with performing arts, which are performed in front of an audience. The visual arts include two-dimensional and three-dimensional arts, for example, the decorative arts, drawing, graphic design, painting, photography, printmaking, and sculpture. A visual artist is a maker of visual arts.
A visual artist with any of the specialties named could work in very different ways. For example, a painter might work with watercolors, acrylics, or oil paints. A photographer might specialize in black and white photography or might create color photographs that were highly manipulated by means of a photo-editing software program. A sculptor could work in wood, clay, marble, granite, or wood, or use found objects to create sculptures. A visual artist who draws might favor charcoal, pencil, crayon, pastels, felt markers, or pen and ink. There are also visual artists who work in multiple disciplines or combine disciplines in new ways.
A visual artist may receive training in an art school or through a college or university art department. Often the degree received will be a Fine Arts degree. The degree candidate will often study art history and theory as well as a variety of media before choosing a particular medium to focus on. There are bachelorâs and masterâs degrees in fine arts available. Often the Master of Fine Arts (MFA) is considered a terminal degree, but it is possible to receive a PhD in visual arts, though doctoral degrees are often more theoretical, focused on theory and criticism.
There are a number of different jobs that a visual artist may hold besides the job of making art, which is often done by visual artists who are self-employed. A visual artist who draws, makes prints, takes photographs, or paints may become a book illustrator, for example. A graphic designer might join an advertising agency or become a web designer. A number of visual artists become teachers, either in school districts, colleges or universities, or in art studios or museums with art education programs. Other visual artists may take jobs in museums or become critics.


Learning to read is a fun and exciting time in a childâs life, and being able to decode words is an important skill that gives young readers the confidence and the ability to read new and unfamiliar words. Phonics is a method of teaching beginning readers to decode by learning the spoken sounds associated with written letters and letter pairs. To become skilled readers, children must internalize these associations in order to read words without having to sound them out letter by letter or part by part. In addition, phonics instruction gives new readers the tools necessary for making the important connection between sounds and their spellings. Becoming fluent or automatic with these skills helps develop reading fluency and builds a strong foundation in reading comprehension, an important skill for academic success.
Upon your childâs completion of each activity, use the provided incentive chart with stickers to track progress and celebrate your childâs success.
Whether students need extra practice with grade-level skills or a head start on next year, Stick KidsÂ® Workbooks offer engaging activities, games, and puzzles that help make learning lots of fun. Each book features full-color activities, a list of the skills, and an explanation of why those skills are important for development. Also included are helpful tips, an answer key, a handy tracking sheet, and appearances by the lovable Stick Kids!
These skill practice workbooks are perfect for use at school, or as entertaining activities on the go. Great for school breaks, vacations, and year-long practice.
HOW YOU CAN HELP SUPPORT LEARNING
Please note: In the eBook version of this title, stickers are not included.


Here at the Mobile Music School, we pride ourselves on delivering high quality music lessons for primary schools nationwide. Each year we deliver workshops, short programmes, and classroom music programmes to hundreds of schools, libraries, youth centres and language schools nationwide! Each week, out tutors are working hard across the country to provide high quality music education to students.
Music for Preschools
Our music lessons for preschools keep us extremely busy throughout the year! Unfortunately, in this current climate, weâve all had to adapt to big changes in 2020! This means that our music lessons for preschools have unfortunately been interrupted due to these changes. However, there is some good news! With the country starting to reopen, it wonât be long until we are back delivering our programmes in preschools nationwide! Weâve been planning our music lessons and programmes for next year, and are really looking forward to coming back with a bang! Today, weâre going to be explaining our Little Musicians programme- what it is, what it involves, and why you might be interested! Read on to learn more.
Little Musicians classes
Aimed at children in preschools, junior and senior infants this pre-instrumental programme introduces children to the world of music through action songs, percussion instruments, and musical games. In these classes, the children learn about music from all corners of the world. The children learn about different instruments, styles of music, and musical techniques from all around the world. Through listening and responding to music; learning about the instruments of the orchestra, the conductor and the composer; and performing on a weekly basis, each child develops a love of music and a range of transferable musical skills. Further, each child will develop a sense of self-confidence, and may even discover some hidden musical talent! At the end of this programme children will be in a position to start instrumental tuition.
During our Little Musicians programme, we aim to:
- introduce children to the world of music through fun based games and activities
- develop a set of transferable musical skills in every child that can be utilised when they progress onto learning a musical instrument
- create a life-long love and appreciation for music in each child
Interested in learning more about our music for preschool programmes? Contact us today.


Music has been proven to be one of the most powerful forms of therapy, extending its healing effects beyond mere enjoyment. As a piano player, you may have experienced this firsthand through your own playing â the calming and therapeutic effects of soothing melodies or energizing riffs to help soothe stress or awaken creativity. But what you may not know is that research has discovered even more great benefits associated with making music: new evidence shows that regular music practice can actually enhance brain structure and function in a variety of ways.
According to the Royal Conservatory, âMusic lessons improve language skills, increase emotional resilience, increase empathy, increase attention span and focus, and increase self confidence.â They comment, âResearch shows that participating in music study benefits both brain structure and brain function. Just like well exercised muscles protect the bones and joints, reduce blood pressure and increase energy levels, music education produces bigger, better functioning brains- a benefit to people of any ageâ.


move your wayÂ®
Both kids and parents need physical activity to stay healthy â and the Move Your WayÂ® campaign has lots of tips to help families move together.
Use these materials provided by health.gov to help parents and caregivers understand the amount and types of physical activity adults and kids need to be healthy.
Physical activity is crucial for childrenâs overall health and development. Here are some key reasons why it is important for children to get regular physical activity:
Physical Health: Regular physical activity helps children develop and maintain healthy bodies. It promotes strong bones, muscles, and joints, improves cardiovascular health, and enhances overall physical fitness. Engaging in physical activity from an early age can help reduce the risk of developing chronic health conditions such as obesity, type 2 diabetes, heart disease, and certain cancers.
Motor Skill Development: Physical activity allows children to develop and improve their motor skills. Through activities like running, jumping, climbing, throwing, and catching, children enhance their coordination, balance, agility, and overall motor control. These skills are not only important for sports and recreational activities but also for daily tasks such as writing, dressing, and navigating the environment.
Cognitive Development: Research suggests that physical activity positively influences cognitive function and academic performance. Regular exercise has been linked to improved attention span, memory, problem-solving skills, and overall cognitive abilities. Physical activity also promotes brain health by increasing blood flow and oxygenation, which supports the growth and development of the brain.
Emotional Well-being: Physical activity plays a significant role in promoting positive emotional well-being in children. Exercise releases endorphins, neurotransmitters that elevate mood and reduce feelings of stress, anxiety, and depression. Regular physical activity can improve self-esteem, boost confidence, and help children develop a positive body image. It also provides an outlet for managing and expressing emotions, reducing behavioral issues and promoting better emotional regulation.
Social Development: Participating in physical activities, whether team sports or group activities, allows children to develop important social skills. They learn how to interact with peers, cooperate, communicate effectively, resolve conflicts, and work as part of a team. Physical activity provides opportunities for building friendships, fostering social connections, and developing a sense of belonging and community.
Healthy Habits for Life: Encouraging physical activity in childhood establishes a foundation for a lifelong habit of regular exercise and healthy lifestyle choices. Children who engage in physical activity are more likely to grow up to be active adults, reducing their risk of sedentary-related diseases and improving their overall quality of life.
It is recommended that children and adolescents (aged 6-17) engage in at least 60 minutes of moderate to vigorous physical activity every day. This can include a variety of activities such as active play, sports, active transportation (e.g., walking or biking), and structured exercise programs. The specific types and intensity of physical activity may vary based on age, abilities, and personal preferences.
Itâs important to create an environment that supports and encourages physical activity for children, providing opportunities for active play, access to safe spaces, and promoting a positive attitude towards exercise and movement.


If youâre a divorced parent, you may feel like youâre competing with your ex-spouse for your childrenâs affection. This may be particularly true if you only have custody of your kids on the weekends and during school breaks. You may hesitate to assign them chores that theyâre used to doing in their other home. Youâd rather spend your time together doing things that they want to do.
However, chores are an important part of kidsâ development. Research has shown that kids are happier when they feel like theyâre contributing to the family. Being required to do chores no matter which home theyâre in can help kids feel like they belong in both places â even if theyâre in one less than the other.
One Harvard study even found that being required to do household chores was a key predictor of professional success in adulthood. What do kids gain by being responsible for household chores?
Purpose: All kids want to feel like they have something of value to contribute to the family. While toddlers canât do the same kind of chores as teens, they can always do something, like putting away their toys when theyâre finished playing.
Motor skill development: Making the bed, setting the table and sweeping the floor involve movements that adults take for granted. However, they can help young children develop the motor skills theyâll need throughout life.
Work ethic: All parents want their kids to learn the value of hard work. When kids learn that before they can play outside or do something else they want, they have to clean their room or load the dishwasher, theyâre learning delayed gratification. Theyâre also seeing that their parents have confidence in them to carry out these tasks.
Teamwork: If you have multiple kids, learning to share chores can teach them teamwork â something that will be important throughout their lives. If you have an only child, they can still learn teamwork by helping you prepare meals, rake the leaves or wash the car.
Kids should typically be expected to do some type of chores, even if itâs just keeping their room tidy, no matter which home theyâre in. By not expecting your child to pitch in, you may think youâre making yourself the favorite parent, but youâre likely doing them a disservice in the long run. Itâs best when co-parents can work together to ensure that kids have similar expectations around chores across households.


Africa is experiencing a learning crisis which requires urgent response. According to the World Bank, 9 out of 10 children in Sub Saharan Africa (SSA) do not achieve basic reading and numeracy skills by the age of 10 (World Bank, 2019).
This is a shocking statistic, especially when compared to developed economies where only 1 out of 10 children do not achieve basic literacy and numeracy skills at the same age.
In Nigeria, alone, 83% of children enrolled in Grades 2 or 3 cannot read and understand simple texts.
The World Bank predicts that because of COVID-19, learning poverty has been made worse by at least 10%. Foundational literacy and numeracy are critical skills children need for success throughout their school careers and to participate gainfully in employment in their adult years.
In response, the Board of Advisors of Human Capital Africa (HCA), an accountability and advocacy initiative, have issued a Call-to-Action to policymakers across the continent to take note and respond to this alarming learning crisis. HCAâs Board of Advisors includes stalwarts, who have been driving development in their corners of Africa, like Board Chair Dr Joyce Banda, Trevor Manuel, Kennedy Odede, Kah Walla, Adama Gaye, Sangu Delle, NâDiaye Ramatoulaye Diallo, Erastus J. O. Mwencha and Rosa Whitaker. Together, they are committed to putting this issue on top of policymakersâ agendas.
âThis is a wakeup call for Heads of States, Ministers, donors and other partners. It is time to prioritise learning for our children. If children cannot read and do basic mathematics at the age of 10, they will be deprived of the opportunity to be productive members of the workforce, society, and the global economy.â Board Chair Dr Joyce Banda, former President of Malawi.
Human Capital Africa âs Call-to-Action invites policymakers to take five actions:
- Recognize the challenge by reviewing the current state of foundational learning in their country
- Prioritise the issue at all levels of government
- Collect, report, and use data on student learning and the overall education system
- Learn from evidence and other countries and implement what works
- Hold themselves and others accountable by taking regular stock of progress
Human Capital Africa, spearheaded by Nigeriaâs former Minister of Education, Dr. Obiageli Ezekwesili, was launched last year in October 2021, alongside the Nigerian Economic Summit (NES27), in the presence of African dignitaries and education experts.
âIt is our responsibility to bring Africa out of this crisis. I invite my fellow country leaders to accept our Call-to-Action and work with Human Capital Africa. Together, we can embark on the journey to improve the quality of education in Sub-Saharan Africaâ Dr Obiageli Ezekwesili, CEO and Founder Human Capital Africa.


As learners increasingly stay in a digital universe, they will require numeracy skills to become 21st-century critical thinkers, attain career achievement, and do daily tasks such as looking or paying for the power bill. Technology has the probability of empower students by supporting them be familiar with applications of mathematics and learn in manners that work for the purpose of http://ultiaction.com/product-photography their particular learning designs.
A great sort of how technology empowers students is the sensation that Sal Khan created when he began recording himself tutoring his friends in math on YouTube. His videos enable learners to pause, re-run and control their own learning pathway. They will also take quizzes to find out what they have got mastered and what areas require further practice. As well as for students who choose written text message, transcripts come with the video clips.
In a similar way, software tools such as the Wolfram engine or perhaps MathWorks permit learners to fix problems within their own style, leveraging powerful computational engines that can help these the work. This kind of democratization of mathematical problem solver is changing the part of the working mathematician from solo endeavor to one that involves effort and session with others.
Apps and websites that support math learning with virtual manipulatives like rekenreks, geoboards and number lines are also within making the learning experience fun and engaging. Teachers are encouraged to apply these fun tools inside their lessons to enhance student bridal, which leads to higher performance and enjoyment of the learning process.


Doctor of Philosophy
Education, Teaching-Learning Processes
Date of Defense
Dr. Rebecca Rogers
Dr. Nicholas Husbye
Dr. Kathryn Pole
Dr. Lisa Dorner
This qualitative action research study focuses on the integration of critical literacy practices in a kindergarten classroom. Critical literacy recognizes that no texts are neutral, and that authors position their readers in particular ways. Thus critical literacy practices are those concerned with positioning readers to inquire into issues of language and power, and to disrupt, critique, and challenge texts. In this study, critical literacy was brought to life through a curriculum of rereading and revisiting texts over time. The study took place in the researcherâs kindergarten classroom, and follows studentsâ discussion, written responses, and dramatizations around texts read aloud in the classroom focusing on themes of power, justice, and equity. Data was collected across the school year, including fifty lessons. Data analysis such as coding, discourse analysis, and multimodal analysis was conducted during the year and informed instructional decisions. Data analysis also occurred after the year had ended and focused on identifying the different ways that students engaged in critical inquiry into the texts through rereading, rewriting, and reimagining scenes in the texts, as well as how the teacher was able to support students with engaging in critical literacy in the read-aloud setting. In particular, analysis of the read-aloud lessons documented ways that students were able to disrupt stereotypes, consider multiple perspectives, engage with sociopolitical issues, and take social action. Critical literacy is shown as a tool for accelerating young studentsâ literacy development, and studentsâ reading and writing skills are documented as they develop through rereading and responding to texts across the study. This study not only offers a sustained look at how young students can be scaffolded over time to engage in critical literacy practices, but also expands the notion of what types of literacy practices young students are capable of engaging in. Using the tools of process drama as a way to revisit and rethink read-alouds provides early childhood teachers a way to simultaneously engage their young students in rigorous critical thinking around texts that is also active, social, playful, and imaginative.
Labadie, Meredith, "Re-reading, Re-writing, and Re-imagining Texts: Critical Literacy in a Kindergarten Classroom" (2017). Dissertations. 712.
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


- Content mapped to Linux+ exam objectives (XK0-004)
- Hands-on Activities designed to put knowledge into practice
- Practice questions that check for understanding
- PowerPoint slides
- Access to the CompTIA Learning Center
What youâll learn
The Official CompTIA Linux+ (XK0-005) has been developed by CompTIA for the CompTIA certification candidate. Rigorously evaluated by third party subject matter experts to validate coverage of the Linux+ exam objectives, The Official CompTIA Linux+ Student Guide teaches the essential skills and information needed to troubleshoot and problem solve, helps learners understand a wide variety of issues ranging from networking and operating systems to mobile devices and security, and prepares candidates to take the CompTIA Linux+ certification exam (XK0-005).
This is official 5 day course, with all official guidelines.
- Lesson 1: Introducing Linux
- Lesson 2: Administering Users and Groups
- Lesson 3: Configuring Permissions
- Lesson 4: Implementing File Management
- Lesson 5: Authoring Text Files
- Lesson 6: Managing Software
- Lesson 7: Administering Storage
- Lesson 8: Managing Devices, Processes, Memory, and the Kernel
- Lesson 9: Managing Services
- Lesson 10: Configuring Network Settings
- Lesson 11: Configuring Network Security
- Lesson 12: Managing Linux Security
- Lesson 13: Implementing Simple Scripts
- Lesson 14: Using Infrastructure as Code
- Lesson 15: Managing Containers in Linux
- Lesson 16: Installing Linux
About CompTIA Linux+
The new CompTIA Linux+ is for the IT pro who will use Linux to manage everything from cars and smartphones to servers and supercomputers, as a vast number of enterprises use Linux in cloud, cybersecurity, mobile and web administration applications.
CompTIA Linux+ is the only job-focused Linux certification covering the latest foundational skills demanded by hiring managers. Unlike other certifications, the new exam includes performance-based and multiple-choice questions to identify the employees who can do the job. The exam covers tasks associated with all major distributions of Linux, setting the foundation for advanced vendor/distro-specific knowledge.
The new exam has an increased focus on the following topics: security, kernel modules, storage & visualization, device management at an enterprise level, git & automation, networking & firewalls, server side & command line, server (vs. client-based) coverage, troubleshooting and SELinux.
For the latest CompTIA Linux+ exam information regarding availability, version and pending retirement, please visit https://www.comptia.org/certifications/linux
KOSZT oraz CZAS TRWANIA
Kurs oferowany jest w standardowej 5 dniowej formie (40 godzin szkoleniowych) bÄdÅº w formie sesji weekendowych i wieczornych.
Szkolenie organizowane jest w formie zdalnej, dla grup zorganizowanych istnieje moÅ¼liwoÅÄ zorganizowania spotkania na wyÅÄcznoÅÄ, kurs moÅ¼na zrealizowaÄ w jÄzyku Angielskim po wczeÅniejszych uzgodnieniach.


âIf we didnât change during the pandemic, we would be in a very bad place. We said that we were going to push forward for what was right for our kids, and we are still doing it. Our teachers have embraced literacy instruction with a sense of urgency and made significant gains; I couldnât be more proud of them.â
Ryan Debay, Teaching and Learning Director at ISD 318
Grand Rapids Independent School District 318 is located in Itasca County in Grand Rapids, Minnesota, and serves approximately 4,000 students from Kindergarten through 12th grade. The story begins with an all-too-familiar trend: In 2017, standardized testing and screening showed a gradual decline in basic reading proficiency and a deficiency in fundamental reading skills. While the district had the right goals in place to achieve 90-95% reading proficiency by 2025 and what they believed was an effective approach to teaching reading, between 50-60% of the districtâs students needed reading support.
The faculty recognized something was wrong: their elementary-aged students were significantly behind in reading skills coming out of kindergarten, first and second grade in decoding, phonemic awareness, phonological awareness, phonics, and fluency. It became clear that the Balanced Literacy approach they had been following was not working. Thatâs when the districtâs Teaching and Learning and Special Education departments took decisive action mid-pandemic to identify their literacy gaps and remediate their instruction.
How District 318 Overcame the Odds
The Teaching and Learning team started screening students during the pandemic and very quickly realized that they needed to do something more explicit to teach their studentsâ phonics and phonemic awareness in kindergarten, first, and second grades.
To start, ISD 318 sent a cohort of teachers to a specialized literacy instruction course from IMSE to train them in a program based on Orton-Gillingham, or OG. The feedback to the district was incredibly positive, setting in motion a collective âbuzzâ from the teachers and support from administrators who committed to having 100% of K-2 classroom teachers, licensed interventionists, and K-2 special education teachers trained by IMSE.
- Since embracing IMSEâs training, rooted in the Science of Reading, the districtâs literacy proficiency level has risen an average of 16% for grades K-5. Additionally, at each grade level, the number of students at high-risk in literacy proficiency has been reduced throughout the district.
- More specifically, from Winter 2020 to Winter 2022, the average increase in kindergarten reading proficiency was 35%.
- From Winter 2021 â Winter 2022, the average increase in reading proficiency in the first grade at the districtâs Cohasset Elementary improved to 47%.
One district teacher said, âMy students were struggling to be independent readers and disengaging during instructional time. IMSE and Orton-Gillingham taught me how to bring in multi-sensory elements into my lessons that were engaging, motivating, and easily differentiated.â
Three years into the adoption of this framework, 100% of teachers at ISD 318 have been trained by IMSE, and 86% are using OG as their primary literacy instruction for Tier 1 classrooms. In fall 2023, 100% of primary teachers will use OG as their primary phonics instruction.
You can read the full story here of how elementary teachers at Grand Rapids ISD 318 evolved from thinking the Orton-Gillingham methodology was only effective for dyslexic students â to embracing the approach and crediting it as the main reason behind the incredible improvements and success they are seeing across all tiers of their students.
To learn more about how your school or district can improve literacy education with IMSE, call (800) 646-9788 or email firstname.lastname@example.org to speak with a member of our team today!
Please connect with us on Facebook, Twitter, Instagram, LinkedIn, and Pinterest to get tips and tricks from your peers and us. Read the IMSE Journal to hear success stories from other schools and districts, and be sure to check out our digital resources for refreshers and tips.


YMU Studios is an online music studio where students can collaborate while recording, mixing, mastering, and using various loops and effects to create.
Music Production Elective Curriculum Includes
Skills Students Learn
Students participating in YMU Studios develop a range of skills that can be useful in various fields and areas of their lives, including music, technology, and problem-solving. Music production requires managing time effectively to meet deadlines and complete projects.
Music production allows kids to express their creativity by composing and producing their own music.
Students learn technical skills related to music production software, such as using virtual instruments and loops, recording and editing audio, and mixing and mastering tracks.
Students learn the basics of music theory, such as notes and scales, which can help them in their music composition and production.
Music production involves overcoming technical challenges and finding creative solutions to problems.
Introduction to Digital Beats
Overview of digital beats and their importance in modern music
Introduction to software and tools used to create digital beats
Basic navigation of digital beat-making software
Understanding Rhythm and Beats
Techniques for understanding rhythm and beats
Introduction to basic music theory concepts, such as tempo and time signature
Listening and analyzing different styles of music with a focus on beats
Techniques for creating beats using digital beat-making software
Understanding different instruments and samples and how to use them to create beats
Introduction to basic production concepts, such as tracks and arranging beats
Recording and Editing
Techniques for recording and editing beats in digital beat-making software
Introduction to basic audio editing concepts
Understanding the importance of collaboration in music production
Techniques for collaborating with others in digital beat-making software
Introduction to basic collaboration concepts, such as sharing and feedback
These are just some of the elements your child can experience in YMU Studios!
Students apply the skills and knowledge learned in YMU Studios to create fully produced music with collaborative opportunities such as composing and producing music together as a class or creating music videos to accompany their tracks.
YMU gave David important foundational skills in all instruments. His mom and I were aware of his fascination to play piano. But it was with YMU where David first sang publicly, which showed us his singing voice and his love of live performance. While enrolled at YMU, David picked up his first drumsticks, bass guitar, and electric guitar, setting the stage for years of education at YMU and elsewhere on all of those instruments, as well as several others. It is safe to say that without The Young Musician's University, much of David's potential would not have been identified and he would not be the musician he is today.
Dean, YMU Parent


This book is for educators, including practising and intending teachers in schools and colleges and instrumental teachers. It will also stimulate non-teachers who are nonetheless curious about the role of music in our lives and will find its way to music lovers, musicians and those in the fields of psychology and sociology of music.
* The first two chapters are concerned with the nature of music itself, with its value and metaphorical significance and with the social context of musical understanding. These are important issues for musicians and music educators.
* The central chapter of the book focuses on music education. Through practical examples, Keith Swanwick teases out the interrelated layers of musical experience and sets out fundemental prinicples for music educators, whatever the particular context of music teaching.
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Music is a powerful thing. It has the ability to lift our spirits, bring us joy, and even improve our mental and physical health. But, did you know that learning music can also come with a host of other benefits? In this blog post, we will explore three of the biggest benefits of learning music. Improved memory and concentration, increased self-confidence and social skills, learning music can be an incredibly rewarding experience. So, if you have ever been curious about learning music, now is the perfect time to start!
Visit this Website: peter yarrow â allmusic
1. Improved Memory And Concentration
Learning music offers numerous benefits, including improved brain development, self-discipline, creativity, and problem-solving abilities. It can also enhance confidence and self-esteem, while helping to improve academic performance.
One of the most important benefits of learning music is increased memory and concentration. This is because it helps develop both short-term and long-term memory skills, which can help you remember information better in the future.
Playing an instrument or singing also enhances focus and concentration, which can lead to better test scores since youâre more likely to pay attention during lectures or when studying for exams. Additionally, it improves cognitive function by stimulating different parts of the brain at once, resulting in quicker reaction times and increased problem-solving abilities.
Finally, learning music reduces anxiety and enhances mood. Listening or playing your favorite tunes can be a great way to take a break from stress or worries while still providing mental stimulation that may even help with depression symptoms on some occasions. It also helps develop critical thinking skills by encouraging you to think outside the box when creating your own compositions or interpreting existing ones in new ways.
The advantages of learning music are clear â itâs not only enjoyable but provides lifelong benefits. It strengthens communication and collaboration skills and offers opportunities for creative expression that will last a lifetime. With all these advantages in mind, what are you waiting for? Start learning music today!
How Learning Music Enhances Cognitive Abilities
Music education has numerous benefits. It enhances cognitive development in areas of the brain responsible for sound, language, and speech. Students who are exposed to musical experiences have better reading comprehension scores compared to those who have not had any musical training. Music education also improves memory recall, concentration, and problem-solving skills. Even children benefit from its structure by developing their natural abilities and improving their attention spans. Exposure to music education positively impacts creativity, fostering creative thinking, emotional intelligence, and teamwork.
2. Increased Self-Confidence And Social Skills
Learning music is a rewarding activity that offers a multitude of benefits beyond just entertainment and relaxation. It can improve mental health, reduce stress levels, develop creativity and problem solving skills and enhance self confidence and social skills. It also helps improve body coordination and motor skills while instilling discipline, endurance, commitment and appreciation for artistry values. Additionally, music encourages cooperation among team members and fosters strong relationships between teachers and students. Through learning music, one can also learn the importance of communication, increase their self esteem and creativity, and build strong relationships with their fellow musicians.
3. Stronger Connections To Others
Learning music can offer numerous benefits, including strengthening connections to others, developing an appreciation for different cultures, increasing creativity, and improving cognitive skills. Whether you are a beginner or an experienced musician, learning music can open up a range of possibilities. Joining musical groups or attending shows can help build a sense of community with like-minded people, while learning about different genres and eras in music can give you a greater understanding of other cultures around the world.
Read More Article: What Is The Importance Of Music?
Learning music also enhances problem-solving skills, spatial awareness, mathematical skills, cognitive abilities, physical coordination, memory recall, and more, and strengthens discipline by teaching time management and encouraging collaboration. Finally, learning music can improve communication skills and self-confidence, providing an outlet for emotional expression. Overall, learning through musical instruments is one of the most rewarding experiences out there â start now if you havenât already!
Learning music can be a truly rewarding and enjoyable experience. It helps improve physical, mental, and emotional health, enhances cognitive abilities, builds self-confidence and social skills, increases creativity, and strengthens connections with others. With all these benefits in mind, itâs clear that learning music is a great way to enrich your life. So donât wait any longer â take the plunge today and start learning music!


Weâre excited about the launch of ROCO principal bassoon, Kristin Wolfe Jensenâs online bassoon method book, Music and the Bassoon. It provides free instruction and is enhanced with audio and video clips so students may have unlimited access to aural and visual models. Kristin designed it for students who might not have access to a bassoon teacher on a regular basis, for university music education methods classes, and bassoonists of all ages world-wide. She believes it to be the first free online method book for any instrument that is anywhere near this extensive.
The Music and the Bassoon online instruction contains:
- Over 360 pdf examples of sheet music that Kristin composed and arranged in pedagogical sequence for beginning through advanced bassoonists, organized into 50 progressive units.
- Over one hundred sound clips of Kristin performing the musical examples, providing aural modeling for the students. 50 of the sound clips are duets where students can harmonize with one part.
- Over thirty video demonstrations of bassoon techniques and lessons with young students.
Find it at http://www.musicandthebassoon.org/


Art classes can be fun and exciting but there is also a bit of pressure involved as well. Most studio art classes at the school have whiteboards instead of easels and tables instead of desks, so how do you prepare yourself for this new adventure? Whether youâve taken art classes for years at a high school or are just stepping into your very first class, there are some amazing facts about art classes that you should probably know before the semester even starts. For one, taking art classes is a way to expand your mind and learn more about yourself in a fun way. In addition, it is one of the best ways to find out if you like to draw.
Develop motor skills:
Some amazing facts about art classes are that art education can develop some very unique artistic motor skills. Some people think that artists are just creative, but in reality, most artists spend a lot of time thinking and drawing. A lot of this time is spent planning the creative process and conceptualizing the end product. Art classes usually focus on the drawing, but there is so much more to it than meets the eye.
Allow you to interact with other people:
One of the best things about taking art classes is that it allows you to work with other people in real life. Unlike in-person courses, you donât get to meet your teacher face to face which is always an advantage. Also, you will meet other students in the course that will give you opportunities to network and make new friends.
You can join classes at any age:
Another amazing fact about art classes is that the process of becoming an artist can begin at any age. A lot of people think that it only happens during high school when teens are struggling with their lives or just discovering themselves. This is simply not true and if you are interested in drawing, painting, or photography then you can do it at any age.
Enhance critical thinking:
These art classes teach students all the basic skills and help them make choices about their careers. Students learn how to create creative works of art with critical-thinking thinking skills set. Art classes at this school teach students how to make informed decisions regarding their art career, and they also learn how to communicate their ideas through a variety of mediums.


Introduction to K-5 Foundation Skills Standards
These standards are directed toward fostering studentsâ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already knowâto discern when particular children or activities warrant more or less attention.


ð Strengthening Early Literacy: Sight Words Activities for Preschoolers Quiz ð
Strengthening Early Literacy: Sight Words Activities for Preschoolers Quiz
Did you know that sight words play a pivotal role in the early literacy development of preschoolers? These are words that children should recognize instantly, and they significantly aid in the reading development of young learners. Our interactive quiz, Strengthening Early Literacy: Sight Words Activities for Preschoolers Quiz, is designed to test your knowledge about sight words and their importance in preschool education.
Teaching sight words can be a fun and engaging process. One popular method is using flashcards, which can effectively introduce and reinforce these words. The repetition and visual stimulus provided by flashcards make them an excellent tool for teaching sight words to preschoolers.
But learning doesn't have to be confined to traditional methods. At Preschool Playbook, we believe in making learning a fun and interactive experience. That's why we recommend games like the 'Sight Words Treasure Hunt' and the 'Sight Word Memory Game'. These games not only make learning sight words enjoyable but also enhance memory and cognitive skills. You can find more about these innovative games in our article on engaging sight words activities for preschoolers.
For a more active learning approach, try the 'Sight Word Hopscotch' activity. This game combines learning with physical movement, making it a perfect choice for energetic preschoolers. It's a unique way to introduce sight words while also promoting physical activity.
While sight words are crucial, they are just one aspect of early literacy. Preschoolers also need to learn letter recognition and the alphabet. Check out our fun and engaging preschool letter recognition worksheets and activities and activities with letter A worksheets for preschool for more resources.
If you're wondering about other educational activities for preschoolers, you might find our FAQ on educational activities for preschool-aged children helpful. At Preschool Playbook, we're committed to making learning an exciting journey for every child!


The Curious Incident of the Dog in the Night Time and Rain Man both tell the story of people with certain kinds of Autism Spectrum Disorder (ASD) who nevertheless have some remarkable spared abilities. Although almost all children with ASD suffer some type of language impairment, many researchers have argued that grammar is often a spared ability of this type. The idea is that while children with ASD seem to have poor language on the surface, this may be largely due to their impaired social skills. Their knowledge of grammar â the invisible rules under the surface â is actually pretty good (i.e., itâs that they donât know what to say rather than how to say it). In order to test this idea, we need to get under the surface, and look at what children with ASD know about language, rather than just what they say.
LuCiD Researcher Dr Ben Ambridge (University of Liverpool) recently published a study designed to do just this. Rather than asking children with ASD to produce language, Ben â together with student Georgina Jackson â asked them to rate sentences for how good or silly they sounded, using a 5-point scale. The advantage of this method is that the task does not require children to make use of the social-interaction aspects of language, or â necessarily â to say anything at all (they respond by placing a counter on a scale).
The study found that, compared with typically-developing children matched for IQ, children with high-functioning ASD were less sensitive to the difference between grammatical and ungrammatical sentences (e.g., The cup fell off the shelf vs *Lisa fell the cup off the shelf) used to describe the same scene (e.g., Lisa knocking the cup off the shelf). This was a somewhat surprising finding, as it contradicts the popular view discussed at the beginning of this article: that grammar is generally spared in ASD. Instead, it seems that, when we use a sufficiently sensitive test, we uncover a grammatical impairment in even relatively high-functioning children with ASD. The implication for professionals is that a grammaticality judgment task may be useful for diagnosing subtle impairments that may otherwise go unnoticed, but which may adversely affect language and literacy development (perhaps only in later childhood or early adulthood). This study was published in the Journal of Autism and Developmental Disorders. You can read it here


Sarva Shiksha Abhiyan is a flagship initiative of the Indian government to achieve the Universalisation of Elementary Education. It was initiated in the year 2001. The Indian Constitutionâs Article 21 A served to emphasize the objective of the programme. According to the article, children between the ages of 6 and 14 should have free access to schooling. The Ministry of Human Resource Development (MHRD), Government of India, oversees the Sarva Shiksha Abhiyan. This programme made education easily accessible to children across the country.
Understand and digitize school operations with Teachmint and its features like the homework app for efficient school management.
Sarva Shiksha Abhiyan makes education accessible to children across all strata of society. The initiative also tries to retain children in the system and avoid dropouts. Additionally, the programme aims to retain kids in the education system and prevent dropouts. Children frequently quit school for a variety of reasons, including the lack of neighboring schools, inadequate infrastructure, a shortage of trained teachers in the school, etc. This programme strives to address all of these issues in the education system and bring back students who have dropped out of school and the children who are not attending school.
Main Objectives Sarva Shiksha Abhiyan
- To make education accessible to all minors in the country.
- Improving the infrastructure of the schools for creating a better learning environment.
- Building new schools for children in remote areas.
- Ensure the availability of quality education for the students belonging to socially and economically disadvantaged communities.
- Provide study material to all students.
- Establishment of digital education.
- Improving the quality of education.
- Skill refinement of teachers to deliver quality education.
- Increase the number of teachers.
The initiative is implemented by the central government in collaboration with state and local governments.
Know more about LMS and how it can help in seamless school operations management.


Todayâs horrific health and economic crisis might have at least one educational benefit, students are âworkingâ from home and like everywhere else in the past two generations, communication is largely via computer generated text, not manual handwriting.
Whenever I visit a school, I scan the environment, observe social interactions, and look for learning artifacts. Even while strolling around spectacular schools â the sort of institutions blessed with phenomenal facilities, grandiose grounds, well-stocked libraries, maker spaces, and performing arts centers â I sense reason for concern. The lower primary classrooms have examples, presumably of exemplary student work, adorning the corridor walls. Sadly, the displayed work fails to match the grandeur, quality, and expectations of the school. Por que?
Thanks to the technology of choice, the pencil, your average elementary school student will spend an inordinate amount of time filling a cleverly designed worksheet with two or three banal sentences. I truly lament the lost opportunities for children to create work commensurate with their creativity and intellect. The prophylactic barrier is the pencil.
How many learning disabilities are created by a six-year-oldâs confusion between their ability to express oneâs self and their physical prowess at etching letters with a primitive writing stick? The development of a childâs fine motor skills is much better suited to typing than handwriting. Few other intellectual pursuits require muscle development.
Word processing is the undisputed winner of the computer age. No serious writer under the age of a presidential candidate uses a writing stick for more than writing ânot my faultâ in Sharpie. Writers âwriteâ on computers. Period. Full stop. Fin!
I harbor no doubt that the pencil has retarded literacy development. It spawned the five-paragraph essay, inauthentic âwritingâ assignments, and has made life unpleasant for teachers sifting through piles of student chicken scratch. The pencil has fundamentally limited the quality and volume of student writing. This is indisputable.
You learn to write by writing. When you waste several years teaching kids, not one, but two different styles of ancient stick scratching, you severely diminish opportunities for students to say something with coherence, persuasion, beauty, or personal voice.
Word processing makes it possible to write more, better, and quicker, while the editing process is continuous and fluid. You may still turn in X number of drafts to satisfy an assignment, but each of those drafts is the product of countless micro-drafts. Best of all, word processing eliminates another useless and ineffective subject of bygone eras, Spelling instruction! Bonus! #winning
Spare me the academic papers by tenure-track weenies at East Metuchen Community College seeking to âproveâ that handwriting instruction raises test scores or I will be forced to send you reams of scholarship on butter churning as an effective weight loss strategy or blood letting as an indicator of entrepreneurship.
I am sorry, but publishers of handwriting workbooks and providers of DâNealian professional development may have to go and get themselves some of those clean coal jobs or find some other way to torture young people. The College Board may be hiring!
If you feel nostalgic about handwriting, offer a calligraphy elective. Now, your school will have an art class! The high-falutin handwritten International Baccalaureate a concern? Relegate penmanship to an 11th grade PE unit.
The only time I use a pen or pencil is when asked to autograph a copy of a book I composed on a computer. Banking is online, so no more check writing excuses. You can teach kids to sign their name on a greeting card for their great grandmother in a session or two and then say, âAloha!â to Eberhard Faber. Spend the rest of elementary school how to think and engage in work that matters. Their lumbrical muscles will thank you and their intellectual development will no longer be limited by a Number 2 drawing stick.
Teachers, itâs time to say goodbye to your little friendâ¦ Pencils R.I.P
For those interested in âkeyboarding instruction,â please read this literature review.
Veteran educator Gary Stager, Ph.D. is the author of Twenty Things to Do with a Computer â Forward 50, co-author of Invent To Learn â Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the worldâs first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.


An all-through school is one in which students are taught at all grade levels, from Early Childhood until they complete Secondary School. For parents looking to send their child to a preschool programme, an all-through school can seem intimidating. You may worry about whether your little children will get run over by the bigger students on the playground, or lost in the shuffle during break times. You may wonder if teachers will be able to give personalised attention to your child, or if the campus itself is safe and secure.
However, there are actually many advantages to sending your child to an early childhood programme at an all-through school. The majority of larger schools have a separate area for their preschool programmes, which protects the youngest learners and gives them a safe space to grow and develop.
The Benefits that Preschool Students Enjoy at an All-Through School
- All-through schools often have an early childhood curriculum that complements their primary school curriculum. This gives your child a solid foundation during their first years at school and eases the transition to primary school.
- The large campuses at all-through schools have additional facilities that smaller stand-alone kindergartens do not have, such as outdoor learning areas, gardens, art studios, music rooms or a library.
- Larger schools have more staffing and resources, which means they can provide specialist classes to preschool students. These may include art classes, music instruction, theatre classes or physical education.
- Early childhood students at a larger school will be able to interact with an extensive group of peers from a variety of backgrounds. Exposing students to a multicultural and diverse environment at a young age can help them develop a global and inclusive mindset.
- Children will become comfortable in their surroundings, and they will not have to adapt to a new building or a new set of teachers when they enter primary school. They will feel both confident and familiar as they transition from the preschool programme to primary school, and they will be surrounded by their group of friends.
Early Childhood and the OWIS Difference
At One World International School, we understand that parents of our youngest learners have unique needs and concerns. As an all-through school, we seek to alleviate those concerns and highlight the benefits that our Early Childhood students enjoy while they are in our classrooms.
These are a few things worth noting about the OWIS Early Childhood Programme:
- At our OWIS Nanyang campus, there is a separate building for the Early Childhood Programme. This facility includes open-concept classrooms with sensory-based play stations, outdoor learning areas with a nature garden, playground equipment and water play areas.
- Our Early Childhood teachers are trained to focus on helping our youngest learners settle into the school environment. During the first few weeks of a childâs first year in the preschool programme, they will spend their time becoming comfortable on campus and learning about classroom expectations.
- The Early Childhood curriculum at OWIS Nanyang is a play-based programme based on the IB Primary Years Programme (Early Years component). It allows students to benefit from structured learning while they play and socialise in a classroom setting. OWISâ Primary School curriculum also follows the IB PYP and our Early Childhood programme is a natural progression into our Primary School programme.
- Preschool students are able to enjoy the facilities on the OWIS campus, which sometimes takes them beyond the Early Childhood block. When they go to the library or visit the schoolâs nature garden, they are accompanied by their teachers and closely supervised the entire time. Security is a top priority at OWIS.
- Communication is highly valued at OWIS and our Early Childhood teachers keep parents up-to-date on classroom happenings by using the Toddle app. Through this secure app, parents are able to see photos and videos of how their children are engaged in school. This provides parents with peace of mind and helps them feel involved in their studentâs learning experience.
- Early Childhood students who have older siblings love the fact that they attend an all-through school. In many cases, these youngest learners have opportunities to see their brothers or sisters at school and interact with them during the day. This gives them a sense of comfort and familiarity at their new school.
The preschool programme at OWIS is unique, and it provides young learners with a safe, interactive and engaging space to begin their schooling. We believe that our Early Childhood students benefit significantly from being a part of our all-through school community.
For more information about the Early Childhood Programme at OWIS, get in touch with us today to set up a school tour.
*Note: All images in this blog have been taken during pre-Covid times.
(This blog was originally written in collaboration with Ms Niki Wallis, former Senior Coordinator â Early Childhood, OWIS Nanyang.)


Academic Program per levels
All our classrooms have audiovisuals and air conditioning. In preschool, all contents are taught in English except one hour a day of Spanish Language to develop childrenâs pre-literacy skills in Spanish.
- Literacy Development in English
- Fine and Gross Motor Skills
- Physical Education
- Artistic, Graphics and Hands-on Creative Activities
- Musical Appreciation
- Childrenâs Literature/ Videos


What is a Classical Education?
A classical education is rooted in the idea of training the mind to think critically. This method is supposed to create lifelong learners. As we know, industries change at the speed of light nowadays. If you arenât a lifelong learner and youâre rather set in your ways, itâs unlikely that youâll do as well as you can in your career field. As a parent, weâre sure youâre invested in the future of your child and you want them to succeed. If youâre like most parents, you might even go so far as to take some time pondering how exactly you can give your child the right foundational education to ensure that they thrive throughout their whole life. In most cases, we urge you to invest in a well-rounded, classical education like the one we offer at Resurrection Christian School. Our private schooling education makes a difference in our alumniâs lives because we teach a curriculum that encourages a love of learning and knowledge and encourages rather than forces learning. Below, weâll continue to explore what a classical education is, and how it can benefit your child in itâs teaching structure.
Training The Mind
Do you have a love of reading? How was it fostered? By forcing yourself to read anthologies regarding history and mathematics? Or did it start with something you learned to enjoy? Perhaps it was a piece of classical literature or something similar, but whatever it was, it had the proper effect. Your love of reading has followed you through life and rendered you a more capable individual in all of your interests regarding hobbies or your career. So how do we foster this similar love of learning and pursuit of knowledge in young minds? Through a tried and true three-part process called the trivium. Where traditional classical educations often begin with merely learning the facts a regurgitating it, more modern classical education studies center on creating a love for the learning while still improving the fact so that the child can have a solid foundational knowledge of simple mathematics and language operations before beginning to play with these pursuits.
Uncreative administrators of the classical education view the first portion of a classical education as the âgrammar stage.â But if you compare it to the original idea of a classical education, itâs rather unrelated. The original version of a classical education included advanced studies of different languages which would bolster the childâs skills at learning languages later in life and easily and successfully turn them into lifelong learners. Interestingly enough though, one of the main basics of the original classical education, in the sort that kings and queens, as well as higher-ups in the various courts all over the world, learned first was philosophy. The notion was that the child would be able to learn how to apply philosophical ideas to everyday life and have a better handle on human behavior as well as language and interactions than otherwise.
The Grammar Foundation
As important as it is to create a strong foundation for your childâs learning is, the various ways to get there should be acknowledged and analyzed. Our curriculum leaves room for you to interpret how you want your childâs private education, that is in truth a classical education, to proceed. The grammar stage lays the foundation for the rest of your childâs learning, so ensuring that itâs starting out in the way youâd like it to is important. Check out our curriculums for early childhood learning development and feel free to ask RCS questions about our teaching methods and our philosophy surrounding the classical education youâre investing in for your child.
Donât enlist your child in public school and roll the dice on their education. Enlist your child in a high-quality learning institute that will help you foster a love of knowledge and the desire to always seek more. Start on the right foot starting today. We provide Christian centered, well-rounded education that bolster your childâs chances of success and much more. Weâre passionate about sharing knowledge with your child and ensuring that they donât struggle, but thrive in their academics. Reach out to us now.