Financial literacy and inclusive growth in the European Union
Financial literacy is financial education, such as basic economics, statistics and numeracy skills combined with the ability to employ these skills in making financial decisions. As more and more households are asked to make their own decisions about such issues, financial illiteracy can become a serious threat to their life-time welfare. The authors of this paper explain why financial literacy matters and suggest, in light of their findings, some policy recommendations.
Growing financialization and complexity demands financial literacy to be an integral part of the research agenda and policy design globally. It applies particularly to developed countries, since research findings suggest that financial literacy becomes more important with higher levels of economic development.
Financial literacy is financial education, such as basic economics, statistics and numeracy skills combined with the ability to employ these skills in making financial decisions. Research has shown that as people become more financially literate, they make better saving and borrowing decisions, are more likely to plan for retirement and hold more diverse assets in their balance sheet. As more and more households are asked to make their own decisions about such issues, financial illiteracy can become a serious threat to their life-time welfare.
The European Union contains in itself the world’s best performers (Sweden, Denmark) as well as those that score below global average (Romania, Portugal) in financial literacy rankings. The findings for the EU echo those that are also applicable to other developed economies, namely that low-income individuals, women, young people and less educated people tend to consistently underperform in literacy tests.
Financial literacy matters for the EU for three reasons: 1) in the face of rapidly ageing population, the pressure on the pension system could be mitigated through shifting towards more occupational and personal insurance systems. This shifts more and more responsibilities to the individual who can greatly enhance their decision-making with higher levels of financial literacy. 2) mortgage-debt makes up an overwhelming share of total debt of euro-area households. Understanding the implications of indebtedness and how financial literacy can help is especially important for young households, first-time homeowners and those at the lower end of the income distribution. 3) financial literacy is negatively associated with the main elements of inclusive growth in the EU, namely poverty, inequality, social exclusion and social immobility. Financial literacy can therefore help access the benefits of economic growth and contribute to the inclusive growth agenda in the EU.
In light of these findings, the policy recommendations entail starting financial literacy programmes from a young age; promoting programmes that are tailored to the specific needs of communities, especially young people, women and low-income groups; providing targeted financial education for people on the verge of major financial decisions, such as the first mortgage, student loan, or retirement investment. However, at the same time it is important to resist information overload, support more research into financial literacy, especially behavioural aspects of financial decision-making, and increase private sector involvement since they are at the forefront of financial education and service provision.


The Grace Church program is different from other early childhood programs. While other music education schemes are enrichment programs and seldom teach children to read and count and understand musical material, Grace church children learn to read notes and understand complex rhythms using fun games and activities. There is singing and instrument playing, and basic piano keyboard knowledge and score reading are taught at every class.
The Grace Church early childhood program was developed by Danny Catalanotto, M.S.M., a leader in the field of early childhood music education. Mr. C, as the children call him, is not only a gifted teacher, but also a concert level pianist who believes that young children can learn and perform music on a high level with little stress in a fun and nurturing environment.
Music for 4 and 5 year olds
Pre-K and Kindergarteners
Our program for four and five year olds presents musical concepts in ways that very young children can understand and work with easily. Notes and rhythms are presented within games and fun exercises and then applied using pitched and rhythm instruments. The children quickly learn six notes on the staff and on the keyboard, as well as rhythms from whole notes through eighth notes and eighth rests. Our youngest children begin an association with the keyboard using their “floor keyboard” and xylophones. Proper vocal technique is taught, such as breath control, vowel shaping and correct vocal placement.
We sing, we dance around, we play games and our instruments, and our kids love their music class!
Music for 6 and 7 year olds
Our first graders cover all of the basic note reading and rhythm reading as our younger children’s classes. We expand on all of the concepts and provide a generous amount of knowledge application for this age group. We call our ensemble of this age range the Chime Choir because our kids play a beautiful set of handchimes while actually reading their parts from a musical score.
Our Chimers build their keyboard knowledge and skill playing all of the notes and rhythms they have learned. We expand on their knowledge of vocal techniques for well controlled sounds and simply beautiful singing. The Chimers are just amazing young musicians!
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Hundreds of children take part in Storytime
How do you get children to become life-long readers? Make it fun! And that’s exactly why many of our Goodstart centres participated in today’s National Simultaneous Storytime initiative that took place at 11am around the country this morning.
Children enjoyed Australian picture book Hickory Dickory Dash, written by Tony Wilson and illustrated by Laura Wood.
For pre-Kindergarten children at Goodstart Red Hill, they ventured outdoors to the magical forest whereas children at Goodstart Morningside enjoyed listening to the book indoors while sitting around a circle.
As educators of more than 70,500 children, we understand the critical role we have in children’s literacy learning.
Language and literacy development is a vital part of a child’s overall development. It’s the foundation for doing well at school, socialising with others, developing independence, and succeeding in life.
Research conducted by the University of Queensland has clearly shown that an important determinant
for a child's success at school is how much they are exposed to reading from a young age.
Books introduce new ideas, new words, and opportunities to learn about the world. Understanding that the book’s contents (pictures and text) have meaning is a form of early literacy.
At Goodstart our aim is to ensure every child in every centre has access to high-quality language and literacy curriculum and pedagogy to enrich their imagination and develop vital language and literacy skills from an early age.
National Simultaneous Storytime (NSS) is a colourful, vibrant, fun event that aims to promote the value of reading and literacy, using an Australian children's book that explores age-appropriate themes, and addresses key learning outcomes from The Early Years Learning Framework.
NSS is held annually by the Australian Library and Information Association.
For more information, visit: https://www.alia.org.au/events/15918/national-simultaneous-storytime-2018
Read more about why reading in the early learning counts


Let martial note in triumph float
And liberty extend its mighty hand...
John Philip Sousa was America's "March King." He was surrounded by music from birth: his father played trombone with the U.S. Marine Band and as a child he studied violin as well as music theory. He grew up during the Civil War in Washington, D.C., where martial music was frequently played both in homes and on the streets.
Sousa attended band rehearsals with his father and, after his parents disapproved of his joining a circus band, was pressed into service as an apprentice musician with the Marine Band. By age twenty-six he was the Band's director -- a position he held from 1880-1892. During those years Sousa added to the Band's repertoire not only the work of Europe's then contemporary composers (Tchaikovsky, Verdi, Wagner and others) but also compositions of his own such as "President Garfield's Inauguration March (1881)," "Semper Fidelis (1888)," and "The Washington Post" (1889).
Sousa was the greatest musical star of his era, combining the charisma and popularity of Leonard Bernstein and the Beatles. He was so popular that he left the Marine Band to start his own band in 1892. It toured the nation with unparalleled success.
Four years later, while on vacation in Europe with his wife, Sousa received word that his good friend and band manager, David Blakely, had died. Sousa quickly returned to the States aboard the S.S. Teutonic. Pacing the deck of the ship, the music of "The Stars and Stripes Forever" began to come to him, its first stirring notes being those of the "Dies Irae." As he wrote in his autobiography, " ...absorbed in thoughts of my manager's death and the many duties and decisions which awaited me in New York. Suddenly, I began to sense a rhythmic beat of a band playing within my brain. Throughout the whole tense voyage, that imaginary band continued to unfold the same themes, echoing and re-echoing the most distant melody. I did not transfer a note of that music to paper while I was on the steamer, but when we reached shore, I set down the measures that my brain-band had been playing for me, and not a note of it has ever changed." For twenty-five years Sousa's Band played the march at almost every concert it held. Although the piece is always played as an instrumental, Sousa did set words -- somewhat triumphalistic by today's standards -- to it.
Let martial note in triumph float
And liberty extend its might hand
A flag appears 'mid thunderous cheers,
The banner of the Western land.
Sousa always wore a neat military-like uniform when he conducted, displayed a lot of vim and vigor on stage, and carried himself with remarkably fine posture. He was the prolific composer of 15 operettas, 70 songs, numerous overtures, concert pieces, vocal works, waltzes, books and articles, along with his 136 marches.
"The Stars and Stripes Forever" was declared the National March of
the United States in 1987. Sousa's other marches included "El Capitan,"
"The Pathfinder of Panama," "Hands Across the Sea," "Solid
Men to the Front" and "The High School Cadets." Sousa also composed
a number of pieces to encourage student bands and music education in U.S. schools:
"Marquette University March," "University of Illinois March"
and "University of Nebraska March."
The Dayton Miller Flute Collection
The "Flute in C" with silver keys and ferrules was used for 11 years by Mr. Louis P. Fritze, a member of the Sousa Band. He played it in the Band's 1910 around-the-world tour. It has been repaired by a broad silver band at the socket of the head-joint and had mother-of-pearl set in the "stopper."
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Learn how to make a kaleidoscope in this fun STEM/science activity for kids. It's such a fun way to explore light, reflections, and symmetry! (Meets NGSS) ~ BuggyandBuddy.com
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WATG Board Member
While the official title of the SENG, 2019 conference was "Exploring New Frontiers," a more apt title could have been "Gifted: Equity, Quality, and Life." The constant themes of the presentations centered on the fact that giftedness exists and talented people need services, equity includes giftedness, and giftedness does not end at grade 12. Attending the keynotes and various workshops each day, strengthened the resolve to continue advocating for this diverse population.
The conference began with the keynote, "On A Mission to Advocate for Underserved Gifted Students." Dr. Esquierdo spoke about the importance of building the assets and challenging misconceptions since "gifted children exist in countries that don't speak English." It is crucial, to begin with, an understanding of heritage and what the student brings into the classroom. She pointed out that we, parents, educators, and advocates, must understand that children know their abilities; it is up to us to teach who they are now and push them to become their best selves.
Equity encompasses all children, including those with exceptional giftedness. More than an IQ score, the critical issue that differentiates moderate, high, and profoundly gifted centers around the discrepancy between mental and chronological age. Dr. Kane observed that while profound giftedness is a statistical rarity in the population, affecting all aspects of the individual's development, it is becoming more common. Significant challenges faced by these children include lack of peers, placing a lot of "stock" into their giftedness, and not knowing what to do when something gets hard. Strategies to help profoundly gifted children include finding mentors, acknowledge their worries, and help them develop a sense of agency, promote both/and vs. either/or thinking.
The development of an asset model approach to the identification requires building innate student abilities. I presented research on the importance of art education for underrepresented gifted and talented youth. The science of poverty is shocking; empirical research confirms that poverty adversely affects the cognitive abilities of all people, severely impacts children's brain development, and creates adverse health outcomes. Along with these sobering findings, research confirmed that art education supports students from Low-Economic Status and minority enclave communities. Providing the arts does more than offer a special treat for children; it helps build fine motor skills, perseverance, and abstract thinking.
Equity extends to the social-emotional needs of gifted populations. Mr. Hess stated that asking gifted children to "act normal' is highly insensitive; they are "acting normal." Normal, after all, is a highly subjective word. Dr. Gato-Walden explained that the higher a person's level of giftedness, the higher their worry meter. One reason for this problem? Gifted, 2e and Highly Gifted people tend to live in their heads and being smart, they have a hard time letting go of their beliefs. Co-presenters Ms. Harlow and Mr. Hunt explained that anxiety and giftedness are related characteristics. Helping children grow into their cognitive and problem-solving includes strategies such as realistic goal setting, participating in real-life problem-solving activities, and providing parameters for them to follow both in the home and at school.
Twice-exceptional (2e) children are diverse, and many mask their exceptionality because their giftedness compensates for the needs. Dr. Sanguras shared research confirming that the development of grit influences performance, self-discipline, life satisfaction, and happiness, all traits that impact life long-term. Dr. and Mrs. Postma focused on the challenges faced by 2e kids and the importance of building system capacity to serve these students. Ms. Brown shared that misidentification leads to frustrations in life-long success. As advocates, parents, and educators, it is essential for us to understand our children, to identify early, and develop safe zones for them to be themselves.
Raising and advocating for gifted children requires acceptance of who we are. Ms. Merrill, the second keynote speaker, focused on the importance of developing an adult superpower toolkit. She explained that parents of GT kids never know where this ride will take them, or what others, well-meaning and otherwise, will throw at them. Strategies that help parents include recognizing the infinite patience and constant vigilance it takes to deal with the overexcitabilities of their children. She recommended fostering radical self-forgiveness and perspective; parents (educators and advocates) do the best they can with the information they have in front of them at that time.


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Welcome to Primary School! Here, we teach you how to count, and how to make sure that you enjoy the process. Our engaging manner will help you learn more quickly and develop your addition and subtraction skills more effectively. Join us to learn today!
Congratulations on surviving Primary 1! Now, we learn multiplication and division to start preparing you for Primary 3. We know that you’re much quicker in your mental Math, so we will now go through more challenging questions to help you do even better in school. Join us for the best Math scores you’ll ever see!
It is the year to strengthen your Mental Power. Ability to + - x ÷ with ease is critical. The Basic seems simple but it is the basic that brings a strong foundation to the subject. Master your Geometry and Model Drawing skills. This will give you an edge in the years to come.
This is the best year to sharpen your Whole Numbers and Model Drawing skills.In addition, the focus is on Fractions. Fraction is the key that can unlock many doors. Discover the key to find yourself way above the rest.
The crucial year in the entire primary school curriculum where you will meet the Big 4 (Fraction, Ratio, Percentage and Decimals) in full force. The main focus will be on learning different techniques in solving word problems. Once the techniques are in place, solving word problems would be a breeze.
The year of application. Knowledge gathered over the past 5 years will be put to test. Distance-Speed-Time, Volume and Circles will be something to look forward to. Caution: Math is highly addictive at this level.
ALGEBRA! Firm up your foundation with everything that you need to know about Algebra. Understand your basics and this will definitely help you as you embark on your journey towards the GCE ‘O’ Level examinations. Afraid of daunting topics like Factors & Multiples, Area & Perimeter, Rate & Speed? Fret not! Tap on the knowledge acquired from Primary 6, follow my lessons, and be guided every step of the way! Learn with Bern.
Basics of Algebra - check! Now, we are in for more challenging topics such as Solving of Linear Equations & Simultaneous Equations. Think that they are challenging? Learn tips and “cheats” and you’ll never think they are tough again! Get to know everything about a Right-angled triangle using P’s theorem and Miss TOA CAH SOH. I will introduce her to you only if you are good. It is going to be an exciting year with topics like Curves and Chances. Let us just jump right in. Learn with Bern.
Uh-oh, the start of the end. The Quadratic Formula is negative b, plus minus square root … With songs and merry-laughter, join me as we have fun learning while ensuring that you can remember the formulae required! It will be a jam-packed year filled with super fun topics like Properties of Circle, Trigonometry, Matrices and Mensuration. Topics are going to be heavy and sometimes dreadful. But with me, these topics will become fun and easy to solve. Have no fear. Learn with Bern.
Vectors, Probabilities and Statistics stressing you out? Not only that, imagine having the topics of Polygon, Properties of Circles and Trigonometry meshed into one single question! The challenge in “O” Level Math is having the ability to answer questions that comprise of two to three different topics all in one single question. Learn, practice, review and ace Math with Bern!
The early years of a child are important in building a strong foundation for life-long learning. As parents, you understand your child most intimately and therefore play an important part in providing a home environment that will support the learning and development of your child. 88tuition aims to complement the home support by providing lessons that are fun, entertaining, and engaging so that children can learn in a way that appeals to them.
Being numerate enables children to understand and apply mathematical concepts, skills, and processes effectively. We conduct these lessons to educate and nurture the foundational skills of the subject. Thus, children will be able to make sense of their encounters with mathematics in their daily lives.


Food travels through the body in the digestive system as it is broken down and changed into fuel for use by the body. It reaches the large intestine last, where water that remains after digestion is removed. This helps regulate the body’s hydration. The large intestine also removes the waste that the body does not use.
- Digestive track diagram
- Styrofoam sheet
- Utility knife
- White modeling foam
- Black marker
- Colored clay
Lay the Styrofoam sheet on a flat surface. Trace the outline of a torso, leaving at least 2 inches on each side of the Styrofoam. Trace an outline of the large intestine, small intestine and stomach as indicated by the diagram. Cut out the long intestine diagram with the utility knife. This should leave an open space along the left side, across the middle and down the right side of the Styrofoam sheet.
Roll the white modeling foam into a snake shape that is long and wide enough to fill the space of the large intestine diagram previously cut. Shape the foam to mimic the bumpy surface of the large intestine.
Insert the foam snake into the Styrofoam sheet so that it extends out the front of the sheet. Draw a black line across the front of the foam to divide it into the Cecum, Ascending Colon, Transverse Colon, Descending Colon, Sigmoid Colon and Rectum. Follow the diagram to accurately draw the lines.
Remove the white foam from the Styrofoam sheet and lay on a flat surface. Measure a 2-inch length of the transverse colon, and cut that area in half horizontally. This will expose a length of colon for modeling the interior of the large intestine. Hollow out this 2-inch area of the foam. Discard the top half as it will not be used.
Choose one of the five colors of modeling foam to represent each of the following structures: Serosa, longitudinal muscle layer, circular muscle layer, submucosa and mucosa. Make a flat section of the serosa color that will fit inside the entire length of the 2-inch cut area. Make a flat piece of longitudinal muscle that is ¼ inch shorter, and lay this on top of the serosa layer. Make a flat piece of circular muscled that is ¼ inch shorter than the longitudinal muscle and lay on top of the longitudinal muscle. Make a flat piece of submucosa that is ¼ inch shorter than the circular muscle and lay on top of the circular muscle. Make a flat piece of mucosa that is ¼ inch shorter than the submucosa, and lay it on top of the submucosa. This will form the model of the inside of the large intestine.
Place the completed model back into the Styrofoam sheet with the colored foam facing the front. Label each structure with a small piece of paper and attach to the Styrofoam or modeling foam with a pin.
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About the Author
Based in Minneapolis, Dawn Marcotte has been writing for more than 10 years. Her recent writing has turned to nonfiction and includes articles on home and garden, education, crafts and automotive subjects. She currently has several eBooks published and available online. Marcotte has a Bachelor of Science in elementary education from the University of Iowa.


Early Childhood Education
Glades Day School's Early Childhood Education division offers PK3 and PK4/VPK programs. Our Early Childhood Education programs foster an environment focused on encouraging emergent learning. Our center-based classrooms offer stimulating learning opportunities that promote independence, strong motor skills, creativity, and collaboration. Our educational philosophy is founded on the belief that critical thinking skills are gained through play, constructing, imagining, experimenting, and dialoguing with others - collectively preparing students for a life-long love of learning.
Glades Day School's Elementary Education program establishes the foundation for students in Kindergarten through Fifth Grade to embrace a lifelong love for learning. Our multi-faceted approach focuses on each student's academic, spiritual, physical, and social, and emotional development. Our qualified educators strategically provide students with the tools they need to succeed throughout their academic careers by fostering a nurturing environment, empowering students, and establishing a strong home-school connection.
Middle School Education
Accomplished through strong academic programs, enriching extra-curricular activities, and thriving partnerships with parents, the 6th-8th grade program at Glades Day School focuses on strengthening the whole child - academically, spiritually, and athletically. Our qualified educators lead and encourage students to become self-activating, transitioning from the dependency of childhood to attaining identity achievement.
High School Education
The 9th-12th grade program at Glades Day School provides students with a well-rounded education derived from a curriculum that intentionally focuses on developing students to achieve academic excellence alongside the critical thinking and communication skills needed to flourish throughout life. With college readiness as a core characteristic of the high school division, we offer intellectually challenging options, including Honors-Level Courses, Advanced Placement Courses, and Dual-Enrollment Courses. We are proud to have GDS graduates attend a variety of colleges and universities around the country.


This article deals with several Utah artists who studied in Paris in the last part of the 19th century and then returned to make important contributions to the art of Utah and the Mormon church. Beginning with the studies of James T. Harwood and Cyrus E. Dallin in 1888, the author briefly discusses the experiences and motivations of these two, plus John Hafen, John B. Fairbanks, John Willard Clawson, Lorus Pratt, Edwin Evans, and Herman H. Haag. These artists, she says, 'provided a cultural enrichment to the territory possible unequalled before or since. The latter six of these eight artists were able to study in Paris in part because of a subsidy given by the Mormon church.' They painted several rooms in the Salt Lake Temple, they formed the Utah Art Institute, they contributed to art education in the public schools and in the colleges, and Harwood and Haag were the principle faculty members of the art department when it was founded at the University of Utah. 'What began initially as the desire of Dallin and Harwood to obtain advanced instruction and of the Mormon church to have professionally executed work done in the temples produced results that no one could have foreseen,' and altered for the better the development of Utah's artistic heritage.


I was honored to present at the ATMI Conference (Association for Technology in Music Instruction http://atmionline.org/) which met concurrently with the CMS (College Music Society http://www.music.org) conference in Minneapolis, MN. My session was entitled Recreating the Secondary General Music Classroom for the 21st Century Learner: Teaching Music Through Composition with Technology. Below is the abstract and a link to download a pdf of the handout. A few lesson plans were included in the handout at the conference that are not included in the pdf linked below. If you would like them, please send me an email: barb(at)musicedtech.com
In today’s world of music education, old-fashioned, lecture-based music appreciation and general music classes lack relevance for students and, frankly, just don’t cut it anymore. Regardless of prior music education, or lack of thereof, students have access to sophisticated music software, which is either free or inexpensive, and they are already composing their own music. All students can have meaningful hands-on applied learning experiences that will impact not only their music experience and learning but also their understanding and comfort with 21st century technology.
Changing the focus of the secondary classroom, non-performing, music class allows even the most disenfranchised students a connection the school’s music community as never before. Students who never participated in making music first hand can to do so and be successful. It is even possible to take students with no music experience and successfully prepare them to be music majors in college.
Technology allows a musical experience for all skill levels—an opportunity never before available to compose music without having to know much about traditional music theory or notation. We are now faced with a new challenge in music education, to re-prioritize what skills need to be taught in order to foster music composition, given the available music technology. As music educators, we understand that there is and always will be a need to teach students the basic elements of music and music composition if our students are to create sophisticated music. The question is: What are the necessary skills and how do we best deliver those skills given the technology available?
This presentation will examine aspects of a curriculum that teaches composition and theory skills for beginning students to be successful composers and creators of music. Although GarageBand and Logic Pro will be demonstrated, any sequencing or music notation software can be used. Techniques on use of the software, lesson plans on composition and theory skills, techniques for weaving in music history and how to integrate music of other cultures will be discussed. All highlighted with examples of student compositions.
Click for the RecreateHandout


Subject Leader: Miss Hodgen
Our vision for music
Our music curriculum aims to provide all pupils with a high quality music education which engages and inspires children to develop a life-long love of music, increases their self-confidence, creativity and imagination and provides opportunities for self-expression and a sense of personal achievement . Children are encouraged to participate in a wide range of activities and exposed to a variety of instruments to enable them to develop their talents in all aspects of music including rhythm work, instrumental skills, composition, singing and appreciation. Through playing, singing, creating and performing, children will develop confidence, communication skills, thinking and creative skills and improve their emotional well-being. We aim to ensure that children will find music to be enjoyable and relaxing and that they are inspired to build on skills such as ‘determination, resilience, hard-work and self -confidence ’ when performing to an audience.


14 per cent of adults worldwide still lack basic literacy skills, UNESCO report finds
According to the latest UNESCO Global Education Monitoring Report (GEMR), Inclusion and education – All means all, which is published today, 14 per cent of adults worldwide lack basic reading and writing skills. The reasons for this are varied, with missed early-years schooling, the impact of conflict and instability, migration pathways, and inaccessible quality education in mother-tongue and first languages among them. The report reveals that those excluded from the education system at an early age often remain disadvantaged for the rest of their lives. In addition, fewer than 10 per cent of countries worldwide have laws ensuring full inclusion in education.
The GEMR looks at the progress of over 200 countries in achieving the education targets adopted by UN Member States in the 2030 Agenda for Sustainable Development. It provides an in-depth analysis of key factors that cause the exclusion of learners in education systems, including gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes.
‘To rise to the challenges of our time, a move towards more inclusive education is imperative,’ said UNESCO Director-General Audrey Azoulay on the occasion of the GEMR launch. ‘Rethinking the future of education is all the more important following the Covid-19 pandemic, which further widened and put the spotlight on inequalities. Failure to act will hinder the progress of societies.’
Although the report does recognize some progress in basic literacy skills, it found that women continue to have lower proficiency in literacy compared to men. In addition, current projections show that the number of adults who have not completed primary school may remain above 10 per cent in Africa until the 2050s, even if universal primary completion is achieved by 2030. These data include new estimates for 72 countries, including 21 countries whose previous national literacy rates were from 2010 or earlier.
Furthermore, results from the Organisation from Economic Co-operation and Development (OECD) Programme for the International Assessment of Adult Competencies (PIAAC) study show that universal primary completion is not a sufficient condition for achieving universal literacy. According to data from 2017, some 51 per cent of adults in Mexico, 71 per cent in Peru and 72 per cent in Ecuador could not perform basic literacy tasks.
The GEMR clearly shows that achieving universal adult literacy remains a challenge; continuous investment is therefore needed to ensure that everyone has the ability to read and write. This is even more true for adults with disabilities: in 25 countries with relevant data, the adult literacy rate for those with any kind of disability is lower than it is for the general adult population, with the gap varying from 5 per cent in Mali to 41 per cent in Indonesia.
The UNESCO Institute for Lifelong Learning (UIL) supports UNESCO Member States to build their capacities in policy development, programme delivery and literacy assessment. It does this by coordinating the work of the Global Alliance for Literacy within the Framework of Lifelong Learning (GAL), providing technical support at country level, tracking progress in literacy development by co-chairing the Global Alliance to Monitor Learning, and providing knowledge on measurement and assessment of literacy developments worldwide.


2014 年 9 巻 p. 17-31
In the second half of 18th century Germany, well-known composers came to create many folksong-like children's songs with simple, approachable, and short melodies. J.A. Hiller's "Lieder fur Kinder" can be called a leading work from the earliest part of that period. In this essay it became clear that Hiller's songs are musically simple compositions in structure, but many of the lyrics are instructive after a detailed analysis of the compositions and lyrics. Some children's songs, beginning with those of Hiller's "Lieder fur Kinder", were used as teaching material in the Philanthropin school etc., and this became an opportunity for worldly songs to be used as teaching material in schools. This can be said to be one beginning for the modernisation of music education.


ERIC Number: ED378545
Record Type: RIE
Publication Date: 1995
Teaching Children To Be Literate: A Reflective Approach.
Manzo, Anthony V.; Manzo, Ula C.
Intended primarily for preservice elementary classroom teachers, this book focuses on preparing teachers for literacy education as it is practiced today, giving them the background knowledge, will, and wisdom to find other and better ways. The book is based on three assumptions: teachers must participate in examining and defining their philosophy and goals, and in selecting the teaching methods that will guide their efforts; teachers need to build familiarity with the research literature of the field; and teachers must be prepared to work in a variety of possible settings. Chapters in the book are: (1) Literacy and the Reading Process; (2) Literacy Providers: Principles and Beliefs of Influential Teachers; (3) Emergent Reading and Writing: Early Childhood to Primary Grades; (4) Reading Aloud, Listening, and Speaking; (5) Reading and Responding: Emergent Higher Order Literacy; (6) Word Recognition and Analysis; (7) Vocabulary for Reading, Listening, Thinking, and Writing; (8) Improving Basic Comprehension; (9) Critical and Creative Reading, Writing, and Thinking; (10) Content Area Reading, Writing, Reasoning, and Study; (11) Literacy Provisions for Children with Special Needs; (12) Literacy Assessment; and (13) The Classroom and School Literacy Program. Appendixes contain a "picture potency formula," a teacher's primer on phonics, a vocabulary of "senses," and performance indicators. Contains approximately 1,500 references. (RS)
Descriptors: Critical Reading, Elementary Education, Emergent Literacy, Literacy, Reading Achievement, Reading Aloud to Others, Reading Improvement, Reading Instruction, Reflective Teaching, Special Needs Students, Student Evaluation, Teacher Role, Theory Practice Relationship, Thinking Skills, Vocabulary Development, Word Recognition
Harcourt Brace and Co., 6277 Sea Harbor Dr., Orlando, FL 32887 ($49.25).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


Their feelings matter
I went into this position as a school leader thinking so much about what tasks have to get done and the programmatic changes that would need to be made. But as I reflect and gain experience (of course the best teacher) I realize that in most ways I had it all wrong.
People’s feelings matter.
People will forget what you said, people will forget what you did, but people will never forget how you made them feel. – Maya Angelou
I never thought of myself as a feelings guy. In fact playing ball and being “tough” pushes you down a certain road of becoming hard and at times rough (just ask my wife, I’m sure she’ll tell you!). But in the end with leadership, little matters as much as if others are willing to work with you, for you, and for your common goals.
If you are not considering your teachers’ feelings, you don’t really care if they learn or grow.
People remember information that is important to them, that connects in some way to their lives and previous experiences, and that is meaningful to them. Learning occurs when people feel the information or skills matter. For teachers, they learn if they feel it matters to their instruction and their students.
I have to reflect and keep myself in constant check on this. Am I pushing to get things accomplished or am I pushing to help others grow? If it’s growth, then they have to WANT to grow. That’s an emotional thing. That taps into their why, their beliefs, and comes from a positive relationship.
Our students’ feelings REALLY matter.
You could rewrite Maya Angelou’s quote as follows:
Students will forget what you said, students will forget what you did, but students will never forget how you made them feel.
If you think back to the teachers and administrators that really made a difference in your lives and gave you the lasting inspiration, can you remember the details or do you just remember a feeling they gave you?
I remember…an elementary school librarian who always welcomed me and made me feel special, made me feel like it was the safest place in the world.
I remember…a middle school teacher who preached, “Character is who you are when no one is watching.” She helped me learn integrity, but I don’t remember what ‘subject’ she taught.
I remember…an English teacher who would talk about pro-wrestling with us to connect and make sure we knew she cared about our interests.
I remember…a high school civics teacher who went out of his way to tell me he had my back when there were personal things going on at that time.
I remember…a college professor who acknowledged and praised my unique abilities (being a guy in elementary education is unique as it is) and helped me believe in myself.
I remember…my first principal who gave me the push and confidence to consider educational leadership. I still have a poster from his principal’s office in my principal’s office now. I reflect on it every day.
Don’t be in too much of a rush. Don’t be in too much of a push to cover everything and ‘get-r-done.’ Take the time to connect to your students, make them feel safe and special. Your lasting impression in their lives will not be from getting every single task in each lesson complete. It will be from the personal interactions that you have with them on a daily basis.
How many times have you actually stopped thinking about everything else and just talked with a student? I mean really talked with them. And listened. Listened like you really cared about every detail they were saying.
Thank you for reflecting with me. If you see me, please remind me. We still have to accomplish a lot and work really, really hard for our students. But we can’t forget that our teachers’ and our students’ feelings really matter.
Like Nike, “Just Do it.”
There is never enough time.
There is always so much to do.
We have to make the time.
Their feelings matter.
Click to Tweet the Takeaway: “How you make teachers & students feel today matters more than any task on your to do list.”
I wrote this immediately after we finished up another great #pwcsedchat on Twitter. Thank you for those in the chat tonight for your inspiration!


To ensure quality education in government schools, the Central Government through Sarva Shiksha Abhiyan has supported State and Union Territories on early grade reading, writing and comprehension and early mathematics programmes through a sub-programme ‘Padhe Bharat Badhe Bharat’.
The SSA will also support states and UTs on sharing an exemplar on continuous comprehensive evaluation in elementary education developed by the NCERT, notifying learning outcomes by class and stage of education brought out by the NCERT, conducting the 3rd round of National Achievement Surveys for Class III, V and VIII to track student learning outcomes, provide funds and technical guidance to states for annual refresher training of teachers and lastly to provide academic support to teachers and schools through Block and Cluster Resource Centres.
The identification of Special Focus Districts (SFDs) is an important step in the direction of providing universal and quality education to SCs & STs student at elementary level. These districts are identified based on indicators like concentration of out of school children, high gender gap, low retention rate and infrastructure gap as well as concentration of SC, ST, Minority population. During 2012-13, 2013-14, 2014-15 & 2015-16, 48 per cent, 48 per cent, 42.8 per cent & 49 per cent respectively of the funds under SSA were targeted to SFDs. As a result, the annual average dropout rate of boys has reduced from 5.89 per cent in 2012-13 to 4.68 per cent in 2013-14 and of girls from 5.34 per cent to 4.66 per cent during the same period.
A survey was commissioned by the Ministry of Human Resource Development and was conducted by Indian Market Research Bureau (IMRB) on “National Survey of Estimation of out-of-school children in age 6-13 in India” and completed in 2014. It was pointed out in the study report that children within the rural areas drop out of school earlier than those in the urban areas. Most of the drop-outs in the said age group from the rural areas have completed education up to Class-II, while those from the urban areas have completed class V.


Build my communication skills
This Outcome guides users through identifying how we learn and communicate, recognizing that people learn and communicate in different ways, and then applying that knowledge to increase effective interactions and communication. A full overview of this Outcome is attached to this article for download.
All ages with a primary focus on youth
Explore different ways I communicate: This goal focuses on generating
an awareness of the different ways we communicate and how that impacts a
conversation. Begin to learn about different communication styles, discover how
body language plays a role in the way we communicate, and how our actions can
speak louder than words. Start to observe and become aware of how we
communicate impacts interactions with other people.
Develop my skills in how I give and receive information: This goal
focuses on developing an understanding of how communication styles are
perceived and communicated. Research what good communication means,
complete a learning style assessment, and learn why this is important. Complete
a communication style assessment, and understand why it is important to know
the different ways people communicate and how to adapt. Observe and practice.
Expand my listening and speaking skills: This goal focuses on
demonstrating expressive and receptive communication skills and generalizing
them in multiple environments. Expanding foundational skills to thinking about
others, identifying good and bad communication skills, and then practice and
demonstrate learned skills.


Project d’Amélioration de la Qualité de l’Education (PAQUED)
The Project D’Amelioration de la Qualite de l’Education (PAQUED) was a 5-year USAID-funded project (2009-2014), implemented by the Education Development Center (EDC), intended to strengthen teaching and learning so that children leave primary school with solid literacy/numeracy skills. PAQUED reached 3,000 primary schools, 30,000 teachers and 1.2 million students. PAQUED focused on teachers' understanding of the literacy needs of students, and their skills in applying effective techniques in the classroom. This practice-based approach was addressed through EDC’s Read Right Now! literacy program, which revolves around “Four Rs” for teachers: Respect, Routines, Resources, and Support for Risk-taking. Teachers received an intensive training and support program, refresher training, and materials. A 2014 evaluation of the program revealed profound results - Grade 1 students in PAQUED significantly out-performed students in control schools, and a good proportion of Grade 2 students, after only one year of the program, were able to attain or surpass the DRC’s Grade 3 French fluency benchmark.
The three primary school interactive radio instruction (IRI) series provide curricula-based grade 1-6 language and mathematics programming for learners in formal schools. There is also a short series that guides community leaders, families, and others on how to organize and manage community schools. Finally, there is a teacher training series for grades 1-6 teachers on how to conduct IRI/IAI in their classrooms.


About the Program
The New Hope Spanish Language department endeavors to build students' competence and confidence for effective communication across cultures and languages. Our Spanish classes engage students in meaningful activities that foster speaking, listening, reading, and writing skills. Students also develop cultural empathy and awareness through exploring a variety of countries Hispanic cultural traditions and values. New Hope's goal is to empower students with the skills and confidence to engage in spontaneous, fluid conversation in the Spanish language about issues that matter, including current events or aspects of contemporary culture whenever the opportunity arises to engage with others where the Spanish language is spoken.
New Hope Academy high school students traveled to Costaricca in the summer of 2018
Soñora Luz Hughes
Soñora Luz Hughes, head of the NHA Spanish Department is a native Spanish speaker, and was born and raised in the Dominican Republic. Ms Hughes has been with NHA since 2007. Prior to NHA she helped design the AP Spanish cirriculum for Prince George's County Public Schools and also DCPS. She developed the NHA Spanish Language Curriculum from Kindergarten through the Upper School Spanish IV classes. Ms Hughes focuses her instruction on foundational skills of listening, speaking, reading, and writing. Since learning a foreign language may be a new skill for incoming students, Soñora Hughes encourages students to apply themselves diligently to the task of learning Spanish. She informs students up front that they will need to work hard in her class. Spanish culture is taught through exploratory learning: from making pinatas, to cooking empanadas, from teaching abouty the Day of the Dead to sharing about Cinco de Mayo. Classes experience and explore music, art and foods from diverse Hispanic cultures. Working alongside the students on cultural projects provides opportunities for Ms Hughes to forge special connections with her students, and allow students to have fun while learning Spanish.
In Kindergarten and first grade students learn and use Spanish vocabulary and simple grammar structures while developing communication skills. Second & third graders learn and demonstrate growing comprehension through the use of contextual clues.
Fourth and fifth grade students learn to ask and answer simple questions in Spanish and express their feelings, personal needs and preferences. Their goals are to carry on short conversations, tell simple stories and make short oral presentations.
Spanish 6-8th grade classes are designed to further develop vocabulary and communication skills in Spanish along with the goal of encouraging understanding and acceptance of differences, and to make comparisons and connections to various Spanish-speaking cultures.
Spanish II builds upon knowledge and skills gained in Spanish I by reinforcing listening, speaking, reading, and writing. Emphasis is on perfecting pronounciation, mastery of the basic grammatical structures, and increased communication proficiency.
Spanish III and IV
Spanish III and IV are an extension of the Spanish II course, including the development of all modalities of the language with a heavy emphasis on grammatical structures, verb tenses and exposure to Spanish literature. By the end of the school year, the goal is for all students to be able to hold a 20 minute conversation in Spanish and be familiar with the cultural aspects of the diverse Hispanic countries we study throughout the year.


Welcome to the piano TRACKS project website!
We provide a programme of music education resources and tools to help piano teachers formally but flexibly assess student learning and support their progress at the piano.
Take a look at what we offer:
A piano curriculum which can help piano students develop their pianistic skills and music theory knowledge, from beginner to intermediate level (approx. grade 5). This curriculum has been specially designed to introduce and build on concepts in a sequential, bite-sized way, breaking down learning into manageable chunks.
We have made some tracker documents which you can download for free. Use our goal tracking form and weekly practice diary sheets with your music students to set medium and short term aims, and keep an eye on their piano practice. In fact, these can be used with students of any instrument!
Signposts to external music education material that can help develop specific areas of piano technique and music theory knowledge as detailed in the piano TRACKS curriculum.From time to time we also review piano repertoire albums to see how they fit into our curriculum. We put the results on our blog.
You can use as much or as little from the piano TRACKS project as you like, and as flexibly as you need to with each piano student. If you have any questions about this music education project, please get in touch with us.


Our students are exposed to both English and Mandarin, right from the beginning. They spend half of their day in an English-speaking environment and the other half in a fully-immersed Mandarin environment. Phys ed, art and music are incorporated throughout both language programs on a weekly basis.
At The Dalton School, we encourage imagination and creativity while instilling strong values, manners and social skills.
Our rigorous curriculum promotes interaction between children that builds cooperation, collaboration and leadership skills. We have small class sizes, taught by caring staff in a stimulating, multicultural environment. The Dalton School provides students with the time to explore and discover, as well as giving students solid foundational skills on which to build all future knowledge. All students are given the opportunity to learn and grow!
Children entering JK must be fully toilet trained before beginning school.
Children do not need to speak Mandarin or English fluently to attend The Dalton School in JK or SK.
JK/SK is an important time for a child to build a strong foundation in literacy. Our program concentrates on all the important elements that are essential in building solid English language skills. Our students are taught letter/sound association, phonics, common sight words, rhyming, letter formation, word formation, listening skills, story sequence, poetry, songs and drama. Students are introduced to a wide variety of reading genres that help create strong, confident readers who excel in fluency and confidence. Students develop their cursive writing skills with a focus on proper formation and neatness. Writing skills are nurtured as inventive spelling is added to the application of proper spelling, sentence formation and organization.
Our Mandarin literacy program is equally as strong as its English counterpart, enabling our students to become highly conversant in this second language at an early age. We emphasize character recognition as well as an introduction to pin yin reading and writing skills along with an understanding of the proper use of the four tones. Careful attention is paid to the development of the eight basic foundational strokes and their proper order for balanced, precise character writing. Students learn basic greetings, nouns/actions and how to how to recite traditional songs and poems.
Mathematics is taught in both languages at the JK/SK level. Our enriched program focuses on an in-depth understating of foundational math skills and has a strong emphasis on number sense. Students learn how to count from 1-100, how to match symbols to quantity and to understand the concept of zero. Concepts of addition and subtraction are introduced as well as sorting, patterning, measurement and geometry.
Social studies and science are taught in both languages. We discuss our local community, introduce our students to the five senses and teach them all about time and the calendar. We focus on observation and investigation and perform sink and float experimentation. In addition, we teach our students about living and non-living and introduce them to Canadian and Chinese cultures.
Technology is incorporated into a few areas of our curriculum where it can enhance the learning process. On occasion, JK/SK students use iPads, with apps designed for learning.
JK/SK students go on a special excursion to the Evergreen Brickworks.


(Health Secrets Newsletter) A study conducted for Britain’s Royal Horticultural Society (RHS) found that encouraging children to learn gardening boosts their development by helping them become happier, more confident and more resilient. In addition, gardening helps teach children patience and the benefits of a healthy diet and lifestyle.
The study was conducted by researchers at the National Foundation for Children, who surveyed 1,300 teachers and 10 schools. Teachers who used gardening as part of their learning experience reported that it improved children’s readiness to learn. The teachers also reported that gardening encouraged pupils to become more active in solving problems, as well as boosted literacy and numeracy skills. Now the society is urging that gardening should be incorporated as a key teaching tool in schools’ regular curriculum instead of being an optional extra-curricular activity.
The report said: “Fundamental to the success of school gardens in stimulating a love of learning was their ability to translate sometimes dry academic subjects into practical, real world experiences. Children were encouraged to get their hands dirty, in every sense. Teachers involved in the research said the result was a more active, inquisitive approach to learning. The changeable nature of gardening projects – where anything from the weather to plant disease can affect the outcome – forced children to become more flexible and better able to think on their feet and solve problems.”
Dr Simon Thornton Wood, director of science and learning at the RHS, said: “Schools which integrate gardens into the curriculum are developing children who are much more responsive to the challenges of adult life.”
Sadly, gardening has become a lost natural endeavor in much of today’s urbanized societies. As a result, modern man is losing out on a wealth of natural physical and mental health benefits. Gardening provides aerobic, isotonic and isometric exercise, which benefits muscles and bones as well as respiratory and cardiovascular systems. Such benefits help prevent health problems such as heart disease, obesity, diabetes and osteoporosis. Strength, endurance and flexibility are also improved by gardening, which makes it one of the best all-round exercises.
Physical exercise such as one gets from gardening releases endorphins, which are natural compounds that alleviate stress and its many negative health consequences. Studies have shown that simply being in a garden lowers blood pressure. Gardening also fosters a good nightâ€™s sleep and exposes people to both healthy sunshine and beneficial immune boosting soil microorganisms.
Gardeners are more likely to eat a wide range of fruit, vegetables, salad and herbs than non-gardeners, even if they don’t cultivate the produce themselves. Eating a wide variety of fruits and vegetables is essential to a healthy diet.
In addition to the benefits of physical activity, gardening helps people reconnect with the natural world from whence they sprang. It provides a calm oasis where one is lost in the moment and can be a natural form of meditation that quiets the conscious mind. It can also be a form of self-expression, enabling one to develop creativity and build confidence while allowing a healthy outlet for emotions.
Furthermore, gardening helps develop a sense of achievement where we are able to step back and see the differences we have made and discover the small, important things in life. Gardeners tend to be hopeful and philosophical people who look forward to future seasons, enjoy the present, respect the past and be more accepting when things are not perfect.
Clearly, teaching our children to garden, both at home and at school, will help give them a head start at living and appreciating a more natural and healthy life.
For more information:


Overview of Every Child Ready to Read @ your library®, 1st Edition
Elaine Meyers and Harriet Henderson
The Public Library Association’s Early Literacy Project began in 2000 with a partnership with the National Institute of Child Health and Human Development (NICHD), a division of the National Institutes of Health. NICHD had just released the National Reading Panel’s report, providing research-based findings concerning reading development in America’s children.
The report, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction, had information useful to parents, child care providers and public librarians. The first step in the partnership with NICHD was to help disseminate information about the report through our country’s public libraries – a process that began with the 2001 PLA Spring Symposium programs and continues with all Initiative programs and publicity.
A more significant aspect of the partnership, also debuted at the PLA Spring Symposium, was to develop model public library programs incorporating this research. Public libraries have the ability to reach thousands of parents, caregivers and children and to greatly impact the early reading experiences of preschool children. PLA contracted with Dr. Grover C. Whitehurst and Dr. Christopher Lonigan, well-known researchers in emergent literacy, to develop a model program for parents and caregivers. The premise of these research-based materials is to enlist parents and caregivers as partners in preparing their children for learning to read and to provide the most effective methods to achieve this end. Whitehurst and Lonigan have created a unique structure for the distinctive phases of a young child’s emergent literacy – pretalkers, talkers and pre-readers – that is developed on this website.
To broaden the dissemination of these materials and to test their effectiveness, PLA and ALSC formed a partnership to pilot these materials in public libraries across the country. In October 2001, twenty demonstration sites were selected representing a wide range of library size and demographics. Demonstration sites are testing the materials on a wide range of audiences within the library and the community, and they are using an evaluation method created by Dr. Virginia Walter, past president of ALSC and professor at UCLA. The evaluation includes standard output measures and pioneers an interview method for assessing the outcomes achieved in using the materials and methods. Parent/caregiver evaluations are specific to each of the three developmental stages of reading readiness and are designed to show whether parents incorporated needed skill-building activities into their time with their preschool children. Reports will be provided to the public library community concerning the status of the demonstration sites.
In October, 2002 a second year of pilot site testing was conducted with fourteen sites participating. Second year site participants received intensive training and practice in implementing all three levels of workshops, and instruction in implementing a refined outcome evaluation developed by Sara Laughlin and Associates. Parent/caregiver evaluations are specific to each of the three developmental stages of reading readiness and are designed to show whether parents incorporated needed skill-building activities into their time with their preschool children. Indeed, the evaluation shows that the information contained in these programs was incorporated into the behaviors of parents – helping them be more effective “first teachers” with their children, and increasing the public library’s impact in early literacy development with children.
An additional resource has been developed by the National Center for Learning Disabilities. Get Ready to Read! is a screening tool for parents to use with their four-year-old children. PLA is in partnership with NCLD to distribute this screening tool to the demonstration sites, and to provide information on the screening tool to public libraries. An online version of the screening tool is available, along with other related early literacy information.
The intent of these partnerships and programs is to firmly establish public libraries as a partner in the educational continuum, and to validate our contributions by linking our activities to relevant research and evaluation. Public librarians must agree to partner with the young child’s most important teachers – parents and caregivers – and to leverage our work in influencing a child’s development. We believe that these model programs will allow all libraries to be more productive and influential in our communities.
Elaine Meyers and Harriet Henderson, Co-Chairs


THE BENEFITS OF
It is a well established fact that music education and practicing an instrument are tremendously beneficial for kids in their development. Let's take a look at just some of the ways that the joy of music can benefit your child.
Simply put, music enhances the way that we learn. Physical and mental aptitude, along with sensory and emotional capacity, are the driving forces behind how kids develop. Music has been shown to strengthen all of these, along with reading, IQ, creativity, problem solving, and memory.
VALUABLE LIFE SKILLS
Learning to play an instrument helps children to develop valuable life skills like structure, organization, and discipline. Practicing goes further than just helping students to improve their skills on their instrument, it also teaches them the value of delayed gratification so they learn for themselves that hard work pays off. Those skills go far beyond an instrument and help prepare them to excel in school and in just about all areas of life.
INCREASED ACADEMIC PERFORMANCE
Students who learn to play an instrument also see benefits in their academic performance. Music students even see higher SAT scores to the tune (pun intended) of 57 points higher on verbal and 41 points higher on math. Additionally, they earn more awards and honors and see higher grade point averages.
HIGHER SELF ESTEEM
Music also does wonders for students' self esteem. Not only does it foster self expression, confidence, and positive attitudes, but it also has been shown to reduce violence, aggression, and depression. This goes a long way in helping kids to excel socially, work better in groups and teams, and establish healthy relationships.
Don't forget the fact that learning to play an instrument is fun! Most parents want their kids to hae fun without turning on the TV or video games. Music is a fun way to be productive and gain all of these wonderful benefits we have taken a look at. If you would like to get your child connected with a fantastic teacher for easy lessons in your home then we would love to speak with you. Just fill out the form or call the number below and we will look forward to speaking with you soon!
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FUN AND INSPIRING MUSIC TEACHERS
We believe that learning to play an instrument should be fun, which is why we focus on bringing you the best music teachers for kids and teens in Collin County. Our instructors are more than just talented musicians, they understand how to make lessons motivating and engaging for both beginner and intermediate students.
"I've never seen my son so excited about learning! Overall a quality group who really care about their students." - Mike H.
"It has been an AMAZING experience to see our daughter's confidence grow." - Karly B.
"It couldn't be a more perfect match. This is the first time she has really enjoyed and looks forward to her lessons. I would highly recommend Right Start." - Julie A.
"As a busy mom, I love that the lessons are at home so I don't have to drive all over town. The lessons are enjoyable, productive, convenient and affordable." - Michelle L.
"My daughter has improved tremendously and actually looks forward to her lessons since we switched to classes at home with Right Start." - Erica G.
"The highest caliber of teacher - prompt, courteous, meticulous, creative, and fun" - Emily D.
"She absolutely adores her teacher and I am impressed with her progress in such a short time. It has been a great experience and I am so happy to have found Right Start Music!" - Jen L.
"The lessons are easy to follow and we've seen real progression in just a few months. My children love their lessons." - Jill B.
"Our girls have made great progress while having fun, too. We couldn't be happier." - Ryan G.
Don't just take our word for it, see for yourself why thousands of parents have trusted Right Start Music for their children's musical journey. Watch our testimonial video and read reviews from happy customers to see why people love telling their friends about us. Just click the play button!
IN-HOME LESSONS IN COLLIN COUNTY
We bring the joy of music to students in Collin County with in-home lessons in:


KIDDIES OXFORD was founded with the deep enrooted belief that – ‘a child’s own instincts, activities and interests should be the starting point of education’. Being aware of each child’s inert instinct, interest and needs KIDDIES OXFORD focuses on the learner centric pedagogy based on their individual needs in terms of physical, emotional and intellectual growth. KIDDIES OXFORD also believes in providing a safe learning environment and educating the kids to live in an abuse free environment through I-Safe program which is an intrinsic part of the curriculum.
KIDDIES OXFORD has thus incorporated best practices from several early childhood philosophies in crafting its curriculum drawing especially from Froebel’s kindergarten approach, pragmatic approach by Dewey and developmentally appropriate models in devising comprehensive solution.
The curriculum emphasises the key areas of development in the child through 5-Fold Approach along with Dr. Howard Gardner’s theory of Multiple Intelligences.
KIDDIES OXFORD focuses on the holistic development of a child through 5 Fold Approach.
- Development of senso- motor skills emphasises on the gross motor development, fine motor development, sensory development.
- Creativity development is emphasised through music, role play sessions and visual art.
- Personality development is emphasised through problem solving aptitude, decision making skills andsocial skills.
- Cognitive development is emphasised through development of numeracy skills and reasoning aptitude.
- Language development is emphasised through vocabulary development, expression, phonology and ability to read.


If you gave up the clarinet in grade school, don’t worry. Those precious years of musical training still did your brain a favor.
Brains change with age, and these changes can sometimes interfere with our hearing, which in turn impacts how we respond to speech. But new research shows that being a musician — even by the loosest definition of the word — can curb cognitive declines. A new study from researchers at Northwestern University, published in the Journal of Neuroscience connected music lessons in childhood to the way the brain responded to speech later in life.
The researchers asked 44 adults between the ages of 55 to 76 about any musical instruments they played as children, and studied the electrical activity in their brains as they listened to the synthesized syllable, “da.” The scientists focused their attention on the auditory brain stem, the area that processes sensory and cognitive information. And they found that the longer a person played an instrument during childhood, the faster their brains were able to respond to sounds. This was true even though none of the participates had picked up an instrument in almost 40 years. Recognizing speech is a good indicator of cognitive ability, since picking out speech from background noise with relatively little effort is important for daily functioning.
The participants who had four to 14 years of musical training had a millisecond faster response compared to those who had no musical training. A millisecond may seem hardly notable, but the brain is so sensitive to timing, that the difference matters. This means older adults may have slower responses to sounds that change quickly, which means they can’t always understand what people are saying to them.
So even if you weren’t a musical prodigy, those hours spent practicing weren’t a total waste. “This study suggests the importance of music education for children today and for healthy aging decades from now. The fact that musical training in childhood affected the timing of the response to speech in older adults in our study is especially telling because neural timing is the first to go in the aging adult,” said the study’s lead author Nina Kraus in a statement.


Numeracy at BODA
All staff in all schools are responsible for numeracy skills.
This booklet concerns itself with the mechanisms, processes, methods and working associated with each Numeracy Outcome at levels 2, 3 and 4.
The entries in this booklet identify most the experiences and outcomes that the majority of pupils should have achieved by the end of the stated level.
The strategies used in this booklet are not the only ones that can be used. They are just a suggestion and illustrate a method that every pupil will have been shown in their maths class. Use of other, valid methods is perfectly acceptable.
Please click on the following link to take you straight to the Numeracy Booklet. Numeracy Booklet
Or alternatively download a PDF copy here. CfE BoDA NUMERACY booklet v4.1


TAT SECONDARY / HIGHER SECONDARY Khali Jagya Mahiti Mangvama Avi
www.dtparmargujarat.com is an educational website and it provides you the most important information regarding education news recruitment etc.so visit regularly www.dtparmargujarat.com.
Secondary education in India begins after eight years of elementary education and is divided into two years of secondary education (classes IX and X) and two years of senior secondary education (classes XI and XII).
At the end of the secondary phase (class X), students take a set of externally administered examinations from either a state or national (All-India) examination board. Students who pass the secondary examinations earn a certificate usually called the Secondary School Certificate or SSC. These students are eligible for senior secondary school.
After two years of senior secondary school, students are again examined by their school’s affiliated board and, if successful, awarded the Higher Secondary (School) Certificate (HSC / HSSC). There are also examinations administered internally by individual secondary schools at the end of class XI.
There are a total of 31 state examination boards and three national boards. Secondary schools are affiliated to either the state board relevant to their location or one of the national boards:
Central Board of Secondary Education Board (CBSE)
Council for the Indian School Certificate Examination (CISCE)
National Institute of Open Schooling Board (NIOS)
State Government Boards
See ‘Further information’ section for a full list of national and state education boards.
The overall number of students taking the Standard XII (HSC) Examination in 2014 - 15 was almost 11.42 million. Over 88 % of those students took state boards with just 11.93 % taking either the Central Board of Secondary Education (CBSE), Council for the Indian School Certificate Examinations (CISCE) and NIOS exams.
Students who pass the HSC examinations are eligible for university admissions.
Higher Secondary Certificates may also be known as:
Higher / Senior School Certificate / Examination (most state boards)


Margaret Taylor-Burroughs was an American visual artist, writer, poet, educator, and arts organizer. She is widely recognized as the co-founder of the Ebony Museum of Chicago, now the DuSable Museum of African American History.
Burroughs was born as Victoria Margaret Taylor on November 1, 1915, in St. Rose, Louisiana. Her father worked as a farmer and laborer at a railroad warehouse, and her mother was a domestic. At the age of five, her family moved to Chicago, where she attended Englewood High School along with famous poet Gwendolyn Brooks. The two joined the NAACP Youth Council.
In 1946, Taylor-Burroughs earned a Bachelor of Arts degree in Art Education from the School of the Art Institute of Chicago, where she also earned her Master of Arts degree in 1948. Taylor-Burroughs spent time in the classroom after receiving her degree. She taught at DuSable High School in Chicago from 1946 to 1969, and from 1969 to 1979, she was a professor at Kennedy-King College. She later taught African American Art and Culture at Elmhurst College.
Taylor-Burroughs also served as the Chicago Park District Commissioner, a position she held until 2010.
She along with her husband co-founded what is now the DuSable Museum of African-American History in Chicago in 1961. It was originally known as the Ebony Museum of Negro History and Art. Burroughs served as Executive Director until she retired in 1985, and was then named Director Emeritus, remaining active in the museum’s operations and fundraising efforts.
She also created many of her own works of art. In one of Burroughs’ linocuts, Birthday Party, both black and white children are seen celebrating. Her art themes often consisted of history, family, and community life.
Taylor-Burroughs was awarded various accolades throughout her career, such as the Paul Robeson Award in 1989. In 2010, she was granted The Legends and Legacy Award, a program of the Leadership Advisory Committee of the Art Institute of Chicago. In 2015, she was inducted into the Chicago Literary Hall of Fame.
Margaret Taylor-Burroughs died on November 21, 2010, she was 95.


- View the Getting Ready for Kindergarten brochure (PDF)
- Preparándonos Para el Kinder (PDF)
- View the Cruising the Kindergarten Curriculum handout for 2021 (PDF)
- Vea el folleto del plan de estudios de Kinder para 2021 "Cruising the Kindergarten Curriculum" (PDF)
- Watch our Cruising the Kindergarten Curriculum video presentation
The kindergarten curriculum is consistent across the entire district and provides a road map for all educators as they plan to teach what students need to know and do. The ultimate goal is to assess each student’s individual strengths and needs and teach for growth and success.
The kindergarten curriculum provides a solid foundation of basic skills and learning experiences students need. Children progress in their ability:
- to read and write;
- to understand and develop number concepts and math problem-solving skills;
- to experience hands-on science learning and concepts for healthy living; and
- to gain a better understanding of the world through social studies exploration.
The kindergarten day is active with rich experiences through music, art, and physical education. Each school’s library media center program introduces students to the world of information and the joy of learning through books and technology. Students develop positive habits and routines as they interact with others throughout the day.
- Family Guide to English Language Arts (PDF)
- Kindergarten English language arts standards (PDF)
- Kindergarten general music standards (PDF)
- Kindergarten health curriculum (PDF)
- Kindergarten library curriculum (PDF)
- Kindergarten math standards (PDF)
- Kindergarten physical education curriculum (PDF)
- Kindergarten science curriculum (PDF)
- Kindergarten social studies curriculum (PDF)
- Kindergarten visual arts standards (PDF)


Reading Foundations for Emergent and Early Readers
(Grades PreK-2) / Flex Course
PDI Course Number: 82T02 / UCSD Course Number: EDUC41676
Do you ever wonder what you can do to help young students gain a better foundation in reading? This online course is designed for teachers in grades PreK-2 who want to build a solid foundation in reading for each of their students from the very beginning. Information on the building blocks of reading is shared together with specific strategies for incorporating these foundational skills into everyday practice. Teachers will gain a solid understanding of such concepts as phonemic awareness, phonics, decoding, sight words, vocabulary, and fluency, just to name a few. Teachers will also learn assessment strategies such as retelling and asking students to answer questions using textual evidence. Finally, teachers will also learn how to help their students choose “just right” books for their individual reading levels. By the end of this course, teachers will more fully understand how to best help their students with learning how to read and will have gained valuable classroom ideas to incorporate these skills into their everyday teaching. This course is worth 3 ⅓ semester units/5 quarter units (50 hours of training) from UC San Diego Extension. For detailed information on university credit, click here.
"I thought the content and resources from this course were amazing. I will be incorporating many new strategies into my instruction." - Tamara Moskowitz
Only $127 with the discount
Course with Credit from UCSD Extension
Only $323 with the discount
This course is worth 3 ⅓ semester units or 5 quarter units of graduate-level credit from UC San Diego.
You have up to one year from the date you are enrolled to complete a flex course.
Required Resource Book
This course has a modestly-priced required resource book (available in both new and used versions) that can be purchased through Amazon using the following link. Note that you can begin and participate in your course before the book arrives.
Know Better, Do Better: Teaching the Foundations so Every Child Can Read by Meredith Liben and David Liben
If you are registering for multiple courses, use the following link to access the book list for all PDI courses with direct purchase links through Amazon. PDI Course Resource Book List
- Overview of the Common Core State Standards for English Language Arts
- Concepts of Print
- Phonological/Phonemic Awareness
- Assignment #1: Write an autobiography
- Test #1
- Spelling and Word Families
- Decoding Strategies
- Assignment #2: Article reflection
- Test #2
- Sight Words
- Text Types and "Just Right" Books for Emergent Readers
- Assignment #3: Share your expertise
- Test #3
- Building Vocabulary
- Genre Matters: Balancing Types of Text
- Writing with Reading in Mind
- Test #4
- Making the Most Out of Read Alouds
- Asking and Answering Questions with Evidence
- Effective Story Retells
- Test #5
- Comparing and Contrasting
- Features of Nonfiction Texts
- Making Connections
- Assignment #4: Create lesson plans based on the scenarios presented in the course
- Assignment #5: Reading/Learning Log (Based on required resource book)
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Grade Level: K-12
Art is a powerful vector that can transcend barriers – it can help scientists meet people where they are and tell relatable and impacting stories that move minds. With the Conservation + Comics program, we provide a distinct experience for youth in the greater San Diego area. In our two-part program, students will first be guided through a thematic nature exploration of the park, then our art education partners will lead the students in an innovative way to tell scientific stories – through comics and other modern modalities. With the Conservation + Comics platform, our hope is to provide students with an opportunity for exploration and deeper dialogue into science and nature.
All in person programs have been suspended indefinitely, however this program is available virtually.
Contact Science Educator Samantha Wynns: e-mail us
Last updated: January 1, 2021


I have always been of the mindset that it’s important to use formal names for things with children. They’re capable of learning them and it can continue to strengthen their vocabulary skills in other ways. In most aspects of my day, I stay true to this philosophy. I use “schema” with my students; I explicitly teach comprehension strategies and expect students to use their formal names. I teach content vocabulary and expect students to use them correctly.
The one time I diverge from this way of thinking is with phonics. It’s so incredibly difficult for kids to learn the different phonetic combinations thrown at them in texts and in isolation. Not to mention, English is incredibly complicated and has several different sounds for the same combination of letters, and rules about rules not working. It’s incredibly difficult for students to master them all, not to mention their formal names. Plus, how many adults know the difference between a digraph or a diphthong? I can tell you from my experience only teachers and other educational roles know these terms, and even then, there are many, many who do not know them or confuse them. While there are some things I continue to teach my students explicitly (open and closed syllables for example), I focus my time and energy on students learning the letter-sound combinations and applying them independently in both reading and writing.
One of the ways I try and help students master letter-sound combinations are through catchy word chunks terms that help them learn and remember them. I learned these when I was student teaching in first grade and have used them ever since (currently 13 years later!), though I’ve changed a few of them a bit over the years. I’ve used these word chunks terms more intentionally with my intervention students who need something else to hold on to in learning phonics. But, I’ve also used these word chunks terms during my whole class phonics instruction in both first and second grades. For many of these we box the chunk and draw something to help us remember it. You can download the phonics reference sheet by clicking on the image below.


Some of the many challenges we face educating learners in maths and numeracy include how we can encourage them to see their world through mathematical lenses and to use their mathematical knowledge to deal with work and other life challenges.
Whether you are working, shopping, following medical instructions, making decisions about financial matters, or understanding the implications of something like, say, gambling, good numeracy skills are required in order to make informed decisions.
The results of Australia’s mathematical literacy and numeracy performance in the 2012 Program for International Student Assessment (PISA) were released late in 2013. The assessment, which focused on the competencies of 15-year-old students in close to 70 countries, made major headlines across Australia, with the results showing:
- Australian student performance in mathematics has declined in absolute terms compared with PISA 2003;
- Australian students have slipped relative to other countries;
- More Australian students are performing at the lowest levels, fewer performing at the highest levels; and
- There is a wider gap for girls, and for Indigenous students.
The results in maths show that 44 per cent of the students tested do not meet the baseline identified in ACARA’s Measurement Framework for Schooling in Australia 2012 (2013); which outlines a ‘challenging but reasonable expectation of student achievement at a year level, with students needing to demonstrate more than the elementary skills expected at this level.’
As someone who knows all of the maths questions asked in the survey, the results, no matter how you read them, demonstrate unequivocally that a significant number of 15-year-old Australians do not have access to sufficient numeracy and mathematical skills to be able to cope equitably with life in the 21st Century and are, potentially, disempowered.
Research based on related international adult surveys like the Programme for International Assessment of Adult Competencies (PIAAC) demonstrates that, for the vast majority of adults, low levels of literacy and numeracy have a negative impact on their social and economic future.
Lynn A. Steen, probably the most articulate spokesperson for 'Quantitative Literacy', states that ‘... numeracy is not the same as mathematics, nor is it an alternative to mathematics. Today's students need both mathematics and numeracy. Whereas mathematics asks students to rise above context, quantitative literacy is anchored in real data that reflect engagement with life's diverse contexts and situations.’
So, what will it take to increase our students’ experience grappling with real-world situations and problems involving mathematics?
Further articles in Teacher will continue this discussion, with more reflections and lessons from these international assessments and the implications for the teaching and learning of both mathematics and numeracy.
Australian Curriculum, Assessment and Reporting Authority (2013). Measurement Framework for Schooling in Australia. Retrieved June 19 2014 from http://www.acara.edu.au/verve/_resources/Measurement_Framework_for_Schooling_in_Australia_2012.pdf (PDF, 265KB)


Born: 25 April 1760, Springfield, Massachusetts
Died: 24 December 1842, Glendale, Hamilton County, Ohio
Biography Lucius Chapin was a music teacher and composer in Virginia and Kentucky. He served in the Continental Army during the Revolutionary War. He was Amzi Chapin's older brother. (No Wikipedia link as yet). See Chapin brothers for list of works attributed to Lucius Chapin or his brother Amzi Chapin.
Works available at CPDL
1. LISTED BY TITLE
2. LISTED BY FIRST LINE
Click here to search for this composer on CPDL
- Hamm, Charles. 1960. The Chapins and Sacred Music in the South and West. Journal of Research in Music Education 8(2):91-98.
- Scholten, James W. 1976. Lucius Chapin: A New England Singing Master on the Frontier. Contributions to Music Education (Ohio Music Education Association) No. 4, pp. 64-76.
- Steel, David Warren, and Richard H. Hulan. 2010. The Makers of the Sacred Harp. Urbana, Illinois: University of Illinois Press. 322 pp.
add web links here


EduXs: multilayer educational services platforms
Computers & Education Volume 41, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
How to use the online social learning communities to improve quality and quantity of interactions in physical social learning communities is an important issue. This work describes the design and implementation of multilayer educational services platforms that enable learners to establish their own online social learning communities and integrate their online social learning communities into a large public social learning portal site—EduCities. Multilayer educational services platforms were designed to integrate various individual online social learning communities, and to map these communities into physical social learning communities. This work proposes and implements an architecture called EduXs, and integrates it with K-12 social learning communities. One year after the EduXs system was released on the Internet, 1,849 schools, 15,772 classes, and 130,908 individuals in Taiwan had registered to use the system to construct their own online social learning communities. Among these registered users, 18.8% of registered schools, and 24.7% of registered classes continue to use the system. Evaluation results indicate that the system is accepted by teachers and students.
Chang, L.J., Yang, J.C., Deng, Y.C. & Chan, T.W. (2003). EduXs: multilayer educational services platforms. Computers & Education, 41(1), 1-18. Elsevier Ltd.
- architectures for educational technology system
- computer mediated communication
- Computer Uses in Education
- Cooperative learning
- Distributed learning environments
- elementary education
- Elementary Secondary Education
- Foreign Countries
- improving classroom teaching
- Information Networks
- learning communities
- social networks


Key Stage 3 Pathway – Years 7, 8, 9
English is essential for communication at all levels and therefore we emphasise that all of our students achieve a high level of literacy. English lessons are separated in three broad areas: Speaking & Listening, Reading and Writing. These are taught as part of integrated courses at Key Stage 3, and we encourage all our students to undertake qualification in English.
Maths like Literacy is a basic skill which is required for all future success. We are passionate about increasing Numeracy skills and abilities for all out students and actively promote gaining qualifications in Mathematics/Numeracy. At Key Stage 3 student learn how to solve problems involving numbers, algebra, shape, space, measures and data handling.
Understanding science is crucial in being able to make everyday health and safety decisions; whether it’s knowing what’s in the food we eat, how exercise affects our mind and body or how we contribute to the environment. At Key Stage 3, we look at all aspects of the biological, chemical and physical world that relates to some very exciting questions about the environment and us. All Academus students are required to follow a programme of core sciences.
History is a key to understanding the modern world and making decisions about a future world. This wide ranging course covers all the required elements of the National Curriculum and includes topics such as Medieval Britain, The Making Of The United kingdom, The Slave Trade, The World Wars and The Holocaust.
Information Communication Technology (ICT)
ICT is part of everything we do in the modern world; it is as important as being able to use a pen to write. Academus is a virtual School, and we expect all students to be able to use ICT in every subject effectively. We follow the National Curriculum and encourage students to obtain a GCSE equivalent in ICT by the end of Year 9/10.
Personal, Social and Health Education (PSHE) is delivered to all course groups to promote citizenship as well as a sound knowledge of social and health issues affecting young people. This is a core subject mainly delivered under the guidance of the Form Tutor.


Kindergarten-The Matching Game 2
Using ScratchJr, the students worked to create an animated matching game. Choosing 3 animals from ScratchJr, the students drew their game plan in their Launch Logs, then moved to the iPads. The students chose either the "green flag" or "touch" triggers to move the animals to the first letter of the animals' name. This project reinforces the importance of giving program commands in the correct sequence.
1st Grade-Scratch and the Butterfly 1
To learn how sequential programming and trigger blocks work in ScratchJr, the students played a game where each person on the team gets a piece of paper showing a program made out of ScratchJr blocks. Each student had a different trigger block to start the next student's program.
2nd Grade-Moving with Math 2
Building on the skills learned in the last cycle, the students created an animation in ScratchJr that included 2 farm animals and a barn. The students chose the trigger (green flag or tap) to move the animals to the barn and then made the animals disappear into the barn. The students used the grid again to determine how many pixels the animals needed to move to get to the barn and answered questions about the process in their Launch Logs.
3rd Grade-Code Sketches 1
Now that students have an understanding of basic programming, they used the iPad app Hopscotch to program actors to draw shapes. The students learned how to add an actor, draw a line, use loops and functions to make the program efficient. After completing a basic square, students were challenged to use repeating squares to create colorful patterns.
4th Grade-The Body's Computer 2
In this cycle students completed their clay models of the brain adding labels that named each part of the brain and described the functions that each part controls.
5A & 5B-Organizing the Kits
To better understand and learn the names of the pieces and parts of the robotics kits, the students organized the kits. All of the parts were separated into bags and batteries were installed. In the next cycle we begin to build!
5C & 5D-Information Highway 2
After learning about binary code during our last cycle, the students learned how computers store images. They created their own pixel pictures, wrote the code for the images and then passed the code to another student who then duplicated the image.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.