To identify support and resources during independent study
It can be easy for students to switch off or give up during independent study time. Doing work without a teacher or peer present for support may be a struggle. Learning where the lifelines to help students be successful in their study is a useful metacognitive skill. This is especially useful for asynchronous online study.
When you set an independent study task, ask the students where they think they can find support/resources to complete it. Talk about useful and suitable resources and how to access them.
1. Check out the resources on the Module VLE â the answers may already be there waiting for you
2. YouTube/Google â an endless encyclopedia of online knowledge at the tip of your digital finger!
3. Ask another student â you can ask them for help or maybe work it out together
4. Once you have tried all these, ask your module lecturer for help
Check-in after the task has been completed and ask if they used any lifelines and what proved useful and why. This will help the students to become aware of how they solved the problem for themselves. If they werenât able to solve it, explore what else they need to be successful in their studying.
Large Group Teaching:
This will work well with any size group. You may want to put students into groups to discuss the lifelines.
This is an important skill for online students especially, where they are studying asynchronously and have limited contact.
Students will be aware of their study resources and how to access them.
This website and all the @musostudy accounts are part of my PhD research looking at how to improve study skills in Popular Music Education students in Higher Education. Any comments left on Facebook, Twitter or Instagram using @musostudy or #musostudy may be anonymised and used in my research. For more information please do email me. Thank you.


Arts & Crafts
- How Great Thou Art is a highly-recommended producer of art-teaching materials for homeschoolers.
- Fine Art Education
- Free Art Resources for Homeschool
- KinderArt.com â letâs do some art with our youngest children
- Art Adventures at Home: A Curriculum Guide for Home Schools
- Art in Story: Teaching Art History to Elementary School Children
- Artistic Pursuits
- DLTKâs Crafts for Kids
- Timeline of Art History
- The Web Gallery of Art
- Art Lessons from Concordia University in Chicago
- Iâve gotten many free art samples, downloads, and curriculum by subscribing to the list at âFreebie of the Day.â
- Yes, You Can Play the Piano â by Anne Elliott
- The Piano Education Page â a huge site with excellent musical help for parents and students (as well as piano teachers)
- How Does a Piano Work?
- A Parentâs Guide to Piano Lessons
- Music Theory.net â a fabulous site that reinforces basic music theory
- The Cyber Hymnal
- Music in the Home â a classical music study curriculum
- Classics for Kids
- Piano Nanny â piano lessons on the web
- Piano Adventures â my favorite curriculum for piano lessons, plus an online guide to teaching it (so nice!)
- Free Music for Children
- Class Guitar Resource offers these excellent resources for learning the guitar â highly recommended! (probably requires a teacher)
- Teaching Voice to Beginners
- The excellent book Basic Music Theory and a study guide for parents
- Rent a musical instrument
- Read, Write and Play Music
- Power Glide â foreign language courses
- Ideas for Learning Languages
- Greek Baby â educational tools for teaching Greek to children
- The Latin Road to English Grammar
- Helps for language learners, from Learn in Freedomâs website
- Don Potterâs website has free (and excellent) resources for teaching Greek, Hebrew, Latin, and Spanish.
Typing & Computers
- Learn 2 Type for kids
- Christian Keyboarding
- Homeschool Computer Curriculum â Teach your kids (middle and high school) to build a Web site and to create their own games through the Logo computer language, using self-study books available at MotherboardBooks.com. (My oldest son is using this curriculum nowâ¦ and loving it!)
- PECentral â the source for health & physical education teachers
- Free physical education resources for homeschoolers
- Homeschool Entrepreneur â teach your children how to start a home business
- Worldwide Brands â an excellent source for reputable dropshippers. Be sure to check out their huge, free article and e-book library to teach your children how to do business.
- Building a Successful Family Home Business by Cindy Rushton â highly recommended!
- Speech Communication â The Art of Eloquence teaches Christians of all ages to communicate with boldness and grace. (Also visit their Grace Talk Soup, a free talk show on how to communicate.)
- I wasnât sure where to put these âReading Listsâ â but this is an excellent place to start when you want to build a library of quality books for your family! (see also our Tools page)
- Merit Badge Requirements â a great resource for building unit studies, teaching life skills to your boys, and more
- Electronic field trips by Ball State University
- Armbruster Puzzles is a great site with puzzles for both children and adults. The author also offers to make a free crossword puzzle for you if youâll provide him with a list of vocabulary words.


Private Elementary School in Arlington, TX
At Childrenâs University, interactive activities and projects encourage our students to perfect and gain confidence in their skills.
In addition to our advanced curriculum, individualized programs help to improve studentsâ computational and critical thinking skills. Our elementary education programs are designed to promote a lifelong love of learning and take each studentâs strengths and interests into consideration.
Elementary School Programs
Here at Childrenâs University, we strive to provide exciting and educational age-based curriculums for all students. We encourage a curiosity for learning in every child through innovative and comprehensive programming.
Childrenâs Universityâs Kindergarten Program combines the basics of math, English, and science with art, music, theater, photography, and computer skills. Designed to retain the attention of this active age group, our curriculum incorporates kinetics and music to keep learning fun.
Kindergartners at CU experience their first glimpse into aerospace engineering, pre-med, and ecology. During the Kindergarten year, children explore computer animation and graphics. Cultural activities are included to establish an awareness of the world around them.
1st Grade Program
Childrenâs Universityâs 1st Grade Program exposes students to the art, culture, and history of a specific geographic region through our classroomâs âWorld Habitatâ theme. In this exciting environment, students begin to master the skills learned in Kindergarten, such as reading, critical thinking, and problem-solving.
1st-grade students are exposed to additional enrichment programs such as fine arts, business management, science, technology, and character building.
2nd Grade Program
Childrenâs Universityâs 2nd-grade students spend the year exploring the culture, art, and history of their classroomâs âWorld Habitatâ theme. During their exploration, they will experience further training in art, music, and profession-based programs. Our 2nd Grade Program encourages students to perfect and gain further confidence in the skills that were taught in 1st grade through interactive activities and projects.
A differential approach to skills such as writing, reading, math, science, and technology with regard to ability, learning style, and background knowledge ensures that every student will flourish.
3rd Grade Through 6th Grade Programs
Elementary School students benefit from a team of teachers who specialize in specific areas. Each âChildrenâs University Professorâ instructs a 3rd through 6th-grade class in one or more specialties matching their talents, specialized training, and most importantly, their passions. Based on each individual student, Childrenâs Universityâs professors may adjust or accelerate the curriculum to build on that individual studentâs skills.
Our elementary students also get to participate in the Business Expo and have an opportunity to take field trips to enhance their educational experience.
"When I walked into Childrenâs University, I immediately knew this was the place for kids to have fun learning.â
"Immediately we felt welcome. My daughter just fell in love with this place.â
-Pam (Fourth and Fifth Grade Parent)
"It was absolutely amazing to us to know these kids are between the ages of 8 and 12. It proves what children are capable of learning.â
-Kimberly (Kindergarten, Third, and Fifth Grade Parent)
Top Private Education at Childrenâs University
Our programs allow students to explore their interests and prepare for the next grade level. At Childrenâs University, we focus on a holistic learning experience that places students ahead of their peers and encourages exploration. Through our incredible teaching staff and quality facility, we can help students develop a true love for learning. Enroll your child today in Childrenâs University to receive the highest quality elementary education.


A common question among parents is âWhen should I start reading to my child?â When they are formally learning to read? When they enter preschool? When they are able to talk? Studies are showing that children benefit from daily story time much earlier than this. In fact, reading regularly to children as young as six months old improves future language, cognition, and literacy skills. It may feel silly reading a storybook to a child that seems to show no understanding of the words or pictures being presented. However, early exposure to books and being read aloud from a young age promotes a variety of important foundational language and cognition skills.
Remember, storytime does not necessarily mean reading each and every word on the page. Some of the best childrenâs books donât even have words in them! Simply pointing to and describing pictures in a book is extremely beneficial in promoting early literacy skills. Far before children are able to read and recognize letters, they are learning essential skills that will later help them become successful readers and communicators.
Below are ways to encourage your infant or toddler to engage with literature and thus develop his or her communication skills:
- Orient them to books and pictures
Help your little one hold the book open as you read. Practice turning the book upside down and right side up as they explore how books open and close. Use language to describe the movement and actions (âOpenâ, âCloseâ, âUh-oh, upside down!â) Guide their hand to illustrations. Touch and feel books are a great motivator for a child to orient to and interact with pictures.
- Use pictures to support language
Books are the perfect way to provide your child with natural visual supports while learning a language. Having both the auditory and visual input helps your child learn new words and ideas more effectively. Point to and label the pictures and describe colors and shapes as you read.
- Participation with page-turning
Help your child to turn the pages of his or her book. Board books are a great starting point that lets little fingers grasp individual pages easily without tearing. Incorporate language such as âhelp me,â âturn the page,â âmy turn/your turn.â Move your finger over words as you read to help introduce the idea of reading left to right on each page.
- Use silly voices and sound effects to increase engagement
Infants and toddlers are attracted to exaggerated intonation and silly sounds. This will help bring their attention to the words you are saying and the language you are using. Use repetition to highlight new vocabulary. Be sure to define these new words and use them in a variety of different contexts for maximum exposure.
- Read nursery rhymes and songbooks to introduce early phonological awareness
Exposure to rhymes and books that play with sound manipulation gives your child foundational skills that will aid them when learning letter sounds and phonological awareness skills.
Lastly, be sure to enjoy this valuable one-on-one time with your little one. Every time you open a book with your child you are encouraging a lifelong love of reading that will benefit his or her cognition, language development, and future academic skills.
Interested in learning more?
Take a look at these related blogs.
Honoring a Preschoolerâs Attention Span
7 Ways to Encourage A Love Of Reading In Your Preschooler
Top 10 Books For Early Learners
Cates, C. B., Weisleder, A., & Mendelsohn, A. L. (2016). Mitigating the Effects of Family Poverty on Early Child Development through Parenting Interventions in Primary Care. Academic Pediatrics, 16(3). doi: 10.1016/j.acap.2015.12.015
Coates, C., Weisleder, A., Dreyer, B., Johnson, M., Seery, A., Canfield, C., â¦ & Alan, L. (2017). Early Reading Matters: Long-term Impacts of Shared Bookreading with In-fants and Toddlers on Language and Literacy Outcomesâ. Unpublished, Pediatrics, NYU School of Medicine.


Pikkukuvaa napsauttamalla pÃ¤Ã¤set Google Booksiin.
Developing socioemotional skills for the Philippines' labor market
TekijÃ¤: Pablo Acosta
Ei tÃ¤mÃ¤nhetkisiÃ¤ Keskustelu-viestiketjuja tÃ¤stÃ¤ kirjasta.
While the Philippines has achieved remarkable progress in raising the education level of its labor force, the standard proxy for educational attainment--years of formal schooling--is increasingly inadequate as a measure of workforce skills. About one-third of employers report being unable to fill vacancies due to lack of applicants with the requisite skills. Most of these "missing skills" are socioemotional skills," also known as "non-cognitive skills", "soft skills" or "behavioral skills."Emerging international evidence suggests that socioemotional skills are increasingly crucial to the types of jobs being created by the global economy. The following study presents new evidence from employer and household surveys on the role of socioemotional skills in the Philippine labor market. The analysis reveals that:* Two-thirds of employers report difficulty in finding workers with adequate work ethics or appropriate interpersonal and communications skills. Firm-based training increasingly focuses on socioemotional skills.* The more educated and employed workers tend to score higher on measures of grit, decision-making, agreeableness, and extroversion.* Socioemotional skills are associated with an increase in average daily earnings, in particular for women, young workers, less-educated workers, and those employed in the service sector. * Higher levels of socioemotional skills are also correlated with a greater probability of being employed, having completed secondary education, and pursuing tertiary education.Studies suggest that primary school is the optimal age for shaping socioemotional skills, but the Philippines' elementary education curriculum devotes limited resources to their development. Schools continue to be judged solely by students' performance in cognitive achievement tests, but not on soft-skills competencies, and teachers are not appropriately trained to foster the development of them. Finally, interventions targeting workers entering the labor force can also effectively bolster their socioemotional skills, complementing effects to improve labor-market information and vocational counseling.
Kirjastojen kuvailuja ei lÃ¶ytynyt.
Melvil Decimal System (DDC)331.259209599Social sciences Economics Labor economics Compensation and other conditions of employment Pensions; Insurance
Kongressin kirjaston luokitus
Arvio (tÃ¤hdet)Keskiarvo: Ei arvioita.
Oletko sinÃ¤ tÃ¤mÃ¤ henkilÃ¶?


Ahoy there me hearties! Hereâs a theme thatâs very popular with toddlers from 2 years right through to seven year olds. Itâs perfect for all those keen little pirates out there! with plenty of rhythm work and imaginative movement for the older children, and the younger ones enjoy the action songs and jolly jigs.
This digital lesson plan includes:
- Singing and playing resonator bells or chime bars
- Recognising the steady beat
- Tapping rhythms
- Learning notation
- Listening skills
- Building confidence
- Using a variety of percussion instruments
- Imaginative movement and role play.
- 17 pages long, including 8 printables.
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.


Why Does My Child Hate Writing?
When your child struggles with writing, it can sometimes be hard to know where to go.
Handwriting concerns can often go unreported and unnoticed until a child starts to exhibit behaviours such as avoidance (frequent toilet breaks!), emotional distress, tiredness or a lack of motivation around school-work.
Caregivers and teachers often report the following concerns in relation to writing development:
- Poor letter formations, difficulty remembering the formation or illegible formations.
- An unusual or poor pencil grasp.
- Too light on the paper or too much pressure on the paper.
- Poor or slumped posture, lifting the arm in the air when writing, moving the whole body when writing, rocking or falling off the chair when writing.
- Pain when writing, avoidance or upset.
-Writing very little.
- Letters spaced too large, too small or squished into the side of the page.
- Messy presentation, skipping pages, poor spelling or grammar.
Although you may presume that all these concerns would be down to motor skill development, you could be wrong as there is a strong sensory and gross motor basis to writing which OTs understand and can support parents with understanding aswell.
Regardless of where your child is struggling with their writing, solutions can be put in place so they can perform to the best of their ability and feel motivated to write again.
Handwriting difficulties are also more common than you think with reported prevalence worldwide amongst children ranging from 6% to 34% with a higher prevalence amongst children with Dyslexia, Dyspraxia/ Developmental Coordination Disorder and ADHD.
Handwriting is dependent on good transcription skills, working memory, and executive functioning skills which can be difficult for children with Dyslexia, DCD and ADHD.
Although we are moving more and more into a technology dominated world, handwriting does remain an important skill for literacy attainment and motor coordination development. However, there is also a time to move onto assistive technology depending on your child's age, strengths and motivators.
What's my Area of Focus? Handwriting
So if you are looking for support around developing your child's handwriting, complete a Gabadoo, select 'handwriting' as your Area of Focus and make sure to include videos that showcase your child's posture, pencil grasp and writing from lots of different angles. One of our experts will review your information & send you back individualised, solution-focused strategies and fun activities you can use to develop your child's handwriting.


Fostering Numeracy Skills in Early Years: A Mathematical Adventure
The magic of numbers lay the foundation for a lifetime of mathematical thinking. Numeracy skills are not only about counting; they encompass a range of mathematical concepts that help children understand and interact with the world around them. Developing strong numeracy skills is a fundamental part of preparing children for success in school and beyond.
Nurturing Number Sense:
- Counting Play: Engage children in counting activities using everyday objects. Counting buttons, toys, and steps can be both fun and educational.
- One-to-One Correspondence: Encourage children to touch each object as they count. This develops the concept of one-to-one correspondence between numbers and objects.
Exploring Shapes and Patterns:
- Shape Hunts: Turn shape recognition into an adventure by going on a shape hunt around the nursery or outdoor area.
- Pattern Play: Use beads, blocks, or even body movements to create and explore patterns together.
- Comparisons: Compare sizes, lengths, and quantities. Ask questions like, âWhich box is heavier?â or âWhich tower is taller?â
- Daily Routines: Incorporate measurement into daily routines, like tracking childrenâs heights on a growth chart.
- Puzzles and Games: Introduce puzzles and games that require logical thinking and problem-solving skills.
- Story Math: Integrate mathematical concepts into stories. For instance, counting the characters on each page or comparing sizes of objects.
Integration into Play:
- Math Play Centers: Set up play centers that involve mathematical exploration, like a building center with blocks or a pretend store with play money.
- Cooking Adventures: Involve children in measuring and counting ingredients during cooking activities. This fosters practical math skills.
- Math Moments at Home: Encourage parents to incorporate math into everyday activities like grocery shopping, baking, and telling time.
- Math Talk: Suggest conversation starters that involve math, such as âHow many steps did we take to the park?â
Assessment and Differentiation:
- Observation: Observe childrenâs interactions with math-related activities to gauge their understanding and interests.
- Tailored Learning: Adjust your teaching approach to meet individual needs, providing more support where necessary.
By fostering numeracy skills in early years settings, youâre not just teaching children to count and solve equationsâyouâre nurturing critical thinking, logical reasoning, and problem-solving abilities that will serve them throughout their lives. Math is more than numbers; itâs a toolkit for understanding the world and making informed decisions.


North Beach Academics
Art instruction is focused on the process of creating art using a variety of media. Students learn how to safely use materials; they learn to use different elements of art to communicate ideas and feelings and to express their creativity. They are encouraged to appreciate the positive power of art and uniqueness of everyoneâs individual style.
Instrumental music is offered to 4th and 5th grade students. The instrumental music teacher visits the appropriate classrooms to explain about district offerings and pass out registration forms each fall. Students receive instruction once a week.
At the North Beach School Library students participate in student choice reading awards and learn about different authors and illustrators. They learn how to use the library to find materials on subjects that interest them.
Technology instruction is provided in how to access district digital resources, how to utilize student accounts, conducting research, and integrating technology into the classroom.
Physical Education instruction has a success-oriented focus with an emphasis on cooperation, lifetime health and fitness, and motor skill development. This is achieved through sports skills, cooperation, and individual success in a non-threatening environment. Throughout the year students will be exposed to activities such as bowling, golf, razor scooters, archery, rock climbing, lacrosse, unicycling, bicycling, and a large variety of other activities.
Vocal music incorporates a variety of vocal music, rhythms and movement. The classes incorporate contemporary, traditional and world music while the students learn about musicians, music theory and more.
Academic Intervention provides support and enrichment for students in areas of reading and math K-5. The interventionist works under the direction of the principal and school goals.
Tutor support is provided K-5 grade, allocated according to student need. Tutors work under the direction of the classroom teacher supporting small group and 1:1 instruction.
CCC (Center for the Collaborative Classroom) Collaborative Literacy is a powerful way to organize literacy instruction. The innovative modular programs that make up the Collaborative Literacy suite?Being a Reader, Being a Writer, and Making Meaning?foster students? ongoing development as readers, writers, and caring members of the classroom community.
North Beach began using enVision 2020 Common Core during the 2020-21 school year. enVision combines problem-based learning and visual learning to deepen students? conceptual understanding. Successmaker, an adaptive online intervention tool aligned with enVision, is utilized to support student growth in mathematics. enVision is also aligned with the curriculum students will be using in middle school.


Early childhood educators have a unique opportunity to engage students in learning foundational skills, including critical thinking and analysis. Throughout the year, educators have the opportunity to integrate holidays and historical months (i.e., womenâs history month) into their curriculum framework. Through stories, primary resources, and strategic conversations, educators will build studentsâ capacity to engage in in-depth conversations about history.
At Georgeâs Nest, our early learners engage in such learning. Students learn about different cultures and their contributions to America and globally. Curricula includes content on American Indians, Womenâs history, Black history, Asian history, and more. Whatâs critical though, is that educators at Georgeâs Nest integrate this content throughout the year, and within each unit, embed opportunities for students to learn about all contributors to inventions, technology, arts, and athletics in history, versus only studying these groups of people during their âassignedâ months. Additionally, during âBlack historyâ and âwomenâs historyâ months, Georgeâs Nest educators focus on celebrations of their many contributions, not just the historical adversity.
How does Georgeâs Nest put these principles into practice?
Georgeâs Nest offers weekly live Pre-K and Transitional Kindergarten lessons Monday through Friday, and students will consistently engage in activities and conversations about our diverse world and unique history. You can expect your early learner to engage in:
- Consistent and predictable routines that help facilitate productive conversation
- Engage and participate in fostering a welcoming, inclusive, and affirming virtual learning space
- Teacher modeling both speaking and active listening through strategic conversation facilitation
- Culturally responsive curriculum, using resources that reflect our diverse world throughout each unit. Examples include:
- Music Unitâcelebrate all musicians/genres
- STEM Unitsâcontributions of women and people of color
- Artsâinfluential artists spanning the diversity of the world
- Access to asynchronous videos with instructional activities to supplement synchronous instruction
- Experienced, highly qualified Early Childhood Educators to partner with families to enhance your learning programs and continue conversations at home
So, are you ready to engage your child in an inclusive curriculum? Try Georgeâs Nest for top-notch online education for your early learners! We are here to put the heart of early education back into your home!
Want to see more? Click the links below for access to instructional videos and more. Check out our Tik Tok for other Georgeâs Nest updates and clips.
Blog written by Katherine Finnerty


Term 3 2020
- Feature article
- Regular features
Download this issue
Website and app reviews
Websites and apps reviewed for school library staff
Student Wellbeing Hub: COVID-19 Wellbeing Resources
Developed by Education Services Australia this site provides a variety of resources for Kâ12 students, teachers and parents to support social and emotional wellbeing in learning communities during the COVID-19 outbreak and beyond.
SCIS no: 1964946
Smartcopying: COVID-19 copyright issues
This official guide to copyright has been published by the National Copyright Unit, which is responsible for copyright policy and administration in Australian schools and TAFE. Explicit issues for schools and TAFE in relation to online learning during the COVID-19 outbreak are addressed. The COVID-19 Copyright Issues information sheet is located under Educational resources.
SCIS no: 1355530
Coping During Coronavirus (COVID-19)
Developed by ReachOut and partly funded by the Australian Government Department of Health, this segment of the overall website offers strategies to help secondary students cope with aspects of COVID-19. Specific resources are available for students, teachers, parents and carers.
SCIS no: 1970352
Epidemics: where can I find information about epidemics?
Another topic in the popular AnyQuestions series from the National Library of New Zealand, this unit provides students with resources on how to find information on epidemics through the ages. Content includes infections, immune systems, plagues, biology, disease, SARS and COVID-19.
SCIS no: 1965592
This shortform factual video platform has been created by the BBC and features an array of videos, animations and transcripts. The playlist is organised by subject and is suitable for a wide range of student age groups, either for inclusion in teaching units or for home extension activities.
SCIS no: 1970409
NASA at Home: for kids and families
NASA has developed a wide range of material for students and their families to investigate at home. Topics are grouped together and include: space technology; astronomy: earth science; human space flight; and STEM activities.
SCIS no: 1970565
50 Word Project
The University of Melbourne has undertaken a project to provide fifty words in every Indigenous language in Australia. All the commonly used words, audio and video are provided by language speakers and are used by permission. Classroom resources are available to download.
SCIS no: 1970297
Prime Ministers of Australia
Bibliographies of the thirty Australian prime ministers since Federation have been published by the National Museum of Australia. Students can also link to the Collection explorer records to investigate prime ministerial objects in the museumâs collection.
SCIS no: 1375576
Prodigy: kidâs math game
This free app reportedly has over 50 million users worldwide. It provides Kâ8 students with an engaging educational maths game tailored to their own specific needs. Parents and teachers can monitor the concepts students are undertaking and follow their progress.
SCIS no: 1750766
Elevate â Brain Training
A past winner of Appleâs App of the Year, this brain training app has been created to enhance skills in writing, speaking, everyday maths, and reading. Students are provided with a personalised program based on an introductory analysis. The scientific research underpinning the appâs development is available. Also offered for Android.
SCIS no: 1967922
Wootube: find joy in learning mathematics
Sydney maths teacher Eddie Woo has developed a series of absorbing YouTube videos for students, which assist them to understand key maths concepts aligned to the NSW mathematics curriculum. Teachers are catered for with the Wootube videos and worksheets. Links to curriculums in other Australian states and the US are also available from the site.
SCIS no: 1965589
Art. Play. Children. Learning.
Prominent Australian childrenâs art education expert, Dr Louisa Penfold, has created this blog to help parents and teachers involve students in meaningful and engaging art. Dr Penfold has posted activities, projects, interviews, and videos and associated links on the site.
SCIS no: 1970315
The internet sites selected in Website and app reviews are often of a professional nature and should be initially viewed by teachers and library staff to determine suitability for students. The links, content and addresses of these sites are subject to change.


What is Precursive writing?
Pre-Cursive handwriting means that each individual letter is formed with an exit stroke. This is an example of pre-cursive handwriting. a. This will lead to cursive writing in Year Two when the children will also be encouraged to start joining their letters.
Is cursive compulsory in schools 2021 UK?
There are no requirements to teach fully cursive writing either in the EYFS or in the National Curriculum. Indeed, the National Curriculum for English places emphasis on the acquisition of letter shape, space and size before joins are taught and delivers clear messages that some letters are best left un-joined.
Which handwriting is best for board exams?
Cursive writing is a skill that is required for speed, as writing in print is often much slower and arduous. Neat, legible handwriting is essential for gaining higher marks in examinations.
What is handwriting with tears?
Developed by Jan Olsen, an occupational therapist, Handwriting Without TearsÂ® is a developmentally based program designed to progress a childâs fine motor skills along with visual skills through fun and interactive activities.
Should cursive be taught in reception?
What should a Year 2 handwriting look like?
In Year 2 (age 6â7), your child will learn to: form lowercase letters of the correct size relative to one another. start using some of the diagonal and horizontal strokes needed to join. letters and understand which letters, when adjacent to one another, are best left unjoined.
Is joined up writing faster?
Slow and steady. One argument for the importance of joined-up writing is that itâs usually faster and more fluid for note-taking than printing letters. Essentially, the study found that students taking long-form notes on pen and paper tended to process the information on a deeper level.
Is writing in cursive better?
Once letter formation is learned, cursive writing is faster than printing, and for many students itâs faster than keyboarding. 2. The connected letters in cursive result in increased writing fluency (speed and smoothness). The flow of cursive means your pen â along with your thoughts â doesnât stop moving.
Who is Mat man?
Mat Man is an engaging Pre-K and kindergarten classroom character that embodies the Learning Without Tears approach to drawing with multisensory activities and strategies that help young learners develop strong drawing and cognitive skills. Who Is Mat Man? Mat Man lives in Mat Man World.
What age should a child learn cursive?
8 years old
Additionally, it activates a different part of the brain than regular writing does. At the age cursive is taught, around 7 or 8 years old, these skills can be very beneficial in furthering motor skill development.
Is D nealian faster than cursive?
No, it is not actually faster to write in cursive than it is to write in print. In fact, a hybrid version of the two, called DâNealian, can be faster than both cursive and print. But in general, between just cursive and print, cursive is not faster. â¦
What is ascript error?
Script Error is a special kind of error that you get when a runtime or syntax error occurs in a script that is served from a different domain, subdomain, or port. To even detect such errors you need a good monitoring solution.
Why am I getting a cryptic âscript errorâ message?
What is the main grievance with Raygun script errors?
The main grievance is it provides no information about the actual cause of the problem. However, this secrecy is not a bug, but a feature that intends to protect your site from malicious attacks. Please refer to the Raygun technical documentation regarding Script errors for quick fixes to the most common causes.
How do I resolve the long running script error?
You can resolve the Long Running Script error by using coding best practices, modularizing your scripts, and thoroughly testing code before deployment under as many different conditions as possible.


During the month of April, libraries, schools, Head Start programs, museums, and other organizations throughout Pennsylvania are celebrating and participating in the One Book, Every Young Child program. 2016 marks the eleventh year for the program which began in 2006. One Book, Every Young Child is a reading initiative that highlights the importance of early literacy development in preschoolers ages 3 to 6. The collaborating agencies involved with the initiative work together to develop a program that is accessible to all areas and populations of the state. Each year, a different childrenâs picture book is chosen to be highlighted. This year, the program features Kite Day: A Bear and Mole Story by Will Hillenbrand.
Published in 2012 by Holiday House, Kite Day: A Bear and Mole Story is a story about two friends, Mole and Bear, who decide to make a kite and find themselves on a windy-day adventure. Mr. Hillenbrand and his wife, Jane, had their book What a Treasure! featured during the program in 2010. Other books that have been featured include The Bus For Us by Suzanne Bloom, Number One Sam by Greg Pizzoli, and Up, Down, and Around by Katherine Ayres.
The One Book, Every Young Child program goes beyond just giving parents, caregivers, teachers, and librarians a book to read to preschoolers. The programâs design is based on studies showing that simply reading a book is not enough. For children to receive the biggest benefit out of a shared reading experience, adults must find ways to engage children in activities like talking about a bookâs cover and illustrations, discussing the action in the book and favorite parts, pretend play related to the book, and more.
Through the One Book program, adults with preschoolers in their lives will learn how they can support the development of literacy in preschool children. Because it is important for children to be prepared for school, One Book, Every Young Child will provide opportunities for adults to read aloud and share books, stories and related activities with preschoolers. These activities have been shown to be crucial to early learning.
All Carnegie Library of Pittsburgh locations will be highlighting Kite Day at storytime programs during the month of April. These programs will feature stories, rhymes, songs, activities, crafts, book giveaways and more, all relating to Kite Day. Will Hillenbrand will be making a special visit to CLP-Beechview on April 20 at 5:00 pm where you can get an in person look at how this author and illustrator brings his ideas to life. So visit a Carnegie Library of Pittsburgh near you for your very own windy-day adventure!
Erin is the Childrenâs Librarian at CLP â Brookline where she learns new things from the kids there everyday.
Check out Kite Day: A Bear and Mole StoryLearn More


In this episode, Nicole and Erin address a common objection to the NGSS standards. Many teachers worry that the NGSS isn't adequate preparation for college and careers in science.
Does the NGSS adequately prepare students for college?
One of the common objections to the NGSS is that students may not come away with the facts that are necessary for them to be successful in college.
Nicole and Erin answer the following listener question:
NGSS curriculum in Biology is such a far cry from the courses I took in high school and college. I love the critical thinking and student-driven process. But, do you ever have the concern that students are not equipped with the baseline of facts they need to enter into a college Biology or other science field?Kristen â Teacher at an American School in North Africa
The intent behind the science framework is to prepare students with foundational knowledge and skills.
One of the goals set forth by the Framework for K-12 Science Education was to set a baseline of science understanding for all students who are graduating from high school. However, the framework deemphasizes the importance of knowing isolated facts.
Instead, the writers developed an approach to science education that allows students to have a âbig pictureâ understanding of science.
There is extensive research behind the framework. One of the conclusions of this research was that it is very important for students to have strong foundational skills along with an overall understanding of the nature of science. After, students are able to apply this understanding to more specific science content.
This method is superior to teaching students seemingly unrelated facts because students will have a strong foundational understanding of science.
As a result, some of the facts aren't a part of the standards anymore.
The NGSS prepares students by providing a baseline of science knowledge for all students across science disciplines.
Another benefit of the NGSS is that they provide a much more well-rounded approach to teaching science content.
When we look at the minimum graduation requirements for a given high school, many of the programs deemphasize some science disciplines. Instead, the NGSS requires that all students have a good foundational understanding of Earth and Space Science, Life Science, and Physical Science.
Beyond the Minimum Requirements- The Importance of Science Electives
The NGSS provides all students with foundational information and science skills. However, the NGSS does not preclude schools from offering advanced placement or other elective courses.
Therefore, college-bound students and students who have an interest in science may deepen their understanding of science content through elective courses. Also, schools may still offer alternative pathways for these students.
- Preparing Students For a Lifetime of Success â NextGenScience.org
- Next Generation Science Standards- What's different and do they matter? STEM Teaching Tools
- Nicole answers the question â What happened to my content?
- How You Know it's Not NGSS


Professional Development Opportunities
This Lindamood-BellÂ® training does for reading what Strength in Numbers training does for math. These professional development opportunities provide our teaching staff with both the tools for diagnosing learning problems and the tools/strategies to help kids overcome those challenges EARLY in their learning careers. Thanks to these excellent, ongoing PD opportunities, teachers are building a MUCH better understanding of the small, yet crucial, building blocks that make up the âfoundationalâ learning skills and concepts in each subject area.
As a teacher of grades 2 through 7 who has 35 years experience, I have learned several powerful instructional strategies that I can apply to ALL subject areas. As a current 4th grade teacher, I have a much better understanding of the strategies and materials used with my students during their primary years. This allows me to more easily build upon prior learning AND detect cracks or missing/mis-learned foundational skills that need remediation.
Furthermore, it has been a privilege to once again train alongside many dedicated paraprofessionals from our district. The depth of their experiences from working with many of our most challenging students has deepened all our discussions and learning. The common language and understanding teachers and paras have acquired as we have worked together will only enhance a smooth transition back into the classroom environment.
It is exciting that our district continues to provide quality training that not only gives access to the latest research in learning theory, but also provides the needed opportunities for staff to acquire, practice, and fine tune those tools and strategies BEFORE we are expected to use them in our classrooms. Thank you for one of the best PD experiences of my career. This âold dogâ has acquired several power tools to add to her tool box.
The future learning of our kids is bright with your support in illuminating their guides.
-Kristie Wall, 4th Grade Main Elementary


In a world where technology is constantly reshaping the way we interact with tools, the pencil stands as a unique example of innovation that seamlessly marries tradition with modern advancements. Letâs explore how pencils have embraced technology while retaining their timeless appeal.
Smart Pencils: Bridging Analog and Digital Realms Smart pencils have emerged as a bridge between traditional writing instruments and the digital age. Equipped with sensors and Bluetooth connectivity, these pencils can transmit handwritten notes directly to digital devices. This innovation allows users to digitize their handwritten content without sacrificing the tactile experience of using a pencil.
Digital Artistry: Pencils in the Virtual Canvas Digital artistry has seen a renaissance with the integration of styluses that replicate the feel of traditional pencils on digital screens. Artists can now create intricate digital illustrations, sketches, and paintings using specialized software and styluses that respond to pressure and tilt, mimicking the effects of different pencil grades and techniques.
Eco-Friendly Endeavors: Sustainable Pencil Tech In the realm of sustainability, technology has been harnessed to create eco-friendly pencils. These pencils often feature biodegradable materials, such as recycled paper or natural fibers, for their casings. Additionally, some manufacturers are developing mechanical pencils with reusable graphite cartridges, reducing the need for single-use pencils.
3D Printing and Customization Advancements in 3D printing have revolutionized the way pencils are designed and produced. This technology allows for intricate customization, enabling artists and designers to create pencils with unique shapes, textures, and patterns. 3D-printed pencils also offer ergonomic designs tailored to individual preferences.
Educational Apps and Pencils Technology has breathed new life into educational tools. Interactive apps that work in conjunction with smart pencils offer engaging learning experiences for students. These apps often provide real-time feedback on handwriting, math problem-solving, and language acquisition, enhancing the educational journey.
Blurring Boundaries: The Future of Pencil Innovation As technology continues to evolve, the future of pencil innovation holds exciting possibilities. From AI-assisted design recommendations for artists to pencils with integrated solar-powered erasers, the boundaries between analog and digital, tradition and innovation, will continue to blur in ways that both honor the past and embrace the future.
Conclusion Pencils exemplify the harmonious coexistence of tradition and technology. Smart pencils, digital artistry, eco-friendly endeavors, 3D printing, and educational apps are just a glimpse of the innovations that have enriched the world of pencils. As technology propels us forward, pencils remain a testament to the adaptability and enduring appeal of tools that have stood the test of time.


Excited, empowered and eager to learn. Golden Hills aims to foster confident, creative and compassionate learners who make a difference in the world. This is what inspires teachers to create the best possible learning experiences for their students
What is Powerful Learning?
the design and implementation of learning experiences that foster Deep Understanding while developing core competencies designed to prepare students for future challenges. It incorporates lesson design, implementation, and assessment using strategic instruction.
leads students towards a deep understanding when they are inspired with a sense of âawe and wonder,â inspired to see and hear othersâ perspectives, insights and questions, and make new connections. It occurs when learners are immersed in a culture of thinking and when the development of understanding is the primary goal of learning. This requires a growth mindset and habits of mind such as open-mindedness and persistence, as well as a thinking disposition, including critical and creative thinking.
encompasses the core competencies of creativity, communication, citizenship, critical thinking, and connecting and collaborating. Extracting information and solving complex problems is no longer enough. We need our students, the future leaders of tomorrow, to be able to raise questions, hold multiple ideas in their mind and be flexible. We need adaptive thinkers who see situations from multiple perspectives. To do this, our classrooms need to intentionally design learning and encourage students to be creative, critical thinkers and collaborative, compassionate learners. Powerful Learning incorporates the meaningful use of technology as a learning tool to access information, innovate and communicate.
incorporates the design and implementation of authentic, rigorous units of study based upon the curriculum, the integration of strategic instruction, as well as a focus on creating engaging learning environments and learning connections. It is the integration of all of these dimensions that supports deep understanding of curricular objectives and enables students to acquire a disposition for all learning, now and in their future.
What is the goal of Powerful Learning?
The ultimate goal of Powerful Learning is to design learning experiences that will enable our students to develop a Deep Understanding and for our students to grow, discover and change âchange their thinking, change themselves, and help change the world.
Key Components of Powerful Learning
Powerful Learning is the design of learning experiences that facilitate deep student understanding. This design is clustered around three drivers: Strategic Instruction, Authentic Engagement and Connecting and Contributing. In order to ensure the development of deep understanding of the curriculum essentials, elements of Powerful Learning are woven throughout each driver. These essentials are foundational to the planning of lessons and instruction in Golden Hills, and are necessary to achieve Deep Understanding.
Strategic Instruction: The first driver, Strategic Instruction, incorporates high yield, evidence based strategies and practices designed to improve student learning. This component includes Assessment for Learning strategies, as well as strategies designed to foster thinking.
Authentic Engagement: The second driver, Authentic Engagement, defines how to set up the culture and environment to foster Powerful Learning. It includes how to create a sense of belonging and well-being, the role of a growth mindset and how to build a culture of thinking in our classrooms.
Connecting and Contributing: The third driver, Connecting and Contributing, describes the connections with oneself between students and teachers, students and students, students and their parents, and local and global communities. Relationships are the foundation of these connections as students extend their learning beyond the classroom.
Foundational Frameworks: Powerful Learning is dependent on foundational skills developed through a thinking approach that ensures deep understanding and an ability to transfer to new contexts (literacy, numeracy and technology).
Want to learn how to design Powerful Learning in your classroom? Check out the Designing Learning page.


Findings â Enrolment and attendance:
Findings- Learning levels: Foundational skills in reading and arithmetic
- Nationally, childrenâs basic reading ability has dropped to pre-2012 levels, reversing the slow improvement achieved in the intervening years. Drops are visible in both government and private schools in most states, and for both boys and girls.
- Nationally, childrenâs basic arithmetic levels have declined over 2018 levels for most grades.
- Nationally, childrenâs ability to read simple English sentences has stayed more or less at the 2016 level.
Findings â School observations
- The proportion of government schools with less than 60 students enrolled has increased every year over the last decade.
- The states with the highest proportion of small schools in 2022 include Himachal Pradesh (81.4%) and Uttarakhand (74%).
Teacher and student attendance
At the All-India level, no major change is seen in studentsâ and teachersâ attendance. Average teacher attendance increased slightly, from 85.4% in 2018 to 87.1% in 2022. Average student attendance continues to hover at around 72% for the past several years.
The fraction of schools with useable girlsâ toilets increased from 66.4% in 2018 to 68.4% in 2022. The proportion of schools with drinking water available increased from 74.8% to 76%,
Most sports-related indicators also remain close to the levels observed in 2018. In 2022, 68.9% of schools have a playground, up slightly from 66.5% in 2018.


The real world implications of numeracy are more than you might think. According to the United Nations (UN), numeracy plays a role in the future of our planet by helping people develop innovative solutions to the worldâs greatest problems including poverty, inequality and climate change. Numeracyâs importance is recognised by its inclusion in the UNâs Sustainable Development Goals. The Sustainable Development Goals are the blueprint to achieve a better and more sustainable future for everyone.
The impact of numeracy is one of the areas that will be explored by world-renowned numeracy expert Professor Diana Coben at the National Adult Literacy Agencyâs (NALA) numeracy conference on 7 March in Trinity College Dublin.
âNumeracy matters. Our world is increasingly mathematised, even if mathematics is often invisible in use, hidden behind routine activities or computerised systems. Numerate people are better able to fulfil their potential in their work, social and community lives as competent, critical and confident contributors to society,â says Diana.
Diana is a member of the expert group brought together by UNESCOâs Institute of Lifelong Learning to advise on monitoring the UN Sustainable Development Goal 4.6. This goal states that by 2030 we must âensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyâ.
This is important because there are currently over 265 million children out of school across the world, and 22% of them are of primary school age. Additionally, even the children who are attending schools are lacking basic skills in reading and maths. According to the UN, obtaining a quality education, which includes numeracy skills, is the foundation to creating sustainable development.
Speaking about numeracy in Ireland, Dr Inez Bailey, CEO, NALA, emphasises the importance of continuing to develop our skills.
âThe OECD Adult Skills Survey found that that one in four Irish adults struggle with everyday maths such as working out discounts or adding up a bill. This shows that numeracy skills are developed and maintained throughout life and are not simply banked once during formal education. The survey shows that while our numeracy levels are influenced by educational attainment, they are also influenced by factors such as skills used in work and day-to-day living,â she says.
For more information, or to arrange an interview with Professor Diana Coben or Inez Bailey, please contact Patrick Gleeson, NALA Communications Officer 01 412 7916 or 086 792 5363.
Notes for editors
About Professor Diana Coben
Professor Diana Coben is Emeritus Professor of Adult Numeracy at Kingâs College London and Visiting Professor in the School of Education and Lifelong Learning at the University of East Anglia, UK. Her research focuses on the policy and politics of adult education viewed from an international comparative perspective, particularly with regard to adult numeracy and literacy.
She was Founding Chair and is now an Honorary Trustee of Adults Learning Mathematics, an international research forum bringing together researchers and practitioners in adult numeracy teaching and learning in order to promote the learning of mathematics by adults. She was also a founder member of the National Research and Development Centre for Adult Literacy and Numeracy in England. From 2011-17 she was Director of New Zealandâs National Centre of Literacy and Numeracy for Adults and until 2018 she was Professor of Education at the University of Waikato, New Zealand.
About the OECD Survey
The most recent OECD Survey of Adult Skills showed that one in four Irish adults are at or below level 1 for numeracy, one in six Irish adults are at or below level 1 on a five level literacy scale and two in five are at or below level 1 on using technology to complete tasks. For this survey the Central Statistics Office (CSO) interviewed 6,000 people aged 16 â 65 in Ireland and assessed their literacy, numeracy and ability to use technology to solve problems and accomplish tasks. The survey was conducted in Ireland between August 2011 and March 2012. The results were announced in October 2013.
About NALAâs Numeracy Conference
NALAâs Numeracy Conference will take place on 7 March at Trinity College Dublin. As well as exploring the global significance of numeracy, it will look at how numeracy tutors can sharpen and improve their teaching skills. It is a professional development event for adult numeracy practitioners and further education and training practitioners who want to learn more about numeracy. Book your place now.


A meta-analysis, published in Review of Educational Research, examines how shared book reading affects the English language and literacy skills of young English Language Learners (ELLs).
Shared book reading involves an adult reading with one or more children, and is considered to be an effective practice for language and literacy development. It may also involve interactive practices such as dialogic reading techniques to engage children or reinforce specific ideas or words from the text.
For this meta-analysis, Lisa Fitton and colleagues identified 54 studies of shared reading interventions conducted in the U.S. that met their inclusion criteria. The total number of participants across the studies was 3,989, with an average age of six.
Results revealed that:
- There is an overall positive effect of shared reading on ELL outcomes (effect size = +0.28).
- Childrenâs developmental status moderated this effect, with larger effect sizes found in studies including only typically developing children (+0.48) than in studies including only participants with developmental disorders (+0.17).
The authors recommended further research with attention to detailed reporting and rigorous research methodology on shared reading to identify other moderators, including intervention characteristics.


Related Services are available for students with disabilities attending public schools with an individualized educational plan. AIM can offer services by professionals who have worked in schools previously and understand the educational model approach. AIM employs seasoned professionals in Texas who are trained to provide services and adhere to federal and state legal guidelines for school settings.
- Occupational Therapy (OT)
- Physical Therapy (PT)
- Teacher of the Deaf or Hard of Hearing (TODHH)
- Teachers for the Visually Impaired (TVI)
- Orientation and Mobility Specialist (O&M)
- Assistive Technology Specialist (AT)
- Board Certified Behavior Analyst (BCBA)
- Registered Behavior Technician (RBT)
Physical therapy in the educational setting is a related service performed by a licensed therapist. A functional analysis is determined to address physical and mobility deficits. Upon assessment, the student is provided with therapeutic exercises and activities for endurance, neuro-muscular and gait training to aid the child in participation within the academic setting. Additional equipment and orthotic analysis, maintenance and recommendations can be provided; continued collaboration with the teacher and parent are provided for optimal support of the student in the classroom.
Occupational therapy services for students with special needs are determined through the IEP process. School-based occupational therapy is available for students who are eligible for special education. Occupational therapists complete evaluations and assessments, and work with other members of the school-based team to help determine what is needed for a student to receive a free, appropriate public education in the least restrictive environment. They support a studentâs ability to participate in desired daily school activities or âoccupations.â They help children to fulfill their role as students by supporting their academic achievement and promoting positive behaviors necessary for learning.
The Teacher of the Deaf or Hard of Hearing TODHH teaches individuals with hearing disabilities, providing a program and instruction to promote cognitive, academic, communication and language, behavioral and social, and physical development. TODHH consult the children's parents, agencies, support staff, and other professionals about the educational needs of students with hearing problems. They plan instructions as needed per individual education plans (IEPs) as well as employ amplification devices.
Educational Audiologists deliver a full spectrum of hearing services to all children, particularly those in educational settings. Audiologists are trained to diagnose, manage and treat hearing and balance problems. Educational audiologists are members of the school multidisciplinary team who facilitate listening, learning and communication access via specialized assessments; monitor personal hearing instruments; recommend, fit and manage hearing assistance technology; provide and recommend support services and resources; and advocate on behalf of the students.
Teacher of Students with Visual Impairments (TVI) provides direct and/or consultative special education services specific to vision loss. The TVI provides support to students, teachers, and parents and acts as a liaison with community services. The TVI works with the educational team by advising the team about ways of enhancing the studentâs learning by adapting activities and materials to the studentâs abilities. The TVI will conduct Functional Vision Assessments to determine how much usable vision a student has to perform visual tasks. This assessment is initially conducted to determine the need for services from a teacher of students with visual impairments and to determine appropriate goals and level of support needed.
Orientation and mobility (O&M) instruction provides students who are deaf-blind with a set of foundational skills to use residual visual, auditory, and other sensory information to understand their environments. O&M services are provided to enable students to attain systematic orientation to and safe movement within their environments in school, home, and community.
Assistive technology Services is any service that directly assists an eligible individual in selecting, acquiring, or using an assistive technology device. Assistive technology device is any piece of equipment used to increase, maintain, or improve functional capabilities of individuals with disabilities.
BCBA is a professional who studies the behavior of children âincluding those with developmental disabilities, brain injuries, and/or emotional or social issuesâand creates plans to improve or change problematic behavior.
Registered Behavior Technician is a paraprofessional certification in behavior analysis. RBTs assist in delivering behavior analysis services and practice under the direction and close supervision of a BCBA Supervisor who is responsible for all work RBTs perform


About the RED (Read Every Day) Program
The vision of red is that every child learns to read early and well, thereby reaching his or her full potential in school and in life.
Engage families and caregivers in their childâs literacy development. Inspire children to discover the joy of reading so that reading becomes a lifelong habit.
RAISE A READER
- Read Every Day for 20 minutes (i.e., read aloud to your child, listen to your child read, and demonstrate your own love of reading by reading to yourself).
- Read Every Day to help your child discover the joy of reading and develop a lifelong habit of reading.
- Read Every Day to help your child build vocabulary and language skills.
- Read Every Day to help your child learn about the world around him.
- Read Every Day to build your childâs comprehension and confidence by reading favorite books over and over again.
- Read Every Day to help your child learn that reading is important and fun!
- Read Every Day to help your child succeed in school and in life.
Engage your child in conversation to help him learn new words and concepts as well as develop speaking and listening skills. Talk about the pictures and ideas in books and share stories to foster imagination.
Show an interest in what your child has to say.
Increase your childâs curiosity by asking, Why...? When...? How...? Who...? I wonder...?
Make time to play with your child and have fun together as a family. Children learn through play.
Make up simple songs and rhymes â use nonsense words to make it fun.
Encourage your child to scribble, draw, color, paint, and write. Write stories and messages for each other.
Point out ways print is used on signs, menus, lists, labels, recipes, and logos.
Run, jump, dance, and play â movement builds the brain and strengthens physical abilities.
Recognize your childâs reading efforts and celebrate their success in learning!


Students who take music courses in high school tend to perform significantly better on math and science exams than their non-musical peers, no matter what their socioeconomic backgrounds, according to a large Canadian study published this week in the Journal of Educational Psychology.
The effect was observed among all types of high school music students, although it was stronger among those who played an instrument than among those who sang.
The findings suggest that schools should be encouraging rather than eliminating music programs, the studyâs authors say.
âIn public education systems in North America, arts courses, including music courses, are commonly underfunded in comparison with what are often referred to as academic courses, including math, science and English,â says Peter Gouzouasis, the studyâs senior author and a professor of music education at the University of British Columbia, in a released statement. âIt is believed that students who spend school time in music classes, rather than in further developing their skills in math, science and English classes, will underperform in those disciplines. Our research suggests that, in fact, the more they study music, the better they do in those subjects.â
For the study, Gouzouasis and his colleagues examined the academic records for more than 112,000 young people attending public schools in British Columbia. All had started the first grade between 2000 and 2003, had completed their last three years of high school and had taken at least one standardized test for English, math or science. The researchers also had demographic information for the students, including their socioeconomic status (determined by the neighborhood in which they lived).
About 13 percent of those students had taken at least one music course during their time in high school that required performing and practicing music, such as concert band, jazz band, conservatory piano, concert choir or vocal jazz.
The study found that students who had participated in these courses consistently scored higher on English, math and science exams than their peers who took no music courses. And the higher their level of involvement in music, the higher their exam scores were likely to be.
âThose associations were more pronounced for those who took instrumental music rather than vocal music,â adds Gouzouasis. âOn average, the children who learned to play a musical instrument for many years, and were now playing in high school band and orchestra, were the equivalent of about one academic year ahead of their peers with regard to their English, mathematics and science skills, as measured by their exam grades.â
Students from more affluent backgrounds are more likely to take music lessons (both inside and outside of school). They are also more likely to score higher on standardized tests. So the researchers adjusted the data to control for this factor.
The findings still held.
Limitations and implications
This study is observational, so it canât prove a direct causal relationship between taking a music course in high school and scoring higher on English, math and science tests. Other factors not controlled for in the study may also explain the results. (The parents of children who are involved in music classes in high school may have a parenting style that leads to higher academic achievement, for example.)
Also, the database used in the study only identified students who took music classes in schools. Some students may have been involved in private music instruction outside of school.
Nor was the study able to measure the quality of the music lessons offered in the schools.
Any of those factors that may have influenced the studyâs results.
Still, Gouzouasis and his co-authors say there are good reasons to believe that the skills children learn from studying music are transferrable to their studies in other subjects.
âLearning to play a musical instrument and playing in an ensemble is very demanding,â Gouzouasis points out. âA student has to learn to read music notation, develop eye-hand-mind coordination, develop keen listening skills, develop team skills for playing in an ensemble and develop discipline to practice. All those learning experiences play a role in enhancing childrenâs cognitive capacities and their self-efficacy.â
âOften, resources for music education â including the hiring of trained, specialized music educators, and band and orchestral instruments â are cut or not available in elementary and secondary schools,â Gouzouasis adds. âThe irony is that music education â multiple years of high-quality instrumental learning and playing in a band or orchestra or singing in a choir at an advanced level â may be the very thing that improves all-around academic achievement and an ideal way to have students learn more holistically in schools.â
FMI: You can read the study in full on the website for the Journal of Educational Psychology. The journal is a publication of the American Psychological Association.


In the United States, Latino/a students are underrepresented in secondary school music programs (Elpus & Abril, 2011). By understanding the needs of Latino/a students, music educators can create programs that will better serve this student population. This intrinsic case study chronicles the experiences of Cassandra and Elena, two students enrolled in a high school choir in a mid-sized Midwestern community. The main research questions were: (a) Which lived experiences of these Latino/a students play a role in school choral music, and (b) Which elements of culturally relevant pedagogy have played a role in choral music education of these two students? Emergent themes related to these studentsâ experience include that: (1) family and community were vital in their musical education, (2) bilingual status and power structures were sometimes difficult to navigate in a majority Latino/a school, (3) culturally relevant repertoire was a priority, and (4) their family members sometimes had difficulty connecting to the choral program. Cassandra and Elenaâs Latina heritage and Culturally Relevant Pedagogy serve as lenses for this case study.
"âIf it fits into their culture, then they will have a connectionâ: Experiences of two Latina students in a select high school choir,"
Research & Issues in Music Education: Vol. 12:
1, Article 5.
Available at: https://commons.lib.jmu.edu/rime/vol12/iss1/5


The impacts of a scalable intervention on the language and literacy development of rural pre-kindergartners
Read It Again (RIA) is a curriculum for pre-kindergarten (pre-K) classrooms that targets children's development of language and literacy skills. A cluster randomized trial was conducted in which 104 pre-K classrooms in the Appalachian region of the United States were randomly assigned to one of three study conditions: Control (n=30), RIA only (n=35), or RIA with expanded professional development components (n=39). This study tested the impacts of RIA on six measures of children's (n=506) language and literacy development. There was a significant positive impact of RIA on print concepts, and the impacts of RIA on print knowledge and alphabet knowledge were significantly stronger in classrooms with lower-quality literacy instruction. There were no impacts of RIA on children's language development and no impacts of the professional development components. Implications of the findings for implementing scalable, effective strategies to improve key school readiness outcomes for children from economically-disadvantaged backgrounds are discussed. (author abstract)
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.


Importance of Musical Education
Music has been a part of human culture for thousands of years, with evidence of musical instruments dating back to at least 40,000 years ago. Today, music remains an integral part of our lives and is enjoyed in many different forms, from pop and rock to classical and jazz. But beyond being a form of entertainment, music also has numerous benefits for education, especially in the early years of a child's development. In this blog post, we will explore the importance of musical education and its impact on a child's overall learning and development.
Enhances Brain Development
Research has shown that musical training can enhance the development of the brain, particularly in areas related to language processing, spatial-temporal skills, and memory. Learning to play an instrument, for example, requires the brain to process multiple sensory inputs simultaneously, including visual, auditory, and tactile cues. This strengthens neural connections, leading to enhanced cognitive function and better overall brain development.
Improves Academic Performance
Studies have also shown that children who receive musical education tend to perform better academically than those who do not. Learning to read music, for example, requires a child to read and interpret symbols, which can help improve their reading and comprehension skills. Music can also teach children the value of practice and hard work, which can carry over into other areas of their academic and personal lives.
Fosters Creativity and Self-Expression
Music is a form of art, and like all art forms, it can help foster creativity and self-expression in children. Learning to play an instrument or sing can help children develop their own unique voice and express themselves in ways they may not be able to with words alone. This can help boost self-confidence and self-esteem, as well as help children learn to communicate and connect with others.
Cultivates Social Skills
Music education can also help children develop important social skills, such as collaboration, teamwork, and communication. Playing in a band or singing in a choir, for example, requires children to work together to create something greater than themselves. This can teach them the value of teamwork and collaboration, as well as the importance of listening and responding to others.
Provides a Lifelong Source of Enjoyment
Finally, musical education can provide children with a lifelong source of enjoyment and fulfillment. Learning to play an instrument or sing can bring a great sense of personal satisfaction and can provide a creative outlet that can be enjoyed throughout their lives. Even if a child does not pursue music as a career, the skills and experiences they gain from musical education can be valuable throughout their lives.
In conclusion, musical education is an important part of a child's learning and development. It can enhance brain development, improve academic performance, foster creativity and self-expression, cultivate social skills, and provide a lifelong source of enjoyment. If you are a parent or educator, consider the benefits of musical education and how it can positively impact a child's life.


What Was the Single Most Important Feature in the Development of Western Music?
Music is an integral part of human culture, and its development throughout history has been influenced by various factors. Western music, in particular, has undergone significant transformations over the centuries. Among the myriad of features that contributed to its development, one stands out as the single most important: notation.
Notation is the system of writing music, which allows musicians to communicate and preserve musical ideas. It provides a standardized representation of musical elements, such as pitch, rhythm, dynamics, and expression. Before the invention and widespread use of music notation, music was primarily transmitted orally and relied heavily on memorization. However, with the advent of notation, music became a tangible entity that could be shared, studied, and expanded upon. This revolutionary development laid the foundation for the Western musical tradition as we know it today.
Here are some common questions and answers regarding the significance of notation in the development of Western music:
1. What is the history of music notation?
Music notation has a long and complex history, dating back to ancient civilizations such as the Egyptians and Greeks. Over time, various forms of notation emerged, but it wasnât until the Middle Ages that a standardized system with pitch and rhythmic notation was established.
2. Why is notation important?
Notation allows musicians to accurately reproduce and interpret musical compositions. It enables composers to document their ideas and share them with others. Without notation, much of Western classical music would have been lost or distorted over time.
3. How did notation impact the dissemination of music?
Prior to notation, the transmission of music was limited to direct human interaction. Notation enabled music to be disseminated across time and space, allowing for the preservation and widespread distribution of musical knowledge.
4. How did notation influence the development of Western classical music?
Notation provided composers with a means to experiment, refine, and document their compositions. It enabled the composition of complex polyphonic music, leading to the development of genres such as the fugue and the symphony.
5. How did notation affect musical education and training?
Notation facilitated the teaching and learning of music. It allowed for the establishment of music education systems, such as conservatories and music schools, where students could study and master a repertoire of notated compositions.
6. Did notation have any impact on musical innovation?
Absolutely. Notation provided a platform for composers to push the boundaries of musical expression and experiment with new techniques. It allowed for the exploration of different tonalities, harmonies, and forms, leading to the development of diverse musical styles.
7. Did notation impact the democratization of music?
Yes, notation played a significant role in democratizing music. It allowed for the dissemination of music beyond the elite social classes, making it accessible to a wider audience. This led to the rise of public concerts and the establishment of a middle-class audience for Western music.
8. Are there any drawbacks to notation?
While notation revolutionized Western music, it also has limitations. Notation cannot capture all aspects of musical expression, such as nuances of timbre and interpretation. Additionally, the complexity of notation can sometimes hinder spontaneity and improvisation.
9. Did notation influence other musical traditions?
Yes, the concept of notation spread to other cultures and influenced their musical traditions. For example, Indian classical music developed a sophisticated system of notation known as âRaga notationâ based on the principles of Western notation.
10. What advancements have been made in music notation?
Throughout history, notation has evolved to incorporate new musical ideas and technological advancements. Today, digital notation software allows composers to create and share music more efficiently, further expanding the possibilities of notation.
11. Is notation still relevant in todayâs music?
Absolutely. Notation continues to be an essential tool for composers, performers, and music educators. While modern music encompasses a wide range of genres and styles, notation remains a fundamental aspect of the Western musical tradition.
In conclusion, the development of Western music owes its most significant feature to notation. This powerful system of writing music allowed for the preservation, dissemination, and expansion of musical knowledge. Notation shaped the Western musical tradition, enabling composers to create complex compositions and musicians to interpret and perform them accurately. Its impact on the development of Western music is immeasurable, making it the single most important feature in its evolution.


This is the second year that third grade has made these beautiful painted paper leaves inspired by the secondary colors! I love displaying the leaves at the county fair and at our school's fall festival.
This lesson was inspired by a beautiful lesson from www.paintedpaperart.com/2013/09/fall-leaves-at-lake-george/Painted Paper Art. My version takes about three to four class periods. it takes one class to paint the entire paper a secondary color and another to add the texture. I like having two painting days so that students who miss one class can still complete a leaf. I have students mix directly on the paper and give them only the primary colors, black, and white. On the day we add texture, I do have them work with other students who used the same secondary color and give them a little of that color straight out of the bottle, as well. The other two days of the lesson are used to draw the leaf, cut out the leaf, and paint the black lines. Usually just a few have to finish on the last day.
This year, I did better with making sure students created a shape that would work well after being cut out (not too skinny in the middle). I demo drawing two leaf shapes to help students get started. We look at a few handouts about leaves draw the leaves on the back of the colored paper. The first step is to draw the center vein from the top to bottom of the paper. Once our laminator is fixed, I will laminate the leaves to make them even stronger.
I am an ninth year art teacher with degrees in Art Education from Flagler College and the University of Florida, living and working in northern Florida. Each week, I teach over six hundred students in grades kindergarten through fifth. Here you will find what we are learning virtually and in the art classroom!


Math is one of the hardest subjects to learn. Itâs one of those things that you have to put into practice and ignore the rest. This is especially true if you are a person who finds math to be boring and difficult.
Before you can fix this situation, though, you need to figure out why you are struggling with your math skills. Are you suffering from a lack of motivation? Is it that you donât understand how to learn it? Maybe you donât have a teacher who is willing to spend time helping you grasp the concepts. Whatever the reason, the first step to solving your problem is to identify the problem and find out what you need to do to make it better.
The Internet is a great resource for all sorts of information on almost any topic. This includes learning math more easily. There are many websites that offer advice for struggling students, some of which are free and some of which charge a fee. If you want to know how to get better at math, then it would probably be worth paying a small fee to get online tutoring for yourself or your child.
First of all, if you are struggling with your math skills, you need to decide why you are struggling. This might sound like a simple question, but it can be hard to know where to start when you are unsure about why youâre having trouble learning the subject. You might be struggling because you donât know how to learn it, or you may not know how to memorize the steps to a solution. The first step to solving your problem is to learn why youâre having problems.
Sometimes, your problems are as simple as figuring out the square of a certain number. It doesnât have to be anything complicated. For example, if you are trying to figure out how many squares a given number will fit into, you only have to know how big the number is so that you can multiply it by four. If youâre struggling with your math skills because youâre having a hard time memorizing the formula for calculating squares, then you should ask your teacher to show you the formula.
Other times, you are struggling with your math skills because youâre doing the problem incorrectly. For example, if you are working on multiplying numbers by three, and you type in âthree hundred sixty-fiveâ you arenât going to get the right answer. You want to type in âthree hundred ninety-five.â There are more variables in this example, but you get the idea.
Whatever you do, make sure that you are not giving up too soon! Remember, you might not think that you are having a problem with your math. You may even think that you are doing something wrong. If you keep at it, eventually your problems will go away. Itâs just a matter of perseverance. In the long run, perseverance and determination will pay off.
Sometimes you are struggling with your math, because you are making common mistakes that most people make. For instance, if you are working on your subtraction homework, donât make the mistake of writing down the multiply. This mistake will cost you a lot of extra time. For example, if you are using 10 minus seven, you are already working with the wrong number of factors. In the end, it doesnât matter how many times you write down multiply or subtract, itâs not going to do you any good.
You might be struggling with your math, because you are trying to do too much at once. For instance, if you are working on your subtraction homework, try to divide the numbers up into single pieces instead of doing a whole problem. Divide by ten and you will only be left with a percent. If you try to do it all at once, then it might confuse you and cause you to miss a few steps in the process. It is better to break your problems down into single pieces, and then go back and piece them back together accordingly.
Are you struggling with your math? Math is something that everyone has to deal with at one point in their life. For some, it is an early childhood learning curve, for others it is late in high school or college, but for some, it never goes away. Find out what you can do to get it done properly, and start living your life the way you always wanted.


Demystifying simultaneous triliteracy development: One childâs emergent writing practices across three scripts focusing on letter recognition, directionality and name writing
It has long been acknowledged that immigrant children who are originally exposed to home languages become rapidly socialized into using only English. Although many children ultimately develop receptive skills in their home language, they often become English dominant and rarely have the opportunity for literacy development. There is also a common misperception that allowing children to acquire three languages and scripts simultaneously is either too difficult or too confusing, or both. That children do not realize their full multilingual, multiliterate potential is not only a loss to their cognitive, emotional and academic development but also a violation of their language rights. As a way to help demystify simultaneous triliteracy development, I study my own child as a motherscholar. He is growing up in the United States as a simultaneous trilingual and triliterate in three alphabetical languages using two non-Roman scripts, Korean and Farsi, as well as a Roman script, English. I examine the ways in which he makes sense of and communicates in his literate world from age three to six by focusing on his emergent writing practices, particularly letter recognition, directionality and name writing in three distinctively different scripts. Social semiotic and translanguaging theories have guided my analysis of video and audio data as well as artefacts pertinent to his writing. Qualitative analysis rooted in an ethnographic case study approach demonstrated that he recognized different orthographic symbols across scripts but made linkages between them, applied correct directionality in scripts but with flexibility, and stamped a trilingual identity and met audiences' needs through name writing. The findings show the trilingual child engaging in a more flexible and creative process of letter designing as well as name writing in three scripts in more sophisticated and nuanced ways. The study provides insights into educational practices for multilingual children at preschools and schools.
Journal of Early Childhood Literacy
Digital Object Identifier (DOI)


Access to general education settings for students with disabilities varies greatly among and within states across the United States and worldwide. The variability in placement and lack of access to general education for students with disabilities, particularly students with extensive support needs, are reasons to identify factors associated with placement and then address the role of current policy. Explored in this study were the placement of students with extensive support needs in 938 school districts across the State of California in the United States and the relationship between placement and economic and demographic factors. Results suggest alarmingly low access to general education classrooms for students with extensive support needs, significant variability in placement, and relationships between placement and factors, such as total enrollment, race, and expenditure.
Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255. https://doi.org/10.26822/iejee.2020358218
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


Art programs in schools improve studentsâ motivation, concentration, teamwork, and confidence.
The arts play an essential role at St. Timothyâs School, where we encourage creativity through a comprehensive fine art curriculum that includes music, theater, and visual art. We foster a positive environment where students can explore the creative process and share their artistic experiences with our community. Discover more about our programs and the importance of the arts in school below.
The Importance of the Arts in School
Art programs in schools improve studentsâ motivation, concentration, teamwork, and confidence. Art education instills motor and social skills, critical thinking, and problem-solving. It also connects students with different cultures and viewpoints while engaging different approaches to learning. Both visual and performing arts are crucial in studentsâ overall education, and we ensure artistic opportunities across the board at St. Timothyâs School.
St. Timothyâs School Art Programs
We offer both elective and curriculum-based art programs at St. Timothyâs School, giving every student ample opportunity to express their creativity and explore mediums. From visual art classes to drama, chorus, and band, we have something for everyone.
Our lower school arts program is a co-curricular class for all students in pre-kindergarten through fourth grade. We encourage students to use their imagination and creativity to express themselves through the use of line, shape, color, value, and texture. In the process, our instructors implement the fundamentals of visual art to guide learning and experimentation. Students study art history and create their own art projects while appreciating art and design in their environment.
Middle School Visual Art Elective
Visual art is available as an elective class to middle school students. Students explore photography, brush, clay, and many other visual art tools in the creative process. This course builds on visual art fundamentals and incorporates art history to support mastering design elements. Students have the opportunity to display artwork locally, and seventh- and eighth-graders can enter the Scholastic Art & Writing Awards, a national competition that highlights exceptional youth creative work.
All middle school students can take drama as an elective. Drama classes encompass all aspects of theater production, including acting, sound, costumes, and makeup. Students take turns as actors, directors, program designers, and many other roles to understand production art. No matter the role, students enjoy these collaborative, creative adventures and performances in both the fall and spring.
Chorus is a music program incorporated into our lower school curriculum. Third-graders proudly serve as the choir for our annual Christmas pageant. Middle School Chorus is an optional year-long program available to all fifth through eighth graders, with practice twice a week.
We offer our students multiple band and ensemble opportunities. Our growing band program is available for all third- through eighth-graders. Students can participate in beginning or symphonic band and may also participate in jazz band, percussion ensemble, flute ensemble, and our wind ensemble.
Through the programs listed above, we hope each student discovers his or her passions and enjoys experiencing new art forms. Lower and Middle School is a time for students to develop their interests and learn more about the world around them, including how music, design, and entertainment fit into their daily landscapes. If you have any questions regarding our arts opportunities or other programs at St. Timothyâs School, contact us today.


This is a unit from the Relationships Initiative Curriculum. See the full resource collection on the curriculumâs homepage.
The activities in this section are designed to engage participants in deep reflection and relationship building so that they can truly get to know one another. They provide space for students and teachers to share authentically about their lives outside of the classroomâWhat are you interested in? What is your home life like? What are you proud of? What do you value? What do you need from school to do well? How have your previous school experiences shaped your feelings about school? The activities in this section are intended to make up the bulk of The Relationships Initiative content and provide the most meaningful opportunities for relationship and community building. These activities require moderate to high vulnerability and should not be done before student shave practiced foundational skills, have created and practiced community norms, and had some fun together!
Use these playlists to facilitate introductory conversations around identity, family, and background as you build community in your classroom. Model active viewing with your students by pausing to share when you notice someone sharing a personal story, a personal value, a connection to family or neighborhood, or a connection to an identity group that you want to highlight for your students. There are a variety of speakers and perspectives showcased in these videos; choose to share several that will speak to the diverse students you have in your classroom. If you feel comfortable, share your own stories after viewing each video and make some visible connections across identities so that students can begin to see the ways that we can celebrate individuality within and alongside community. As you view these videos, invite students to reflect, journal, and discuss responses to the following questions:
Browse videos below in order by age group. Do you have a video or activity that encourages students to share who they are? Share it using our submission form.


GCSE Average Points Score: 4.8, Grade 6 English Language GCSE, Grade 5 Maths GCSE, GCSE Written Subject 6 Desirable
You will gain an understanding of some of the key theories, arguments and concepts in the history of philosophy and will develop higher order critical thinking skills as well as developing your own coherent, evaluative arguments. You can expect to rigorously criticise existing philosophical arguments in a search for truth, understanding and clarification, and construct your own arguments, leading to balanced and informed judgements. First year units: Epistemology and Moral Philosophy. Second year units: Metaphysics of God and Metaphysics of Mind.
Some of the philosophical questions you will be exploring include:
- What are the immediate objects of perception and is there such thing as an external reality?
- Is the mind a separate substance from the body?
- What is knowledge?
- How successful are arguments for the existence of God?
- Can religious and ethical language be meaningful?
The Philosophy A Level course can complement any academic subject. Most popular combinations include courses such as History, Government and Politics, Economics, English Literature, Maths and Physics. Literacy skills are essential as are the numeracy skills of making logical inferences.
Philosophy (literally love of wisdom) is the academic study of the fundamental nature of knowledge, reality and existence. Philosophy is as rewarding as it is technically challenging. You will learn a variety of pivotal philosophical theories and develop the higher order academic skills necessary for analysing and evaluating complex formalised arguments. The subject content is highly abstract and disciplined, so you will need to learn the technical vocabulary with which to express your understanding of the extensive variety of concepts and arguments that will be explored. As Socrates said: "An unexamined life is not worth living."
To explore the Philosophy A Level specification further, please use this link: