Giving your child the best in life is something we all aspire to do; best home, best food, best upbringing, best education. It’s easy to provide all of these things with a little elbow grease and a lot of dedication and time, but when it comes to education, the costs can really add up.
It starts early with educational toys; talking games, blinking lights, expensive apps, and flash cards that all promise to help prepare your children for a brighter future. The jury is out on whether or not children actually gain any advantage when it comes to these types of toys. You don’t fancy toys – many studies have shown that simple toys help children with spatial awareness, early mathematic skills, counting, pre-literacy, and emotional regulation.
So, here’s how to figure out what’s really educational and/or useful, and our suggestions for how to get the biggest bang for your buck.
How do you decide?
First things first, pick toys of quality construction. You’re not going to get a lot of learning done with toys that break with regular use. A toy should be made with good quality fastenings, and have a bit of weight to it. If it lights up, talks, or needs batteries, leave it on the shelf. Toys that give feedback not only take away from your child’s imagination, they becoming unbelievably annoying about 10 minutes after you open the package.
Puzzle it out
Puzzles help developing minds with pre-literacy skills as well as spatial awareness. The area in the brain responsible for helping you recognize which shapes fit where is the same area of the brain responsible for distinguishing between similarly shaped letters, such as b and d, p and q, a and o.
Puzzles also come in a variety of sizes and difficulties, making them a great skill-building toy for years to come. A simple puzzle is a great beginner item because your child can complete it in a variety of ways.
Having fun with a sensory board
Many children are sensory learners, which means that their brains absorb more information when they are able to touch, smell, and experience an idea or concept. With a simple sensory board, children are able to practice letters, numbers, and other fine motor skills with the added sensation of feeling the sand or salt as well as watching the shape of the sand or salt change as they run their fingers through it. A sensory board can be purchased or made at home with a small crate and some fine grain salt.
Don’t forget the abacus!
The workhorse of the educational toy aisle, an abacus is a child’s best friend when it comes to counting, addition, subtraction, multiplication and division. You will be hard pressed to find a simpler toy that can achieve the workload of the abacus.
Start small – play a simple game with the abacus. When it’s your turn, you say a number, such as 42, and the child “makes” it or shows it on the abacus. Then the child says a number for you and you show it on the abacus. Continue taking turns like this. Increase the challenge when your child is ready.
Another method is to choose (for example) 6 beads on one wire and 8 on the next one. You can show how the 5 and 5 on those two wires makes 10, and some are left over. The possibilities are endless — an abacus is yet another toy that will grow with your child.
Providing your child with educational toys doesn’t have to cost you an arm and a leg. A rock thrown across a pond, a doll lovingly cared for, even cutting fruit for a Sunday breakfast are all wonderful learning opportunities for children that build foundational skills to last a lifetime. Enjoying time together is the most important thing for your child, everything else will fall into place with time and practice.


Programs and Services
The Partnerships in Education Program (PIE), is a district-sponsored effort to form collaborative arrangements between schools and organizations, such as businesses, government agencies and military commands, as well as service, educational and cultural community organizations. Established in 1982, partnerships focus on human resources rather than the donation of funds. To get involved, speak with your principal.
The San Diego Unified School District Choice Program provides students with the opportunity to attend a school other than their neighborhood school. The school choice program allows students to apply to any school within the San Diego Unified School District, with the exception of Magnet Schools. Read more »
District Literacy Framework
All students, grades K-5, participate in the district-wide literacy program. Three hours of the day are dedicated to literacy development through a balanced approach of reading, writing, and word study instruction.
Gift and Talented Education (GATE) is a California Program which provides challenging curriculum and instruction to identified students. Students are identified by district psychologists who administer tests to all 2nd graders and students who are new to our school in grades 3, 4 and 5. The results determine placement in the GATE program for the following year and through grade 12.
GATE cluster classes contain groupings of gifted and high-achieving students in a classroom with a GATE certified teacher. GATE funds are used to design and deliver supplemental differentiated programs. Read more »
A district-sponsored program brings an instrumental music instructor to the school twice a week to give lessons to interested 4th and 5th grade students. Read more »
We are proud to have a school library containing a wonderful collection of fiction, non-fiction and reference materials. The library provides resources to teachers and parents, and teaches students library and research skills.
Every classroom participates an outstanding physical education program. While actively participating in age appropriate physical activities, students are taught sportsmanship skills.
San Diego Police Department Programs
Our SDPD officer will visit all classrooms to deliver a program regarding child safety. At the lower grades the program addresses proper emergency procedures, stranger danger and bullying. At grade 5, topics also include the harmful effects of alcohol, tobacco and drugs.
Voluntary Ethnic Enrollment Program
Voluntary Ethnic Enrollment Program. (VEEP) Families voluntarily choose to have their children attend Bird Rock Elementary instead of their local, neighborhood school. Our partner school communities are: Brooklyn, Carver, Darnall, Euclid, Jackson, Kimbrough and King. Read more »
Special Education and Supportive Services
Parents may request that a district psychologist and resource specialist evaluate their child for learning disabilities. Requests are to be made to the principal. The IST (Instructional Study Team) meets with parent(s)/guardian(s) to determine the appropriateness of the request. Read more »
The learning disabilities resource teacher serves as a member of the Instructional Study Team to assess the academic needs of students. If students qualify, a program is designed to meet their needs.
The school psychologist serves as a member of the Instructional Study Team to assess the academic and emotional/behavioral needs of students recommended by their classroom teacher.
The district counselor assesses emotional and behavioral issues of children and how they impact their attainment of educational goals. He/she may see students in a small group setting or individually on a short-term basis.
Speech and Language Specialist
The speech and language specialist assesses children who require additional support in developing communication skills appropriate to their ability/age level. If the student qualifies, the speech and language pathologist creates an individualized program for the student and provides the needed support.


Greta is a working artist and is currently attending school for art education. This is her first semester working with Art Sphere. Her goal is to inspire her students to learn about the world through art, and express themselves freely.
This project teaches kids about different types of line and complementary colors through creating optical illusions.
Greta was the author of this lesson.
Grade level was kindergarten-5th grade.
For vocabulary Greta’s class used words like: cool colors, warm colors, complementary colors, intersecting line, cross hatching, 3D, optical illusion.
Materials included markers and construction paper.
First introduce the lesson, discuss what an optical illusion is and how you can get this effect using line and complementary colors. Show some examples. Second, Pass out materials. Third, tell each child to choose one dark color (black, brown, navy blue) to draw the line work and to choose a warm and cool color marker for the shading. Fourth, start creating! Have the students draw a large heart, taking up most of their paper. Next have them draw intersecting lines from one side of their paper to the other side, making sure the lines pass through the heart. After this they can pick up the cool color marker and start filling in every other shape that their lines have created. Once they are finished, do the same thing with the warm color.
Looking into the further meaning of this project, one could discuss how life can be an optical illusion and things are not always as they appear.
Breaking the students up into tables and then giving them more individual instruction seemed to help the class flow very smoothly. This allowed the students to move at their own pace. Adding in additional cross hatching marks helped even push that 3D look and gave their projects more depth.


In early 2019, elementary students at our partner school, Big Spring School District, had the opportunity to attend a club to learn engineering design using TinkerCad and to have exposure to 3D printing. The club met two days a week after school for a period of eight weeks. The idea came about as a spin-off from activities explored during the school’s weekly Genius Hour. When the Principal at Oak Flat Elementary asked for Questeq’s help to facilitate the club we were eager to get involved. The club leadership consisted of Mike Fronk, Questeq Infrastructure Engineer, Becky Coulson, Teacher, Mary Hunt, Elementary Education Technologist, and Rob Krepps, Questeq Technology Director.
During the first week of the club we helped each student create a TinkerCad account and introduced the program’s basic operation and tools.
We learned early on that most of the students wanted to jump ahead with their many ideas for projects. We challenged them to keep the printing process in mind during the design sessions, as well as cutting complex designs into printable objects so they would lay flat on the TinkerCad Workplane. In addition, they needed to convert millimeters to inches to figure out the size of the object. The students played an online quiz game to test their knowledge and skills about TinkerCad and to reinforce everything they learned during earlier club meetings.
One of the projects involved designing balloon powered cars. The students in each team designed a set of wheels and a car body. The winning designs were printed and used to construct the car, with a team designed engine. The students were able to decide where they wanted to attach the engine and how small or large to make the exhaust hole. In between club sessions, we printed the components and during club time the students assembled the cars, tested, and made changes to the design. The grand finale for the car design project was a competition to see which car traveled the farthest.
Overall the club was a big success. The students were engaged, had fun, and, most importantly, had the opportunity to learn something new and possibly develop a passion for engineering.
– Robert Krepps, Questeq Technology Director @ Big Spring School District


What do Google Search and Taylor Swift’s hit single “Blank Space” have in common? This isn’t a joke — but the fact that it sounds like one illustrates a cultural misunderstanding of software and modern music.
In the 1970s, when the computer industry started growing, many companies hired musicians to train as programmers. They believed that candidates with training and aptitude in music would learn programming more quickly. Music is still well represented in programming culture. Growing software companies often dedicate a band room before establishing something more universal like a gym or a day care center.
Talented programmers are called “rock stars,” and a surprising number of programmers have studied music or are amateur musicians. Personally, I’m in two musical groups with co-workers at Twitter. Even programmers who don’t play often listen to music while they work to help them focus.
The connection between music and programming works in the other direction, too. While writing this, I skimmed Spotify’s “U.S. Top 50” playlist. In 40 of the 50 songs, I could hear digitally sequenced instrumentation. Sequenced parts are performed in software: The music is created on a computer and written directly to audio files without an intermediary step of amplification and recording. It feels fair to me to say that sequenced music is software.
Those who study music learn patterns: arpeggios, cadences, the blues form, etc. Then they create something larger using those patterns, often visualizing the work through music notation.
Programming is similar, except the patterns are things like “arrays” and “callbacks,” and the notation is code. There is no procedure for writing a sonata or a search engine: It’s a creative process that leverages exploration and experimentation. Both subjects have some theory, but what makes a great musician or programmer is largely good abstract reasoning and intuition for their field. Those skills are developed through practice more than study, and good music and computer science educators will tell you: “You have to do it before you’ll understand it.”
Comparing the skills necessary for music and programming illustrates the fact that music education provides more value than simply entertainment. Music requires abstract thinking, creativity and diligence. Learning and practicing music are pleasurable and approachable ways to develop those skills. Music is something kids can relate to and enjoy. Computer science is harder to appreciate.
I grew up playing music, and I continue to explore it at the San Francisco Community Music Center in the Mission District, where students of all ages and financial means study together. Time will tell whether those students will choose to perform as professional musicians or as creative professionals.
As the global economy continues to rely more on computers and technology, the skills necessary to work with — and reason about — software become more important. I look forward to teaching my children those skills, in part through music. Playing music with friends and family is a joyous and nurturing activity that has great value for personal development.
Maybe there’s more to having Swift’s latest hit track stuck in your head than you think.
John Boggs is a software engineer at Twitter and a student at Community Music Center. To comment, submit your letter to the editor at www.sfgate.com/submissions.
To listen to a sample of John Boggs’ music, go to http://sfchron.cl/1Qtosom. He wrote, played and recorded “Ice Flats.”


What is Taking Off With Numeracy?
Taking Off With Numeracy (TOWN)
Taking Off With Numeracy (TOWN) is a whole-class intervention initiative which focuses on improving numeracy skills of students in the upper primary years identified as not performing at expected stage level. The initiative provides ongoing professional learning over the school year to assist teachers to assess each student’s current numeracy understanding and to monitor student progress against a research-based framework. Beyond this, the program aims to provide explicit guidance in designing whole class teaching programs to further develop each student’s numeracy understanding. Emphasis is given to the teaching sequence related to developing Place Value, as it underpins the four operations and decimals, as well as important concepts in measurement. Focus is also given to the teaching of Multiplication and Division concepts.
Outline of TOWN
- Taking Off With Numeracy uses a phased implementation model.
- School teams will identify some or all of Stage 2 and Stage 3 teachers to participate, one of whom will be team leader and will coordinate the initiative within the school and facilitate local discussion.
- The school TOWN team will participate in an introductory professional learning led by a TOWN Lead Trainer.
- It is anticipated that each teacher may require approximately one day's release to go assess students as part of phase one.
- Phase 2 professional learning sessions will be scheduled after school hours. There are six sessions each of two hours duration. All team members are expected to attend each session and complete between-module tasks.
- Schools will develop an implementation action plan for Phase 1, Phase 2 and for sustaining the program initiative.
TOWN Phase 1
TOWN Phase 1 provides site-based professional learning for participating teachers, coordinated by a school team leader and led by a TOWN Lead Trainer. Resources, including assessment materials (at a cost to the school) are provided to assist schools in conducting self-paced professional learning sessions. The focus for Phase 1 is on teachers developing a strong understanding of the numeracy continuum and on completing an assessment process in order to determine where each student is having difficulties. The duration of Phase 1 is one term.
TOWN Phase 2
Participating schools are supported to implement TOWN Phase 2 through the delivery of six professional learning modules face-to-face, via video conference or other ICT modes. Participating teachers will have access to the TOWN website which provides resources, including classroom teaching materials and presentations, to support the professional learning in each module.


Cross Middle School - Class information
Language Arts-Reading/Writing Prentice Hall Literature
OUR CLASS PERIOD WILL INCLUDE LESSONS BASED ON THE 6TH GRADE STANDARDS:
- Analyzing short stories/Literary Elements/Outside Reading
- Reading comprehension strategies
- Discussion, collaboration, journaling with novels
- Elements of Poetry
- Vocabulary/Greek and Latin stems
- Daily Warm Up - spiral learning
- Writing using the 6 Traits and the Writing Process
REQUIRED OUTSIDE READING
There are two options for outside reading:
- Students can do the required reading time of a minimum of 1 hour a week and complete a reading log that is due with a parent’s signature every month. This is worth up to 80 points out of 100.
- Students can read an entire chapter book at their reading level (150 pages minimum, if less, must be approved by teacher) and complete both the reading log and a parent interview form/genre sheet. This is worth up to 100 points out of 100.
- Homework is expected to be turned in ON TIME, late work it not accepted.
- Students are expected to go to the absent folder when they return to see the bellwork, classwork and homework that was missed. That is also where they will get any handouts that were passed out that day.
- Remind App - rmd.at/kbuckwa or text @kbuckwa to 81010 -- BEST WAY to get in touch with me
- By email - firstname.lastname@example.org (I will check my email at the beginning and end of each day)
- Website will be updated weekly with upcoming assignments and information
- By phone - 696-5964 for classroom (I do not answer my phone during teaching time, if you MUST speak to someone call 696-5920 for office)
Goals for our Classroom
- Work hard and do our very best
- Practice INTEGRITY
- Achieve academically and be quality citizens with outstanding character
- Be respectful
- Be responsible
- Be organized


by Michael Leppert
For ages 5-9 or 10-15
Anglo-Saxon England, MesoAmerica, China, Athens, Egypt, India
What child would not want to “visit” these exotic and significant locations and be steeped in their past? History Unboxed makes it possible, all from the comfort of your classroom. Each box contains materials to create arts & crafts, illustrated texts, projects to do – all centered on a specific place and period of time and with an affordable price tag. Here is a glimpse into some of the projects and activities of History Unboxed:
The Anglo-Saxon Box contains: Instructions to assemble and decorate an Anglo-Saxon shield; read an excerpt from Beowulf; play with Trading Cards featuring Anglo-Saxon gods; color an ancient A-S village and other projects to truly allow your students to “breathe the air” of these early Europeans who play such a significant role in our own world.
The Athens Box contains: Instructions to make Attic Black pottery; learning some of Plato’s famous statements; listen to a CD of Greek Myths; color the Parthenon and more!
Each box contains the materials necessary to complete the projects, with the exception of perishable items, that have to be purchased separately. But the entire kit is ready to be used immediately.
Elizabeth Hauris is the originating mastermind behind History Unboxed – a brilliant history curriculum when used in conjunction with the online information offered to subscribers or an exciting supplement to engage students in the study of these places and historical periods. Elizabeth has many years of teaching experience and the idea for History Unboxed developed over time, as she tried to engage young children in learning history.
While Elizabeth had the first spark of the idea, History Unboxed is a team of people who are educators or artists and crafts creators. Stephanie is an eight-year veteran classroom teacher, with a Masters in Elementary Education and also has been a Montessori teacher. She does fact-checking of everything and develops creative content now, along with Elizabeth. Stephanie is also working on a new subscription line – an American History version, which is anticipated to be ready January, 2016, ideally. Then there are David and Matt, artist/illustrators with many years’ experience and finally, Ms. Brier Clough, an arts and crafts developer.
History Unboxed comes in two age-group versions – 5-9 and 10-15. The younger child version is meant to be used with an educator, while the older child kits are designed for self-directed learners and do not require constant supervision by a teacher.
The website for History Unboxed contains many more products and the team is developing new ones all of the time, so be sure to visit http://historyunboxed.com/ to see the entire world of History Unboxed. MjL


- This event has passed.
WI Workshop: CULTIVATING STRONGER READERS & WRITERS THROUGH EFFECTIVE PHONICS INSTRUCTION
October 23, 2019 @ 8:30 am - 3:30 pmFREE
Is your phonics instruction failing to develop strong readers & writers? Are you prepared to meet the foundational needs of all students, including those with dyslexia?
Join us as National Literacy Consultant Kimberli Kern takes a closer look at the key characteristics of effective phonics instruction and common causes of failure outlined in ILA’s latest position paper “Meeting the Challenges of Early Literacy Phonics Instruction.” Learn how to identify and implement next steps to fine-tune your instruction and maximize learning.
MORNING SESSION: Phonics Instruction in English
8:30 AM – 11:30 AM
In this session, attendees will:
• Incorporate the 8 Key Characteristics of strong phonics instruction
• Create multisensory pathways for students with dyslexia and striving readers
• Address the 10 Common Causes of Failure in phonics instruction
• Accelerate phonics development through authentic reading & writing practice
>>Lunch on your own<<
AFTERNOON WORKSHOP: Phonics Instruction in Spanish
12:30 PM – 3:30 PM
Spend the afternoon with NABE Leadership Award winner and biliteracy expert Silvia Dorta-Duque de Reyes as she illustrates how to leverage the connection between best practices in Spanish and English phonics instruction in order to promote cross-linguistic transfer and accelerate Spanish phonics learning!
Check-in will start at 8:00 a.m.
Coffee & pastries will be provided.
I’m interested in registering!


Toddler Play : An Exciting Time for Parents & Toddlers
Lead Teacher : Remena Ranjith
Because of children’s growing desire to be independent, this stage is often called the “terrible twos.” However, this can be an exciting time for parents and toddlers. Toddlers will experience huge thinking, learning, social, and emotional changes that will help them to explore their new world, and make sense of it.
During this stage, toddlers should be able to follow two- or three-step directions, sort objects by shape and color, imitate the actions of adults and playmates, and express a wide range of emotions. This is a time when children can start to learn the beginnings of self-control and how to relate to other people. In this period children can be encouraged to develop their social and mental skills by people to whom they have a positive attachment.
• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity6, and to make healthy choices in relation to food
• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities
• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology
- Circle time / Music and movement Rhymes / Show and tell / Vocabulary enrichment through reading and story time, rhythm and balance
- Literacy : Listening, speaking, reading and writing
- Numeracy : Number work, mathematical ideas and reasoning and problem solving
- Snack time : Time to share with friends
- World around us : Investigate and think about the world


English as a Second Language (ESL) programming
English as a Second Language (ESL) programming is available in elementary and secondary schools across the Halton District School Board. Students have the opportunity to develop age appropriate first-language literacy skills.
English Literacy Development (ELD) programming
English Literacy Development (ELD) programs are for students who are usually from countries where their education access has been limited and there has been little opportunity for them to develop language and literacy skills in any language.
Students typically arrive in Ontario schools with wide gaps in their education.
Elementary Schools (Kindergarten -Grade 8)
ESL teacher support is available in all HDSB elementary schools. English Language Learners (ELL) students attend their home school and an ESL teacher works with the classroom teacher to adapt programs for the student.
Secondary Schools (Grade 9-12)
The ELL program is a whole school approach where ELL students attend their home school full time and teachers collaborate to accommodate or modify their program.
There are two school models of the ELL program in secondary schools:
Students in the early stages of learning English are gathered together in a magnet school which serves students from the surrounding geographical area. The school contains an ESL and ELD department with qualified ESL/ELD teachers and offers a range of ESL and ELD credit courses. Other credit courses (such as Geography, History, Science, Civics, Careers Studies) are available and adapted to the needs of ESL learners.
The following schools have a Congregated school model: Burlington Central High School, Craig Kielburger Secondary School, T.A. Blakelock High School, White Oaks Secondary School
- Resource Support school model
When there are not enough students within a geographical area to sustain a Congregated school model, two credit support courses are offered based on student needs. A qualified ESL/ELD teacher provides regularly scheduled individual assistance on a resource basis.
The following schools have a Resource Support model: Gary Allan High School, Iroquois Ridge High School, Milton District High School, Robert Bateman High School, Dr. Frank J. Hayden Secondary School, Garth Webb Secondary School, Abbey Park High School
Types of support:
Intensive support - For ELL students with beginner English skills or with limited education
Partial support - For ELL students who have basic English skills and a foundation level of literacy
Tutorial support - Students who are enrolled in a full program of mainstream courses may receive tutorial support from a ESL or ELD resource teacher, subject teacher, or peer tutors.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
German cabinet maker, Henry Steinway, began making pianos out of his home. By the year 1853, Henry had moved to America, finished over 400 pianos, and started Steinway and Sons. By the early 1880s, Steinway and Sons would churn out around 60 patents changing the modern piano forever.
Steinway and Sons went on to apply the principles developed in the work "On Sensations and Tone" by physicist Hermann Von Helmholtz. This work paved the way for much of the piano innovations during the mid-to-late 19th century.
In 1932, Josef Hofmann requested a faster, more-responsive action in the keys. Steinway and Sons went on to patent and deliver the only accelerated action of any piano. Even today, Steinway and Sons is the only piano in the world that utilizes this tedious and time consuming technology in order to produce the world's greatest piano.
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


Warren County School District staff and representatives of area agencies learned about various ways to support efforts to make elementary classrooms in the district more trauma-informed this week.
Lynn Shultz, the district’s supervisor of elementary education, told those in attendance at Tuesday’s Forest/Warren Local Interagency Council (FWLICC) meeting that the focus this school year will be “bringing mental health awareness to the elementary level.”
Shultz introduced Kari Swanson to talk about ways to recognize the effects of trauma in students and effectively address it. Shultz told those gathered that Swanson has worked with the school district in promoting mental health awareness.
Swanson told those at the meeting that her day job is at Beacon Light (Behavioral Health Systems) and her passion is C.O.R.E. (Choosing Openness Regarding Experiences).
The goal of C.O.R.E. — working with the school district and beyond — has been to start a candid dialogue among those in the community who’ve struggled with self-destructive impulses and suicidal ideation.
Tuesday’s focus was on young children and trauma. “There’s no definition of trauma,” Swanson said. “My trauma is different from your trauma.” Where trauma was once thought of as related to catastrophic events, such as war, it’s now recognized as a result of many all-too-frequent causes, she said.
“Even little ones see and hear things. Kids are taking on a lot of adult issues,” she said. “We’re learning how a traumatic event can affect a child’s whole being.”
Swanson then talked about the importance of using a screening tool for ACEs. Adverse Childhood Experiences (ACEs) is the term used to describe all types of abuse, neglect, and other potentially traumatic experiences that occur to people under the age of 18.
Adverse Childhood Experiences have been linked to risky health behaviors, chronic health conditions, low life potential, and early death.
“ACEs help identify at-risk kids,” Swanson said. “Prevention and early intervention is key.”
After a bit of discussion about some of the challenges teachers encounter in the classroom, Swanson asked for some examples of what teachers have found helpful.
They talked about brain breaks, which basically consists of taking a time out from academic work to engage in another brief activity. Grounding techniques also serve to refocus children who may seem to be distracted by traumatic thoughts. “You can ask the kids to look around the room and think of five things they can see,” she said. “Ask them what in the room is red.”
Sensory (hands-on) activities also help to “regulate” how children feel, according to Swanson. Some teachers from Warren Area Elementary Center told Swanson that their students love the Sensory Hallway.
Swanson added that teepees or turtle shell closed-off areas work well to calm a child in a trauma state. “It allows them to be in a closed-off secure state,” she said. “Nobody is staring at them in the corner.”
Shultz told those at the meeting that the district will focus on building on trauma-informed classrooms and seek input from staff as the year progresses.


Transparent Reporting on Government's Progress
Target: The target for the Grade 3 Numeracy Assessment is at or above 75 per cent by 2024
The Grade 3 Numeracy Assessment is trending very slightly upward as we continue to move towards the target.
The Grade 3/4 Numeracy Assessment indicates percentage of students meeting expectations in at least three of the four sub-competencies in the Grade 3/4 Assessment in Numeracy (i.e., predicting elements in repeating patterns, understanding what equality represents, representing whole numbers to 100 in a variety of ways, and using mental mathematics strategies to determine answers to addition and subtraction questions to 18). The assessment measures students’ algebraic reasoning skills and number sense.
2017/18: 52.8 percent
2018/19: 53.3 percent
Numeracy skills are essential foundations towards better educational outcomes, economic well-being, and social inclusion. Monitoring this indicator is essential to ensure that government’s educational programs for children are working effectively in improving their foundational skills.
Established in January 2019, the independent K-12 Education Commission will provide recommendations to improve the K-12 education system in Manitoba. The commission’s report is expected to be released publicly in March 2020.
Learn more about how your government is tracking against its priorities.


ASU Electronic Theses and Dissertations
- 1 English
- 1 Public
Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education, however, surprisingly little research has explored how physical equipment design might influence novices' attitudes and beliefs. The current study addresses this gap by examining how novices' motivation and perception differ based on the physical design of the musical instrument they interact with while learning. Fifty-two adult participants completed an online survey measuring their expectancies (e.g., confidence), value beliefs (e.g., enjoyment, interest, and social merit), and anticipated persistence while attempting to learn the electric guitar. Afterward, …
- O'Brian, Joseph, Roscoe, Rod D, Branaghan, Russell J, et al.
- Created Date


Welcome to the Secondary Programme of RDG Public School.
The secondary school curriculum acknowledges the fact that subjects like language, mathematics, science and social studies help the cognitive development of the child and, therefore require a greater academic emphasis. It also envisions the all-round development of students in consonance with the holistic approach to education and therefore, emphasize integration of co-curricular domains with curricular activities in an equitable manner. In operational sense, the secondary curriculum is learner-centered with the school being a place where students would be acquiring various skills; building self-concept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, this curriculum encompasses seven major learning areas, from scholastic and co scholastic point of view-Languages (English, Marathi, Hindi, Sanskrit) Social Sciences , Mathematics ,Science ,Health and Physical Education ,Art Education.


Developed and reviewed regularly by a team of early childhood specialists, the Cherie Hearts curriculum gives children autonomy to inquire holistically while growing and learning with us in their preschool years.
Conducive Learning Environment
A child’s learning happens at many levels. In learning to think and thinking to learn, children acquire skills, knowledge, and abilities. They begin to understand about emotions, friendships and working in groups. Learning occurs when a child is meaningfully engaged while investigating something interesting, or when searching for answers and solutions to questions and problems encountered. This is the crucial learning approach adopted by Cherie Hearts.
Our curriculum determines that our environments not only facilitate but enhance learning. Our children appreciate their immediate environment because our Centres are thoughtfully-outfitted, conducive and inspiring. As early childhood specialists providing reliable care, we value the importance of maintaining safe, stable and healthy environments for our children at all times. Regular audits ensure that Cherie Hearts Centres maintain exemplary standards.
Children growing up in multi-cultural, cosmopolitan Singapore are exposed to different languages and are therefore encouraged to learn more than their mother tongue when socialising in their communities. Cherie Hearts supports the learning of dual languages through our developmentally-appropriate English-Chinese programme – aligned with MOE’s primary school curriculum.
The success of our bilingual approach stems from a professional team of specially-trained dedicated staff who inspire our children to embrace Chinese literature and culture through positively joyful experiences. Cherie Hearts Chinese programme educators focus on building strong interest in the language by first engaging our children in a variety of fun and interactive activities. Focusing on developing our children’s peer interaction in positive ways boosts their confidence to converse in Mandarin. This lays the foundation for them to develop other essential Chinese language skills such as penmanship, comprehension, analysis and interpretation through listening, reading and writing.
The Child Approach
Holistic growth of a child is what the Cherie Hearts’ five-fold PIESL approach aims to develop: Physical, Intellectual, Emotional, Social, and Language development; with focus on aesthetic and creative expression, social and emotional development, language and literacy, numeracy, motor skills development, and discovery of the world.
Lessons are carefully planned with the individual child’s progress in mind. Our programmes begin for infants at 2 months old, and advance all the way to kindergarten. A progressive-approach facilitates continuous learning as each lesson is built upon the previous one. Cherie Hearts educators are trained to ensure high standards and optimum delivery of the curriculum in every lesson.
Real life, Real themes
Our curriculum revolves around real-life situations that children can relate to, such as understanding the world with their senses, and for the older children – primary school readiness. Value-added learning that engages our children throughout the day enhance our core curriculum. These involve our Reading Programme, Letterland phonics, and enrichment activities such as dance, art, speech & drama, to name a few.
FUN Start, MOVE Smart
“FUN Start, MOVE Smart” is a ground-breaking motor-skills development programme developed by the Singapore Sports Council that aims to instill in children life-long “physical literacy”. In adopting this initiative, our children not only get to physically exercise, but also learn specific movement skills such as throwing, jumping, dribbling and running that will predispose them to embrace specific sports disciplines in future. We recognise that developing our children’s fine and gross motor skills is just as crucial as teaching them cognitive skills, emotional resilience and social empathy.
Parents as Partners
At Cherie Hearts, we work closely with parents as partners in providing a holistic education for our children. Regular communication and feedback work both ways to enhance mutual understanding of our children’s needs. Parents can also check on their children’s progress through regular activities such as Parent Conferences, and by reviewing documented portfolios that showcase and evaluate their children’s work.
Click on the icons below to learn more about each stage of your child’s developmental journey with Cherie Hearts.


When learning to read, there are 6 key reading comprehension strategies that all good readers should use! These posters and matching bookmarks are an excellent tool to assist your students when learning how to make connections, summarise and ask questions while they read!
Includes QLD Beginners Font, NSW Foundation Font, VIC Modern Cursive Font, SA Font, TAS Font and a Standard Primary Font suitable for all!
- 6 Reading Comprehension Posters – predicting, connecting, summarising, inferring, visualising, questioning
- Features both US and UK spelling for summarising/summarizing and visualising/visualizing
- Bonus bookmarks in B&W with both girl and boy pictures
When I was in the classroom, I had these posters in my Guided Reading toolkit. I used them to introduce and review reading comprehension strategies and often picked a focus for the week. They are also fantastic for small group and whole group reading sessions.
“Perfect! I’m using them to assist my parent helpers and T.As during guided reading sessions :)”
Your download includes the following fonts:
- Primary Font – Suitable for all little learners
- All Australian State School Fonts – QLD Beginner’s Font, NSW Foundation Font, VIC Modern Cursive Font, SA Font and TAS Font.
Happy playful learning!
Please note that this is a DIGITAL product and that no physical product will be delivered. You will be able to download the PDF files are any time by logging into your account after purchase.


POLS1101 The Liberal Democratic State
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 1 core unit in the Political Science and International Relations; Philosophy, Politics and Economics major sequences
- The area of knowledge for this unit is Society and Culture
- Category A broadening unit for Bachelor of Arts students where relevant according to the broadening requirements for each student
- Level 1 elective
- Liberal democracy is now the preferred political system and professed destination of most of the world's states. But this is a very recent development. Until a couple of decades ago, communism was a major alternative on the world stage; earlier in the century fascism was also a serious rival, and before the twentieth century very few people had anything favourable to say about democracy in modern states. This unit examines this potent political force from two main perspectives. It traces the foundational ideas of liberal democracy, such as limited government, personal liberty, individual rights, political equality, majority rule and political participation, together with the development of these ideas by major thinkers. It looks also at the some criticisms of these liberal-democratic ideals. The unit then goes on to compare the different ways in which these principles are incorporated in actual political systems—those that emphasise liberty (e.g. the United States), those that emphasise majority rule (e.g. Britain), and the Australian case that is often seen as a blend of the American and British systems. We then move on to democracy in Asia by examining the political systems of Japan and Indonesia before concluding with China's alternative to liberal democracy. The key question here is whether Asian forms of politics and democracy offer an alternative to traditional Western types of liberal-democracy.
In general, the unit equips students with an understanding of the ideas and institutions that comprise liberal democracy today, it encourages them to reflect on which institutions best realise its key principles, and it requires the student to think of possible alternatives to the liberal-democratic model.
- Students are able to (1) identify and describe the key normative ideas within liberal democracy; some differing interpretations of these ideas; and major criticisms of these ideas; (2) identify and describe links between liberal democratic ideas and major figures in the history of political ideas; (3) identify and explain some major relationships between key political ideas within the complex system of ideas comprising liberal democracy; (4) explain some major links between liberal democratic ideas and the design and operation of real world political systems; (5) describe the key features of a range of political systems among advanced industrial democracies; (6) understand the rationale for, and apply, a comparative perspective to the analysis of political systems, and identify key differences among democratic states; (7) demonstrate a basic appreciation of the contested nature of knowledge of political phenomena, and an ability to evaluate interpretations of political issues and events in the light of relevant interests and values; (8) demonstrate a basic understanding of the distinctive contribution of government to social order; (9) analyse a political argument, identifying its main components and the links between them; (10) develop appropriate interpersonal and oral presentation skills; and (11) conduct research and analyse evidence from a range of relevant sources, and construct a logical and persuasive argument.
- Indicative assessments in this unit are as follows: (1) written assignments; (2) tutorial presentation and participation; and (3) examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Jordan Tchilingirian
- Contact hours
- 3 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Claude Monet - Lesson Plan Idea
Inspire your Children with the 'The Life of Claude Monet' famous artist video
Start your art lesson with our artist video of the life of one of the world’s greatest Impressionist artists, Claude Monet. Let your children discover what motivated and inspired him, what drove him on despite his initial lack of success. Opposed by his father yet he still became a world famous artist. Art teaching has never been so exciting.
The artist video of Claude Monet’s life will keep your children enthralled and engaged throughout its 30 minute length. My experience tells me the video is appropriate for Year 1 ( 5 to 6 year olds) and above, but the final decision rests with you, the art teacher.
Teachers Please Note
We value the role of art education in schools, but understand that some famous artists produced controversial art works and led far from ‘normal’ lives. For this reason, in my videos, aspects of famous artist’s lives may have been simplified, amended or exaggerated to make their stories accessible to kids. Paul, Artist in School make every effort to create accurate interpretations of each artist’s life – we accept no responsibility for the consequences of any factual inaccuracies.
Claude Monet resources for Art Teachers
Reluctant Child Artists?
Do you teach children who are reluctant artists?
Or have no confidence in drawing or painting?
After viewing the ‘Life of Claude Monet’ video show these FREE motivational videos. Children will realise they can draw, and that no one in the world draws as they do – something to be really proud of.
Drawing / Painting Tutorials to enhance your Claude Monet Day
Why not show enhance your art lessons with our easy drawing and painting tutorial videos, especially designed for children. All the basic steps are covered; sketching, measuring, tonal drawing, shading and painting in a simple step by step approach. Before you know it they will be drawing and painting Impressionist landscapes with all the panache of Claude Monet himself.
How to organise a Claude Monet art day/workshop
Start your art day with a showing of ‘The Life of Claude Monet’ . This will set the scene for your art day. After a short break you could use some of the drawing videos displayed here to show the children how to draw landscapes, skies etc. During the art lesson stop/start the easy drawing videos as required, so children can follow the drawing process.
Set the task of the children drawing their own Impressionist landscape based on their drawings from the art videos. Or better still, take them outside and get them to draw a real landscape.
In the afternoon show the landscape painting videos to the children, and let them sketch out their idea from the morning before painting their picture. Alternatively, using their sketch of the landscape from the morning session, let children use their sketch as reference and paint directly onto a sheet of paper.
* Children will require sketchbooks, or at least 3 sheets of A3 paper for the drawing workshop – you may need more paper if the children are watching a number of videos
* For the painting sessions children will need a paper plate each for colour mixing and one paper plate between two for the paint. They will need an A3 or (be bold A2) sized sheet of cartridge paper to paint on. Perhaps get the kids to stand when they are painting.
* Colours required are blue, red, yellow, dark brown and white. All colours can be mixed from these.
Art Support Materials
- Teachers do you need art worksheets for your art lesson? Why not Download our FREE art worksheets on; Composition, Colour Wheel and Colour Theory?


We considered the significance of modeling education of ICHIJI TAMURA who worked as a
forerunner of welfare for the disabled in Shiga prefecture after the World War II in this paper.
As a method, we examined the articles and literature materials written by Tamura about his 30-year-work from the special class of Shigeno Elementary School in Kyoto City and to the clay work in the “ICHIBAKURYO”, a disabled welfare facility in Shiga prefecture.
As a result, we made it clear that he used the instruction idea and method of “Significance of the Process” which he found a meaning in the process of learning during children’s playing and the value judgement in children’s expression.
This study examined one child's responsive actions toward her peers as her relationships with them developed during drawing activities. A participatory observation was conducted in a nursery class of 5-year-olds for eight months. Episodes of free play were analyzed qualitatively. The results were as follows: 1) The child's degree of intimacy with other children influenced her interactions with them during drawing activities. For peers with whom she shared high degrees of intimacy, she focused on the pleasure of being together and showed emotionally responsive actions. For peers with whom she shared low degrees of intimacy, she attempted self-assertion over them. 2) As peer relationships transformed, she gradually expressed feelings of consideration for the other children and sought insight from their drawings, expressions, and utterances. 3) The purpose of the drawing activities changed from a purposeful activity with a certain child to an improvised activity with a chance encounter.
In this rapidly changing world, art education assessment is a cornerstone of envisioning educational reform. Under such circumstances, it is necessary to clarify the entire structure as well as the core parts of contemporary studies. This paper focuses on the current condition of practical studies on art education evaluation conducted in the United States. It will conduct a systematic review of the academic journals Studies in Art Education and Art Education published by the National Art Education Association (NAEP) from 2002 to 2017.
The analysis results clearly showed that art education assessment has many political implications, for example, on accountability, standards movement, and NAEP. Also, with regard to research categories, many studies focused on developing alternative art assessment methods, such as digital portfolios, rubrics, and moderation processes. All these are related to the authentic assessment context.


Early Years Foundation Stage
Please see below the outline of the Early Years Foundation Statutory Framework (EYFS) for children up to the age of five and how it is incorporated into all Zip Zap classes.
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Songs are an excellent introduction to language. The rhythm beats and sounds, which are used in Zip Zap classes, help children form words and help Little Zappers gain a broader range of language. Our team also encourage children to jump up, join in and answer questions, which builds confidence and self-expression over a period of time. There are also plenty of opportunities to get children used to sitting and listening, which all works towards their concentration and can be transferred transfers to a variety of tasks.
Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Every class starts with a physical warm up which Little Zippers are encouraged to join in. This not only gets children used to participating in group activities, but also highlights how they are able to use different parts of their bodies in different ways. All of this contributes to a child’s developing coordination and spatial awareness. Zip Zap’s wide range of themes will encourage exploration of the way their bodies move, different sports and also different types of healthy foods.
Personal, social and emotional development involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities.
Zip Zap aims to build confidence and self-esteem in social situations. Our team strongly believe that if this is encouraged at a young age then it sets the perimeters for later in childhood. The younger children will learn appropriate group behaviours from the older children in the group and it gives them something to aspire to. The older children in the class will be the ‘positive role model’.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Song and music are excellent ways to either introduce words to younger children or for older children broaden their language and vocal expression. Many of the songs and traditional nursery rhymes Zip Zap use are found in many children’s books, which can be connected to the illustrations and books at home.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to describe shapes, spaces, and measures.
Almost every week at least one song will include numbers and counting. Often children will be given objects, which need to be counted. Our themes include Numbers and Shapes.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Each Zip Zap class follows the same pattern and structure, which helps children understand and predict what is coming next. Not only do Zip Zap use music and songs from the UK, but the classes also incorporate songs and folk tales from around the world, giving children a basic understanding that different cultures and languages exist. Zip Zap themes include Cities, Countryside, Gardens, Transport, The Ocean and Around the World.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Need we say more?!


Promoting children’s social competence is one of the founding principles of the Office of Head Start. That strong commitment to nurturing children’s mental health continues today. Social and emotional well-being is closely linked to children’s school readiness. When early educators and families know more about early childhood mental health, they are better able to support children’s learning and development.
From the beginning, Head Start has been committed to promoting the mental health of young children and their families. In this resource, explore how to help promote children’s mental health and social and emotional development.
In this resource, learn more about how staff and families can support children's social emotional development through nurturing relationships, environments and interactions. Also, find resources for your work with families and staff around this topic.
This fact sheet provides tips for parents and program staff on how to better understand issues around biting.
Explore resources from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University.
This booklet is designed to assist staff in helping children to label their feelings. Strategies are included to support children in linking emotional vocabulary with specific actions.
Preschool expulsion denies comprehensive services that nurture social and emotional development to children in need of them. In this resource, find information that can help programs eliminate preschool expulsion.
This brief addresses children’s emotional literacy development. Practical intervention strategies for early childhood settings and home environments are provided.
Explore this resource to find practical guidance on healthy early childhood gender development for all staff who work with children and families. It draws on decades of research and experiences of early childhood educators, pediatricians, and mental health professionals.
Topic: Mental Health
Keywords:Stress, resilience and trauma
National Centers:Early Childhood Health and Wellness
Last Updated: June 11, 2018


Document Type: Original Article
Faculty of Education, Universiti Teknologi Malaysia 81300 Skudai, Johor Bahru Malaysia
Emergent literacy research has demonstrated that literacy development begins early in literate environment of family settings. This qualitative case study explored how literacy development in early years was enhanced in a print-rich multilingual environment. It involved 3 children from 3 families in a multilingual context. Data collection focused on emergent literacy of children and how home environment and family practice supported their literacy development. Data were collected through methodological triangulation of interviews; on-site observation of authentic interactions and literate environment; as well as an audit of home literacy resources. The data were analyzed, within and across cases, before identifying discrepancies and commonalities among participants. Three prominent themes emerged from the general research questions: (1) Quality parent-child or adult-child interaction and exchanges; (2) Immersion in language and print-rich environment; and (3) Intentional explicit instruction. In conclusion, insights gained from children’s early literacy challenges teachers and educators to think more broadly and inclusively about family literacy.


Common Core State Standards
6.RP: Understand ratio concepts and use ratio reasoning to solve problems.
6.NS: Compute fluently with multi-digit numbers and find common factors and multiples.
College and Career Readiness Anchor Standards for Reading
Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Range of Reading and Level of Text Complexity 10: Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Language
Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally
Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Next Generation Science Standards (NGSS)
MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
HS-PS2-6: Communicate scientific or technical information about why the molecular-level structure is important in the functioning of designed materials.
HS-ESS3-3: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Place, and Environments
- Theme 5: Individuals, Groups, and Institutions
- Theme 7: Production, Distributions, and Consumption
- Theme 8: Science, Technology, and Society
- Theme 10: Civic Ideals and Practices
College, Career & Civic Life (C3)
D4.6.6-8: Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D4.7.6-8: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
D4 .7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Photo Word Book: Fruit
The Photo Word Book series of books are simple, non-fiction reading books to help establish vocabulary, basic grammar and comprehension alongside current reading schemes.
The book uses a new typeface with specially designed letter shapes to help with children's literacy development.
Each word is featured with one sentence to introduce it. A second sentence relates the word to the charming pictures.
Includes a bibliographical quiz to turn the index and contents page into fun games.
Designed to bridge the gap between nursery and the national curriculum, these books will introduce emergent readers to curriculum topics in a charming and visually stimulating way. Developed for children to read on their own or with adult guidance in conjunction with the Roehampton Institute. Ideal for emergent readers, reluctant readers and those diagnosed with dyslexia.


It was an art course were cut to generate room for a longer time to get ready for examinations. There is more and more info available that reveals how arts integration is to produce well-prepared leaders and learners. Articles with titles like “Teachers are utilizing dance and theater to teach mathematics — and it is functioning,” and also “Arts-Based Education Will Power that the Creative Economy” discusses the concept and research behind these claims.
In Seneca Academy, the arts (fine arts, drama, songs, motion) happen to be an incorporated portion of our program. We teach artistic skills and skills in addition to incorporate the arts.
Here’s what we’ve discovered through experience concerning the way arts integration is really significant:
- Working at the arts helps students to create creative problem-solving abilities.
- Educating through the arts may pose challenging concepts visually, which makes them simpler to comprehend.
- Art education helps kids with the growth of motor abilities, language abilities, social skills, decision, risk-taking, and inventiveness.
- Visible arts educate students about color, design, perspective, and balance most of the processes that are essential for demonstrations (visual, electronic) of academic function.
- Integrating art with different areas reaches pupils who may not otherwise be participated in classwork.
- Arts encounters increase critical thinking, instructing pupils to choose some opportunity to become careful and detailed in the way they celebrate the planet.
- The arts supply challenges for students at all levels.
- Art education connects students using their particular culture in addition to the broader world.
A report by Americans for the Arts says that young individuals who engage frequently in the arts (three hours every day on three times per week by one year) are four times more likely to be recognized for academic achievement, to take part in a math and science fair, or even to acquire the award for writing an article or poem compared to kids who don’t participate.
An analysis of Missouri public colleges in 2010 discovered that higher arts instruction resulted in fewer disciplinary infractions and greater attendance, graduation rates, and test scores.


All the news from Musical Futures International
A guest blog from Anna Gower (first published on www.musicalfutures.org)
The new specifications for GCSE music in the UK and across our international schools networks have well and truly kicked in. Often labeled as ‘more demanding’, they have triggered much debate about how music programmes can prepare pupils for the new challenges of the formal examinations syllabus.
At Musical Futures, we often hear this question at our training events. ‘How does adopting a Musical Futures approach prepare students for GCSE/IB/VCE?’
I’ve spent some time reflecting on how best to answer this question and have come up with the following thinking points.
Making content relevant
Musical Futures is an approach to music teaching and learning. Recently, Musical Futures has developed a series of new resources designed to get teachers started, but the core pedagogy can be lifted and applied to any content.
Teaching notation and theory
As an approach, Musical Futures doesn’t negate the use of relevant notations where appropriate. It simply asks that notation isn’t the first and only form of music learning for students. The value of learning aurally remains central to the Musical Futures approach.
We have plenty of examples where students make notation work for them. Pupils seek out ways to record and replicate their music visually.
Familiarity with notation in the right context can be a powerful way to make music more accessible. This helps students to rise to the challenge of following and understanding a score at GCSE.
Performing, listening, responding, composing and improvising are all key to how music is created and shared. These skills form a key part of assessment in GCSE music.
Musical Futures encourages students to explore and develop through playing and responding to music from the start. They build musical skills, develop understanding through participatory musical experiences.
Key words and concepts
In Musical Futures lessons, teachers act as facilitators and coaches. They work alongside students to support them in setting and achieving shared learning objectives.
Using musical key words and concepts in context helps give relevance to what can otherwise become a bullet list of vocabulary to be memorised and repeated under exam conditions.
Engagement and confidence
Musical Futures improves engagement with classroom music. It leads to increased uptake of music beyond the point at which it is statutory. What better way to start a music examinations course than with learners keen and ready to embark on the next stage of their musical experience?
Discuss these and other relevant issues in music education by joining our international teacher community.
Write something about yourself. No need to be fancy, just an overview.


At Phillip Island Early Learning Centre, we view children as being inquisitive; full of curiosity and wonder. They are strong, competent and intellectual. They are creators, imaginative thinkers and problem solvers. They are ready to learn and make sense of their world.
Each child is a unique being; an individual who brings to the class their own knowledge, experiences, ways of learning, interests and questions. We aim to draw upon these when devising the curriculum co-operatively with the children. We want to create an environment where each child has the time, confidence and freedom to learn at their own pace, explore their own interests and begin to make sense of their own world.
Children are encouraged to develop a sense of independence by being able to make choices in a play-based environment, being involved in projects within their ability range therefore experiencing success, as well as given support when an attempt goes wrong. Encouraging children to be responsible for their own belongings and PIELC equipment, and knowing the daily routine also encourages their independence.
We provide an environment where children can be confident to be inquisitive and to explore so as to make sense of their world. Children are encouraged to access materials to support their interests and questions.
Many opportunities and materials to support and use emerging literacy and numeracy skills are available.Our centre provides a rich environment for your child that has been structured specifically for developing babies from 6 weeks up to the school age child. The learning environment is designed to fulfil all the recommendations of the Pre-School Curriculum Guidelines, the most recent early education mandate. It is based on 7 foundation learning areas:
Social Learning and Living
Sense of Self and Others
Health and Physical Understanding
Staff use a variety of methods to help keep parents informed of what is happening in the programme. A daily diary supported by photographs can be a springboard into conversation with your child about their day. We're happy to talk to you about your child's day as well.
We value your involvement in our programme. You may possess skills or knowledge about an area of interest to the children, and we welcome you to share these with us. You can tell us about a specific interest your child has at home that they may like to share with their friends at PIELC.


The Tree That Owns Itself
The twelve stories in this book by teachers Loretta Hammer and Gail Karwoski take place in Georgia from the Revolutionary War period to the present. Fictional characters―often children―interact with the heroes and villains of history, from Olympic weightlifter Paul Anderson, once the strongest man alive, to the pirate Blackbeard; from Revolutionary War heroine Nancy Hart to John Ross, leader of the Cherokee Nation.
This long-overdue collection of historical fiction for young readers not only makes history more enjoyable, it educates as it entertains. The authors have provided a time line to put the stories in historical perspective, a map to show the location of events, and a concluding note following each story that reveals the facts behind the fiction.
Total Pages: 149
Size: 6 x 8
AR Quiz#: 54856
AR Reading Level: 5.1
AR Points: 6
F&P (Fountas & Pinnell)
F&P Level: U
F&P Grade: 5
“Historical figures ringing with authenticity are paired with fictional young characters who are alive with fear, courage, hope, and disbelief. Energetic pacing and keen plot development pull readers in.” ―School Library Journal
“…The stories are easy to read, without feeling dummied down or ‘babyish’ – perfect for upper-elementary grades on up through middle school (though even high schoolers could find this useful…they’re all entertaining and enjoyable. I can already think of ways to implement this in a classroom or school library setting, as well as see it being a good book for ‘storytime’ in a home.” ―A Word’s Worth
Georgia Author of the Year (Juvenile Literature) ―Georgia Writers Association 1996
Storytelling World Resource Awards (honor, Tellable Stories-Ages 13-17) ―Storytelling World magazine 1997
25 Books All Young Georgians Should Read ―Georgia Center for the Book 2010
Meet the Author
Loretta Johnson Hammer teaches fourth grade. After graduating from Washburn University with a BA, she received her MEd and EdS from the University of Georgia. She lives in Georgia.
Meet the Illustrator
James Watling lives in Canada, where he is a professor of art education at McGill University. He has illustrated over twenty-five books for children.


By Teachers, For Teachers
America is called the Melting Pot. We are often referred to as this because of the different types of cultures and ethnicities that blend together as one. Being a multicultural society means that we must educate our youth on embracing, respecting, and tolerating the diversity of our nation. That is why multicultural education in America is so important. It teaches our youth how to embrace diversity, and addresses the cultural differences in our diverse world. In today’s multicultural environment, it’s essential to be able to work cooperatively with all races, genders, and cultural differences. Schools can play a role in helping children understand these differences through cross-ethnic interactions, as well as using various strategies and classroom activities. Here are a few multicultural classroom activities to try in your classroom.
Textbooks are great for learning about historical information, but if you don’t have an updated edition, then they lack current information. Try utilizing technology and have students learn about other cultures through the Internet. By taking current news stories and intertwining them with what students learned about in the past, you can create a parallel between the two. Try challenging students to create a project that requires them to learn about a culture other than their own. For example, you can have students look to the news for current events or situations, then research about them. Pair students together for this project who are unlike friends and have different backgrounds. The exposure to these different languages and cultures, can be quite an eye-opener for all students.
An innovative strategy that has been proven to embrace diversity in the classroom is cooperative learning. Cooperative learning groups help build classroom diversity because groups are put together not just by academic performance, but by race, gender, and language proficiency. Studies have found that through the use of these cooperative learning groups, children become more accepting of others’ differences. They’ve also been found to have positive effects on students who are culturally different than others. Because cooperative learning groups require social interaction among students, this strategy has the potential to reduce stereotyping and can help build diverse friendships among classmates. Working together to complete a common goal allows children to judge one another by the quality of their work, not by stereotype. It may take some time for students to develop cooperative behaviors, such as listening and acceptance, but eventually the students social interactions will become positive.
Role-playing is a wonderful activity to help multicultural classrooms learn about others cultures and really feel what it’s like to be in another person’s shoes. It allows for students to trade places with another student (or character from a book) and learn about that culture. Role-playing enables students to examine their own beliefs and feelings about different cultures, as well as learn about others thoughts and opinions. It also allows for students to express their own opinions and beliefs, as well as learn that their morals and values (and sometimes certain behaviors) may be associated with that of a different culture.
To make role playing a productive experience for students, make sure each student researches and prepares for her role. Her enactment should represent a clear portrayal of the intended person or culture they are trying to be. If you’re having students choose to learn about another student’s culture from the classroom, remind them to always be respectful of that culture. They can learn a lot from their peers but they should also do their research from books, the Internet, interviews, etc., as well.
If students are portraying a character from a book, then they should also do their research and learn more about the characters culture from credited resources.
Multicultural classrooms require an intercultural approach. This means that all students should experience and understand all perspectives from all students’ unique and diverse cultures. Use the strategies and activities mentioned above to help your students learn appropriate cultural behavior. Make your classroom an atmosphere where students can expand their knowledge, and look beyond each other’s differences to learn more about one another. Make it a place where all students’ unique backgrounds are understood as well as respected.
Do you have any multicultural classroom activities that you like to do in your classroom? Please share your thoughts and ideas in the comment section below, we’d love to hear from you.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @empoweringed, on Facebook at Empowering K12 Educators, or contact her at Janellecox78@yahoo.com.


What is melodica?
The melodica is a free-reed instrument similar to the pump organ and harmonica.
It has a musical keyboard on top, and is played by blowing air through a mouthpiece that fits into a hole in the side of the instrument.
Pressing a key opens a hole, allowing air to flow through a reed. The keyboard is usually two or three octaves long.
Melodicas are small, light, and portable. They are popular in music education.
Color: Blue/ Pink (optional)
Item Size: 40 * 10 * 4.5cm / 15.7 * 3.9 * 1.8in
Item Weight: 540g / 1.2lbs
Package Size: 44.5 * 14.5 * 8cm / 17.5 * 5.7 * 3.1in
Package Weight: 1200g / 2.6lbs
1 * Melodica
1 * Short Mouthpiece
1 * Long Mouthpiece
1 * Cleaning Cloth
1 * Carry Case
1 * Strap
1 * Users’ Manual
- 32-key Melodica: A simple instrument for beginners, students and kids, easy playing and quick learning
- Melodica Instrument: Piano style white & black keys design, elegant appearance and exquisite workmanship
- Safe and Durable: Melodica made with eco-friendly ABS materials, nontoxic and safe; compact size, lightweight and convenient to carry with a durable carry case
- 2 Playing Ways: The short mouthpiece and backside strap for standing playing; the mouthpiece with long pipe allows you to place it on table to play
- Package Included: Comes with a carry case, a case strap, a short mouthpiece, a long mouthpiece, a cleaning cloth and a user manual


. He may not be a rock star but his music is a fun way to learn science content.
Easy Science For Kids
is a beautifully organized site full of science facts.
PBS Kids Zoom
has a long list of science fair experiments.
rocks! Check out his site for experiment ideas and lessons.
is another science teacher is fun activities for your students.
National Science Teachers Association
is dedicated to free resources and lessons for teachers.
Lessons & Resources
has a few great lesson plans to choose from.
Physical science is the study of inanimate objects, physics, chemistry, astronomy, and earth science. For simplicity, I have combined Earth science and astronomy together in their own section.
The study of matter; motion, and energy.
The study of matter and how it interacts with energy.
The study of living organisms.
The study of plants.
Great Plant Escape
The study of of animal psychology and behaviors.
Study of the Earth and Earth's structures.
The study of the atmosphere and weather forecasting.
The Sourcebook For Teaching Science
- teaching resources, simulations, maps, and websites.
Nasa, Meteorology Inquiry-Based learning guide for 5-9.
An activity guide for principle concepts in meteorology.
NASA 5-9 Guide
© COPYRIGHT 2015. ALL RIGHTS RESERVED.


Eagles Worksheet – Free Easy Science Kids Worksheet to Print
Eagles Worksheet – Download this fun and free easy science kids worksheet to print. The Eagle worksheet includes a hidden word search puzzle and a find-the-missing-words game. This educational science kids worksheet is free to download, free to print and free to use as many times as you like. This easy science worksheet is ideal for Grammar school kids in Grades One up to Grade Five, as well as for Preschool and Kindergarten kids.
Grammar school kids can enjoy this easy science worksheet as a reading comprehension tool while learning fun facts about Eagles. Kids in Preschool as well as Kindergarten kids can use this word search game as a listening comprehension worksheet.Younger children who can’t yet read and write can use this hidden word seek game to learn to recognize letters and words and gain their attention and interest in science.
Teachers and Tutors can use our free to print easy science worksheet to supplement science lessons, extra-curricular science classes and after school enrichment programs.
If your child is home-schooled by you, or is in an after-school enrichment program, then this is a fun yet educational activity to spend quality time with your kid, with reading comprehension benefits for kids in grade 1-5.
Our Kids Fun Science website is a great resource for free easy science worksheets for kids and fun word search puzzle games. Our free science kids worksheets to print make learning facts about animals and about the world fun!
Eagles are diurnal birds of prey. There are sixty species of Eagles in the world. Eagles are a symbol of pride in the USA, specifically the Bald Eagle. Eagles can see very well even from very high up in the sky. Eagle birds often fly and dive quickly after prey or to snatch food away from other animals.
Learn more Eagle facts for kids by downloading this fun Eagles worksheet!
Free to Print Eagles Worksheet for Science
[sociallocker]Download easy science worksheet about the Eagles.
Get the other FREE Eagles Search a Word Puzzle for Kids![/sociallocker]
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Eagles Worksheet - Free Easy Science Kids Worksheet to Print - ." Easy Science for Kids, Jun 2020. Web. 02 Jun 2020. < https://easyscienceforkids.com/eagles-worksheet-free-easy-science-kids-worksheet-to-print/ >.
APA Style Citation
Tobin, Declan. (2020). Eagles Worksheet - Free Easy Science Kids Worksheet to Print -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/eagles-worksheet-free-easy-science-kids-worksheet-to-print/
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Intellectual giftedness is often a confusing and complex concept for parents to get their head around, particularly because there is no one clear definition of what it is that makes a “gifted” child. In general, the term refers to children or adults whose IQ are over 130 and, as such, lie in the top 2 percent of the population. However, there is no clear cut distinction between a gifted and a non-gifted child; children mature at different rates and develop different capacities and skill sets. Giftedness is more often associated with academic success; gifted children often excel at one or more areas of their education, though their talents, if not properly fostered, might also leave them feeling unsatisfied, bored or isolated at school. As a parent, you are in the best possible position to identify whether your child has any unusual capabilities and, if so, make sure they receive the support that they need to reach their potential. Here are the top 10 things that, at a young age, might suggest giftedness in a child.
1. Specific Talents
Does your child have a specific skill that seems impressive for their age, such as musical ability, creativity, language comprehension or numeracy skills?
2. Expanding Vocabulary
Does your child seem to pick up, understand and use words quicker and more naturally than other children their age?
3. Asks “What If?” Questions
Does your child think about situations in an abstract manner? Do they ask lots of hypothetical questions?
4. Relentless Curiosity
Does your child seem constantly hungry to learn more and more about the world? Do they pursue things that they are interested in?
5. Vivid Imagination
Does your child seem particularly creative or imaginative? Do they have an aptitude for telling stories, drawing pictures or creating imaginary situations?
6. Memorisation Of Facts
Is your child able to recall facts with unusual accuracy? Does your child seem to have an encyclopaedic memory of everything they are taught?
7. Observation Skills
Does your child notice things that other children their age, or even you, don’t? For example, does your child remember exactly where you set down the set of keys that you can’t find in the morning?
8. Problem Solving Skills
Does your child come up with creative and novel solutions to problems that they face in their day-to-day life. Do they tend to solve their own problems rather than coming to you for assistance.
9. Sense Of Justice Or Fairness
Does your child seem to express an above average concern for the ethical or moral implications of situations? Are they able to put themselves into other people’s perspectives and think about big-picture issues such as fairness and justice?
10. Sense Of Humour
Is your child able to understand and tell complex jokes? Does your child have a good sense of comedic timing? Though this may not seem like an academic skill, a good sense of humour often requires high levels of intelligence.
If you suspect that your child may be gifted, you might be initially quite daunted by the responsibilities and challenges that this may prevent. However, every expert will tell you the same thing: relax. Before your child starts school, there is no need to subject them to an IQ test or put any undue pressure on them. This may have a negative impact upon their attitude towards learning. What you should do, however, is support and foster their growing interests and encourage your child to pursue them to their fullest potential. When your child starts school, however, it is important to keep an eye on them to make sure that they are receiving the support that they need. Gifted children can often feel stifled, frustrated or alienated within a conventional school environment, and it is important to ensure that this does not hamper their educational and social development. You may choose to get your child’s IQ tested. If it does turn out that your child has a significantly high IQ, then there are plenty of resources available to help your figure out how to best support your child’s need. A good first stop for information is the Australian Association for the Education of the Gifted and Talented.
But the best thing to do to extend your gifted child is to help them to set challenging goals. If you would like to help your child develop goals, then click here to download our FREE goal setting guide.


Toddlers are Movers: They are the original explorers, absorbing information from their environment and using it to create themselves. They thirst for experiences and gather information through their senses. Montessori is all about offering real, meaningful tasks for children that they want to accomplish. Our Montessori program is designed to meet the needs of your developing toddler.
Movement: Our carefully prepared toddler environment offers these little explorers everything they need to gain mastery of physical skills. Stepping, climbing, balancing and other gross motor lessons balance with fine motor skill development through bead stringing, pouring, spooning and other practical life materials.
Independence: One of a toddler’s main drives is for independence. They are hardwired to “do it myself”. They learn to walk, talk, eat table food and self-toilet all in these early years. With guidance from Montessori trained adults, your toddler will lay the foundation for feelings of adequacy, autonomy and confidence.
The Mathematical Mind: The Montessori classroom offers toddlers lots of opportunities to sort items by color, shape and size which quickly leads to counting these “sets.” Children begin to associate the name of the number with the quantity it represents and then to the symbol that links them.
Expressive Language: Montessori identified the period of birth to six years as the sensitive period for acquiring language, with birth to three being the time for acquiring spoken language. At Stepping Stones we encourage language development by speaking to children in clear language and reading to them. We give them opportunities to ask for what they want rather than anticipating their needs so they develop expressive language. Toddlers delight in naming the objects in their world.
Community: Montessori lessons in grace and courtesy pave the way as your child moves from home to school to the broader community. From parallel play into cooperative play, children want to engage with each other. Montessori social lessons range from how to ask to join in play, how to wait for the answer, how to ask for help and how to say “no” gracefully. Children learn to respond with care and respect. Young ones learn to name their feelings and nurture their empathy for the feelings of others. Group activities help children develop social skills. Toddlers love to sing, dance and experiment. They learn how to take turns, follow directions and lead. Our focus on effective communication begins with our youngest students.


We are off to a great start to the 2018-19 school year! Students are finally able to fall into routines now that the heatwave has ended! There are some telling pictures in the blog today showing how hard we have been working! We are noticing how excited students are about books and reading and we could not possibly be more excited about this!
We hope you will join us in a partnership to help your child build reading skills and develop a love for books. We recognize that schedules can be very busy, try to have a basket of books in the back seat of the car and end each day with a story together if possible.
We are always collecting gently used books to pass on to students and we have plenty of books to share if you are looking for more books at home. Feel free to send these in with your child in a bag labeled donations or drop them by the front office.
Our Reading Specialists, Mrs. Blake and Mrs. Ward will be sharing a reading tip each month for you to enjoy:
Reading nightly to your child helps improve oral language and vocabulary development. Cherish the time!
A message from Robin Corsi:
I am excited to be working alongside Melissa Marino in a Principal Residency program this year. This
means that you will see my face and name at Wawaloam quite a bit this year. I am looking forward to
getting to know you and your child.
As part of my work, I will be completing a research-based project that will facilitate equitable learning
and academic growth for all students in our school. I have chosen to focus on literacy for this year. As
you know, literaacy is a cornerstone of early childhood learning. We will be starting some new Literacy
support strategies throughout the building this year that will help your child make progress.
In addition, we are asking you to help support your little reader at home. Reading storybooks every day
at home is essential to a child's learning.
Reading books aloud to children stimulates their imagination and expands their understanding of
the world. It helps them develop language and listening skills and prepares them to understand the
written word. ... Even after children learn to read by themselves, it's still important for you to read
aloud together. (Reading Rockets).
Here are links for 2 videos that will help you support your child at home. Please take time to
review them and think about the strategies that are discussed. Your child will benefit and you
will feel the pride of his or her accomplishment!
https://www.youtube.com/watch?v=korfvEOQb14-- (this video is better for children who can read)
Early Childhood Coordinator


A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 1-4 Years
By Julie Knapp, PH. D., BCBA-D & Carolline Turnbull, BA, BCaBA
Jessica Kingsley Publishers / 2017
Paperback / 493 pages
Developed for individuals on the autism spectrum with a developmental age of approximately 1-4 years, this comprehensive ABA curriculum contains everything needed to teach foundational level skills such as appropriate sitting, attention, eye contact, motor skills, basic receptive and expressive language skills, play, and foundational skills of daily living.
Evidence-based, the resource guides instructors step-by-step through using ABA to teach over 140 foundational skills. The program can be individualized to meet the needs and interests of the individual, and instructions are given on how to do this. Online downloadable content contains the teaching materials needed to implement the program, including over 1000 color picture cards, handy printable copies of the curriculum programs, data forms and checklists. The authors also provide guidance on creating an effective ABA teaching environment, as well as a wealth of practical teaching strategies for ensuring therapy success.
This is an unparalleled resource for professionals working with children with ASDs who are looking for a robust and ready-to-implement ABA curriculum. It will be a valuable tool for behaviour analysts, teachers, psychologists, occupational therapists and students in these fields, as well as to parents working with professionals to implement an ABA program.