According to the United States Department of Education, 92 million adults took part in some type of formal education to accommodate new job requirements, earn an advanced degree, keep their skills current or simply to attain a higher education. Students who need financial aid, hope to earn certification or licensure as a teacher, and who may want to attend graduate school or transfer credits must attend an online school that is accredited. These programs do not take long to finish and they introduce students to the basics of child development.
Students will be able to decipher, analyze, and understand various research in education in the form of data sheets, survey responses, research papers, white papers, journal publications, and much more. Students of the early childhood education program learn about the education of children and study early childhood development, nutrition, first aid, children’s literature and child psychology.
Online certificates and associate degrees in education can provide an introduction to the field and preparation for later college-level work. For those people who like to be around children, a career in the early childhood education program can be a labor of love.
Whether you want to start a new teaching career or advance in your current position, our Master of Education degree can get you there. Our Elementary Education Degree Completion Program provides students with the knowledge, skills and disposition required to be successful in a variety of elementary education settings.
Music Education Degree Plans
As an elementary education teacher, you will be the one to instill the love of learning in children. This program prepares students to make a positive and lasting impact on the education of young children. Answer: The requirements for being a teacher vary by state, but all states require a bachelor’s degree and a coursework that includes educator preparation.
You will explore subjects like assessment and adaptations, technological literacy for teaching, literacy and learning in secondary school, in-depth content area exploration and have a student teaching practicum. Students will gain insights to their own learning styles and will develop an understanding of various learning styles and how they relate to their own teaching style.
Graduate level education is for students who have already completed general education requirements through the bachelor’s degree and worked in education in some capacity. Professional learning educational studies courses and programs such as Teach for America and off-campus credit courses are also available.
Master Of Education
Our undergraduate and graduate degree programs prepare teachers to be knowledgeable and competent leaders in their chosen educational field. Students who graduate from a PhD program will be prepared to assess the curriculum, instruction, long-term plans, and short-term goals of a school system to ensure compliance with accountability rules. Our student teacher preparation includes observation of master teachers.
Kindergarten and elementary school teachers must hold a bachelor’s degree in elementary education. The degree completion programs will become a good venue for the student who wants to pursue higher education in an innovative way. These two degrees differ only in additional required science courses.
TheÂ credit program provides an opportunity to focus on successful teaching and learning with emphasis on enhanced instructional effectiveness. As an education student at IUPUC, you’ll work closely with your academic advisor to prepare for admission into the Teacher Education Program.
How To Become A Teacher
As educational careers and instructional certifications become more specialized, education graduate programs are reflecting this by encouraging students to declare a concentration within their education degree program. An education specialist degree is intended to develop proficiency and professional among teachers already in service. After this, students, now called “profesional” (professionals), TecnÃ³logos (associates) or “tÃ©cnicos” (technicians), can opt for higher degrees.
Build on what you know and help students achieve while specializing in your chosen educational fieldâ€”options include K-12 studies and early childhood education. Virtually all public school teachers are required to complete a minimum number of continuing education or professional development course hours in order to maintain their state license or certification.
Distance education or distance learning is a field of education that focuses on the teaching methods delivered using technology and instructional design systems. This degree, coupled with at least five years of experience, qualifies a teacher for school administration jobs such as a school principal. If only given names of faculty members, students should take the time to research them thoroughly to understand the kind of teachers they will have when they enter the program.
The career outlook in this field seems to be very promising as many Americans and specially working professionals are choosing to further their education in corporate training. Plus, there are courses that dive in and explore the specialization of your choice, whether you are studying early childhood education, child development, or special education.
Our student teacher preparation includes observation of master teachers. All individuals seeking a teaching credential must attend an education program that is recognized by their state’s board of education.


Gross motor skills involve using large muscles in a coordinated way. Learn about these important skills and how you can help further develop them in your child.
Gross motor skills are foundational skills that involve bigger movements using large muscle groups – arms, legs, feet, and trunks – to move the body. With practice, children learn to develop and use gross motor skills so they can move in their world with balance, coordination, ease, and confidence!
Examples of gross motor skills include sitting, crawling, running, jumping, throwing a ball, and climbing stairs. Even the first time a baby lifts his head is an example of a gross motor skill.
There are lots of fun and simple activities you can do with your child to help develop gross motor skills. These include:
Playing active games together, such as jumping rope, hopscotch, tag, and hide-and-seek.
Helping your child go down slides, climb ladders, or pump legs on the swing at a playground.
Teaching your child to toss, catch, and kick using balls of different sizes.
Helping your toddler build a fort by draping a blanket over a couple of chairs, or stacking empty cardboard boxes (using larger ones for tunnels!).
Making an age-appropriate obstacle course. With toddlers, lay pillows, cushions, and blankets in small stacks on the floor and encourage them to crawl over the “hills.” For preschoolers, lay a hula hoop on the ground for them to jump into, or make a ball toss with an empty basket or box.
QUICK TIP: Limit screen time and instead encourage plenty of daily movement and play. Being active is important for developing your child’s gross motor skills – and it boosts healthy brain development too!


Bowling and beer made Milwaukee famous. But so, too, did the books, dolls quilts and other handmade items created by thousands of women during the Great Depression. As someone who sews, it’s a story near to my heart.
The Milwaukee Handicraft Project was one of the many projects created by the Works Progress Administration to provide work for millions of Americans in the 1930s. Unlike other WPA programs, though, the Milwaukee program was unique in putting women to work, while many other early projects were geared toward men.
Elsa Ulbricht from the Milwaukee State Teachers College came up with the idea for the Milwaukee Handicraft Project. She envisioned a work relief program for women who needed to support their families that would create artistic items for public institutions at cost while also providing employment for graduates of her college that couldn’t find teaching jobs.
Ulbricht selected art education student Mary Jane Kellogg and Anne Feldman to serve as art director and general supervisor respectively.
Kellogg identified product needs for schools and hospitals in cooperation with state and local governments. The project first started compiling scrapbooks of articles and puzzles to entertain hospital patients. Workers also bound and repaired books for schools.
Eventually, 11 different units were created for bookbinding, block printing, screen printing, weaving, rugs, applique, dolls, toys, costumes, wood toys and furniture. New units were added as staff developed new products that would improve the lives of children and families.
A state order for coverlets for all WPA nurseries in Wisconsin created work for 75 women. Those workers who became competent in their craft were encouraged to find employment in other WPA projects, like the sewing project which paid higher wages.
More than 200 women reported to work on Nov. 5, 1935. Two weeks later, 700 women were employed. Unlike most other workplaces at the time, the Handicraft Project was racially integrated, employing a large number of African-American women. The project employed only women at first, but when it expanded to include furniture, men were also hired.
Orders for products came from every state and the project gained national attention for its use of unskilled labor to produce handmade products in an integrated workplace. First Lady Eleanor Roosevelt even paid the project a visit in 1936, writing about her experiences in her newspaper column, “My Day:.”
“I have just come back from one of the most interesting mornings I have ever spent. Milwaukee has a handicraft project for unskilled women which gives one a perfect thrill. They are doing artistic work under most able teachers,” Roosevelt wrote.
Federal support for the project ended in 1942, but Milwaukee County continued it for a time as a rehab program for older and disabled workers.


A key priority for learning during the early years of school is for children to develop skills in numeracy and literacy. Consequently, less time may be allocated in the curriculum to foster other important developmental areas, including the ongoing motor skill development of school children, which has been positively linked to academic performance. In order to promote holistic approaches to teaching and learning in the early years of school, it is necessary to further delineate the nature of associations between motor skills and foundation academic skills. The aim of this study was to examine associations between fine and gross motor proficiency and academic performance in mathematics and reading in Year 1 children.
METHODS: A cross-sectional study was conducted with Year 1 children from two primary schools in New South Wales, Australia (N = 55; 25 boys, 30 girls; mean age 6.77 ± 0.40 years). The Bruininks-Oseretsky Test of Motor Proficiency (2nd Edition) and the Wechsler Individual Achievement Test II (Australian Edition) were used to assess motor proficiency and academic performance in mathematics and reading, respectively. Associations between the components of motor proficiency and academic outcomes were examined using Pearson's and Spearman's correlation analyses. Hierarchical multiple linear regression analyses were conducted to determine how much variance in mathematics and reading composite scores could be explained by motor proficiency after controlling for age.
RESULTS: A significant moderate positive association was found between total motor composite and mathematics composite scores (r = .466, p < .001). Fine manual control composite scores were significantly associated with both mathematics (rs = .572, p < .001) and reading (rs = .476, p = .001) composite scores. After controlling for age, fine motor integration was the only component of motor proficiency that explained significant variance in mathematics and reading composite scores.
CONCLUSIONS: The results of the study revealed that Year 1 children's overall motor proficiency was significantly related to their mathematical ability. Children's fine motor integration skills were also predictive of mathematics and reading ability. These study findings may interest both early childhood educators and paediatric health professionals.


Success from the Start: Your First Years Teaching Elementary Mathematics
This book highlights how students learn math and the pedagogy behind it. Using vignettes based on real classroom discussions, the authors illustrate effective teaching practices to support math learning. Success from the Start: Your First Years Teaching Elementary Mathematics acts as a supportive and reassuring companion that you can return to throughout your journey as an elementary mathematics teacher.
As a beginning elementary mathematics teacher you might already be asking yourself these questions:
“This book is a must-read for elementary teachers of mathematics who want success from the start, and an excellent resource for veteran teachers who want to hone their practice. Ernst and Ryan have synthesized layers of pedagogy and practice and effectively conveyed the complexities of teaching without overwhelming new teachers or oversimplifying the art of teaching. Starting with clear goals for student learning,Success from the Start gives teachers a practical, research based framework for developing their students’ proficiency in problem solving and procedural fluency with conceptual understanding. Through classroom vignettes, readers are invited to think deeply about how to establish supportive learning communities and encouraged to delve into the nuances of orchestrating meaningful classroom discussions. The multiple elements involved in lesson planning, modifying and creating rich mathematical tasks and using assessment before, during and after lessons, as well as the critical components of differentiated instruction are all clearly delineated. “—Meredith Melvin Adelfio Math Coach and Coordinator, Sidwell Friends School, Washington, D.C. Recipient of the 2006 Presidential Award for Excellence in the Teaching of Mathematics and Science
“The authors have crafted a powerful and practical guide for every primary teacher who grapples with effective ways to implement high-quality mathematics instruction that works for all students. Ernst and Ryan have filled Success from the Start with authentic and rich vignettes and clear examples that support deep and engaging student learning of important mathematics, including procedural fluency, conceptual understanding and problem solving. Chapters 9 and 10, focusing on lesson planning and lesson enactment respectively, are my personal favorites, providing insightful and indispensable guidance for crafting and delivering impactful instruction.”— Steve Leinwand American Institutes for Research
“In Success from the Start Ernst and Ryan outline a plan for the elementary school teacher with ideas and strategies that guarantee to bring early mathematics classrooms to life. Through classroom vignettes and samples of student work the authors invite the reader to join the authors in their visits to exemplary classrooms, while questions for the reader invite reflection and hands on exploration. No aspect of teaching goes unnoticed: the authors provide strategies for planning discussions, ideas for designing class space to increase productivity, follow up with tips for assessment that informs instruction, and give advice for parent-teacher conferences. This book is a valuable resource for teachers both new and experienced.”— Despina Stylianou The City College of New YorkAbout the AuthorsKathy Ernst has served as co-founder of an alternative pre-K–6 school, classroom teacher, developer and teacher of gifted programs, adjunct professor, math coach, and consultant. She holds a MS.Ed in Educational Leadership from Bank Street College. For over thirty years she has taught math problem solving to students and teachers and has provided support to schools and systems throughout the U.S. to improve mathematics education. Kathy is a senior advisor with Thinking Foundation.Sarah Ryan is an elementary school teacher in the Delaware public schools. She also provides professional development for the Math and Science Education Resource Center at the University of Delaware. Sarah has a MS in Early Childhood and Elementary Education from Bank Street College of Education. Previously, she has worked as a teacher and math coach in the New York City public schools and as an advisor in the Math Leadership Program at Bank Street College.


UNICEF publish first ever global report on early childhood education
UNICEF have published their first ever global report on early childhood education, entitled ‘A world ready to learn – prioritising quality early childhood education’. The full report can be read here.
The report says that more than 175 million children – around half of pre-primary-age children globally – are not enrolled in pre-primary education, and in low-income countries, only 1 in 5 young children are enrolled. Across 64 countries, the poorest children are seven times less likely than children from the wealthiest families to attend early childhood education programmes.
The report also emphasises the positive effects of early childhood education:
“Children in pre-primary education are more than twice as likely to be on track in early literacy and numeracy skills than children missing out on early learning. In Nepal, children attending early childhood education programmes were 17 times more likely to be on track in their early literacy and numeracy skills. In countries where more children attend pre-primary programmes, significantly more children complete primary school and attain minimum competencies in both reading and math by the time they finish primary school.”


Welcome once again to our Teacher Spotlight, giving recognition (and free books!) to deserving teachers who have great ideas to share. Today's featured teacher is Brian Hopkins of Brevard County, Florida. Brian authors a blog called Hopkins' Hoppin' Happenings, which has a Common Core focus and posts with topics as diverse as phonics, science, and math. He posts more than once per week, and his blog is well-written and interesting. Today he brings us a science lesson that ties the Common Core's informational text (nonfiction) threads to Arctic animals. Here's the lesson in his own words:
I am excited to get the opportunity to write about a fun lesson for Hameray Publishing. Today’s lesson incorporates Science with Nonfiction Reading. Students will learn about different text features while researching an animal.
The first thing the teacher should do is teach students different kinds of text features. These include headings, subheadings, table of contents, indexes, captions, diagrams, bold-faced words, pictures, etc. The easiest way to do this is to use actual nonfiction books to show children the different text features. Hameray Publishing has a great group of books on Arctic animals called Zoozoo Animal World that on the last page shows pictures with a one-word caption under it.*
The next step would be to let the students go on a hunt for text features. They could write down the text feature and the book and page number that they found it on. This would show their understanding of text features and how they are used.
Then to tie in with science, the teacher could read several books on animals and a discussion could be held on what kind of animal group the animal belongs in (mammal, fish, bird, reptile, etc.), if it is a vertebrate or invertebrate, what the habitat of the animal is, what the animal needs to live, where the animal lives, etc. The article animal books are very simple with 1 sentence per page that tells you a little bit about animals. They are perfect for a young kindergarten or 1stgrader reader or even for a 2nd grader to find information quickly.
To make sure the students understand about animals and text features, the teacher could have each child pick an animal. They would create a poster, diorama, or slideshow presentation about the animal. They would describe what the animal looks like, what group the animal belongs to, what its habitat is, where it lives, etc. On the poster they would put some of the following text features to demonstrate their knowledge of how they help readers: title, heading, subheading, pictures, captions, diagrams, maps, etc. This would show mastery of understanding text features (Common Core 1.RIT.5, 2.RIT.5, 3.RIT.5) and vocabulary about animals.
- Brian Hopkins
My name is Brian Hopkins and I am from Brevard County, Florida. I graduated from the University of Central Florida with a Bachelor's Degree in Elementary Education K–6. I also have my ESOL endorsement and am CET certified to mentor teachers and have student interns. I taught Kindergarten for three years, 2nd grade for five years, and completed a short term in 5th grade. I also subbed in a 3rd/4th grade class for a month. Currently, I am a substitute teacher as I try to seek a new teaching assignment, which I hope is right around the corner! In my spare time, I enjoy listening to country music, reading, and making teaching materials.


The Barbershop style of four-part a cappella singing has its roots in recreational harmonizing of the African-American community of the late 19th century, drawing on centuries of traditional African and African-American chord and rhythm structures. This style reached an expanding audience through African-American vaudeville quartet performances. White performers imitated these performances and intertwined the style with elements of European-rooted close harmony. As music was shared back and forth across the communities, it evolved into a unique style of close harmony and rhythmic pulse.
Barbershop quartets recorded some of the most popular music of the early decades of the 20th century, selling millions of records. In the 1930s, the popularity of Barbershop declined as other types of music came to the fore, especially those better suited for the radio broadcast technology of the time.
In 1938, Rupert Hall and O.C. Cash sent out an open invitation for an evening of Barbershop singing in Tulsa, Oklahoma, and were amazed when 26 men attended. From that informal beginning sprang the Society for the Preservation and Encouragement of Barbershop Quartet Singing in American (SPEBSQSA), now known as the Barbershop Harmony Society. As of 2013, the Society has just under 25,000 members in the U.S. and Canada. Other Barbershop harmony organizations now include affiliates in the UK, Australia, the Netherlands, Finland, Ireland, New Zealand, Spain, Norway, Sweden, Denmark, and South Africa, as well as two organizations for female harmonizers: Sweet Adelines and Harmony, Inc.
Quartet singing was originally the dominant form of the Barbershop style, and the society held the first quartet competition in 1939. In the mid-20th century, singing Barbershop in larger groups became more popular, and choruses were added to the annual competitions. 1953 saw an “invitational” chorus competition, and the first “official” open contest was held in 1954 – won by DC’s Singing Capital Chorus under the direction of Lew Simms!
Today, the Barbershop Harmony Society describes Barbershop as unaccompanied four-part singing where the melody is predominantly in the lead voice (second tenor), with a tenor and bass above and below the melody, and a baritone completing the chord. Songs feature understandable lyrics, singable melodies, a defined tonal center, and “major-minor” seventh chords that resolve around the circle of fifths. High-quality Barbershop singing produces perfectly-tuned chords that produce a series of overtones that expand the sound beyond the four notes actually being sung.
Through Harmony Foundation International, the society promotes music education in schools and communities, in order to introduce new generations to the joy of Barbershop harmony.
Henry, Jim. “The Historical Roots of Barbershop Harmony.” The Harmonizer. July/August 2001.
Web pages accessed 7 September 2013:


As teachers, we are always looking for new effective ways to help our students learn their sight words. It is important for students to be able to identify and spell common sight words. These early foundational skills will help them be future confident readers and writers.
Here are two sight word stations to give your students practice spelling and identifying sight words in written form. Both stations integrate technology which makes the activities engaging for students and allows them to practice writing sight words from dictation.
Download the preview to experience for your self how these stations function. Turn up the volume on your smart device and have fun![product id=”35412″] If you like this station you may also like these: [product id=”35423″] [product id=”35431″]


Preparing Your Child for Kindergarten
Many parents ask how they can best get their child ready for kindergarten. The state law says that children are eligible for kindergarten based on their age and not on their skills. Good kindergarten curriculums are able to address the wide range of development levels that are natural in any kindergarten program. In today's society parents feel pressure to "prepare" their child for school. Sometimes this pressure leads to unrealistic expectations that are heavily focused on learning specific academic skills rather than the a more appropriate focus of play, adult child interactions, and learning opportunities that promote basic child development.
There are several good resources to help parents build a strong foundation for school.
- Washington Learning Systems includes forty-six home and community activities for adults and children that encourage early language and literacy development in young children. They are appropriate for children with disabilities as well as children who are developing typically.
- Helping Your Preschool Child with activities for children from infancy through age 5.
- The Ready for School Checklist can help to guide you as you prepare your child for school.
- Today's Play . . . Tomorrow's Success! A chart which emphasizes the importance of play in early childhood as the best foundation for success in school.


For today’s parents and their children, the issue of college education can be top of mind. School location and quality of instruction are both intimately linked to job-related outcomes as well as overall costs.
However, early childhood learning also deserves the same level of attention. When a child graduates from elementary school, application and acceptance to the right high school sets them on track for success.
Effective learning in young children is vital for scientific reasons as well. During this period, their brains have the highest level of neuroplasticity compared to any subsequent stage of their lives.
Young kids are primed for learning all the time. And their surroundings play a major role in this process. To set your child up for future success and develop a healthy sense of self-esteem, you can start by making improvements to the home environment.
Know the relevant principles
The child’s environment isn’t just the various rooms of the house in which they live. It also includes the objects and people within. Kids will always test the world around them and interact with things. Those interactions are happening around the clock and comprise a huge chunk of their early learning experiences.
It’s this aspect that you can really maximize by working to improve the home environment. Parents are a child’s first teachers, and bear significant responsibility for their early learning, but they can’t possibly be hands-on all the time. Crafting an enriched home learning environment helps to lighten the burden.
The life-changing magic of tidying up isn’t just for adults to enjoy. Enrichment doesn’t equate to messy. You want to engage a child’s senses in the right way, not overstimulate them.
Go through the house one room at a time, but prioritize those areas where the child will spend the most time. As you clear out the clutter, think about what you’re doing as an act of curation.
What items might make the room a bit more fun or interactive for your child? Do those paintings and art objects seem interesting from their perspective, or are they only engaging to adults?
A common problem for many children is that they grow up in homes that were designed for adult living. Furniture is adult-sized. Windows and door handles are out of reach. Conversely, potentially unsafe objects like electrical outlets are easily accessible.
That last example is one reason why many parents feel the need to child-proof their homes. Yet we tend to neglect the accessibility issue on the whole.
Sure, it’s a good idea to have cabinets high up where you can store fragile or hazardous items. But what about the bathroom sink, where kids are supposed to practice good oral hygiene? Having it around the height of an adult’s waist makes it less accessible. A slip-resistant stool or platform can make a world of difference to the child.
Opportunities to observe
A critical element in improving a child’s educational outcomes is knowing how they approach the learning process itself. And parents are in the best position to make extensive observations about that during the early childhood stage.
Allowing young kids to spend too much time in their own rooms is a challenge to this goal of observation. Increasingly, you leave the process up to chance. You can regain a measure of control by altering the environment to increase the amount of time they spend in shared areas.
A multi-functional area allows you to combine rooms, such as the kitchen and living room. Or a child’s playroom with your home office. You can prepare meals, or go about your work routine while keeping an eye on what they’re doing.
As you go about making these changes to your home, you can do your child (and yourself) one more favor. Get them involved.
The sense of agency is a powerful determinant of one’s future success. And it begins to develop in early childhood. Kids are quick to understand when their actions or decisions can make a difference, even in a small way.
Ask your child about the best way to organize things, and get them to help out as you tidy up your home. Get their opinion on what added features might make a room more child-friendly or interesting. Of course, it’s a good idea to limit their choices to a range of options that are within your budget.
With a child’s involvement in the process, you can not only create a better learning environment at home but develop their confidence as agents and difference-makers in their lives.


Easy to use resource! Teacher and teacher assistant friendly! Excellent for RTI!
First sound fluency is an auditory skill. Training the ear to hear individual sounds is a specific skill that takes lots of listening practice! It is an important indicator for reading success and language learning. For little learners it is both helpful and highly engaging to provide pictures to look at as they are listening for the first sounds in the words. Verbally interacting with the sounds is crucial for developing a keen ear for hearing phonemes. This resource is also excellent for English language learners for first sound fluency, phonological awareness as well as vocabulary and oral language speaking and listening opportunities. Common Core Objectives aligned in several areas:
Reading Foundations, Speaking and Listening. FANTASTIC practice for DIBELS!
This resource was designed to provide intentional, targeted, scaffolded practice and/or intervention for practicing first sound fluency with the whole class, in small groups, or individually.
GREAT for interventions by teachers OR classroom assistants as very easy, specific, scripted teacher directions are provided on every page.
Included in this resource:
• LEVEL 1 (CCSS:ELA-Literacy.RF.K2D) Hear it – Say it – Circle it Interactive Oral Language Phonemic Awareness
(26 pages strictly phonemic awareness).
Each page is labeled with the target phoneme (sound). Students listen for the first sound in words,
circle the pictures of the target sound, cross off the pictures that have a different sound. Very specific scripted teacher directions are provided on every page to support instructional assistants or volunteers in intervention groups. ANCHOR CHART for hearing the sound and saying it. Key word cards for each page.
•LEVEL 2 (CCSS:ELA-Literacy.RF.K.3) Hear it – Say it – Write it (Phonemic Awareness plus writing initial sounds) 26 pages
Students listen for the first sound in words, circle the pictures of the target sound, cross off the pictures that have a different sound
AND write the initial sound for every picture.
This can be used in a variety of ways:
-As differentiated practice for the more proficient student
-As follow up to the first 26 pages
-As intervention for students becoming proficient but needing more practice
ANCHOR CHART for hearing the sound, saying it and writing it. Key word cards for each page.
Related Products For Back To School
Related Products for Alphabet and Phonics Instruction
©2014 Little Bird Kindergarten: Listen Up! First Sound Fluency Practice Single classroom use only, not for public display.
All Rights Reserved
Key Words: First Sound Fluency, Dibels, RTI, Intervention, Kindergarten


Demystifying One of the Most Important Business Functions
Any commercial enterprise is designed to make money. How much is it making and is it meeting its financial obligations? You’d better ask an accountant.
The field of accountancy is a wide one that incorporates numerous responsibilities, skill sets and opportunities for specialisation. These could be from the seemingly mundane duties of filing tax returns to areas of fraud investigation and forensic accounting to playing an active role in a company’s overriding strategy and growth.
From in-house accounting teams at multinational corporations to SME business accountants that work alongside a range of companies in different industries, there are numerous paths that a career in accountancy can follow.
One thing that everyone knows about accountants is that they have to be “good with numbers.” Strong numeracy skills are, of course, important, but an academic qualification such as an A-level in mathematics or economics is only the beginning.
Most accountants follow this up with a degree, but it is not a prerequisite. Some go straight from A-levels to studying for an Association of Accounting Technicians (AAT) qualification, which is seen as a minimum starting point to start a career as an accountant.
From there, however, there is still more studying to be done. The majority of trainee accountants choose one of three paths, either looking to become a chartered accountant (ACA qualification), a certified accountant (ACCA) or a management accountant (CIMA). Each of these certifications consists of multiple components and will take three to five years to complete. That sounds like a long time, but keep in mind that trainees typically combine their studies with day to day work, so at the same time they are gaining on-the-job experience and earning a competitive salary.
The day to day work
There is more to accountancy than preparing balance sheets and filing tax returns, although in those early trainee years, plenty of time will be devoted to core areas like these. After qualification, however, accountants have the opportunity to get their teeth into more specialist areas, and no two days are the same. A few examples are as follows:
Financial auditors, either internal or external, perform detailed checks of a business’s transactions and processes. This is not just to pick up any errors, but also to help identify best practices and to advise the company on any business risks that become evident. An auditor can therefore play a key role in helping shape corporate strategy.
Where there is suspicion of fraud, insider dealing, money laundering or other improper activities, it is the forensic accountant’s job to get to the bottom of what has happened. Accountants working in this field often operate in close cooperation with legal firms.
The funding that underlies a business is fundamental to its sustainability, security and growth. Specialists in corporate finance are responsible for overseeing business funding and for managing processes such as mergers and acquisitions.
A world of opportunity
These are just three illustrative examples of the types of career path that accountants follow. A key thing to remember is that as in most careers, accountants never stop learning, and there is always the opportunity to develop new skills and specialisms.


Pre – 1914
The first teachers in the Army were ‘capable’ non-commissioned officers (those who had a better education than the average soldier) who were selected to teach as Sergeant or Regimental Instructors, whilst the first trained teachers were the Corps of Army Schoolmasters (CAS), formed in 1846. The Queen’s Army Schoolmistresses (QAS) was formed six years earlier to care for infants and female students. In 1846 Certificates of Education were introduced, and were needed to draw full pay or to be promoted. In 1849 compulsory education during basic training was introduced. By the late 1800s civilian teachers and soldiers with recommendations were allowed to join the Corps.
The First World War and The Inter-War Years
During the First World War the CAS were a non-combatant corps, but provided talks, newspapers and libraries in rest areas along with the Red Cross and YMCA. They also ran unofficial education schemes in the UK, as there was no resettlement scheme until late 1918. The scheme, created by Major, the Lord Gorell, was aimed to raise morale, promote citizenship and assist in finding work. It was undertaken in training time and there was no discrimination by rank.
In June 1920 the Army Educational Corps (AEC) was formed to deliver the resettlement scheme and army education after the wartime scheme ended. The members were no longer classed as non-combatants, with their original wartime role to be the maintenance of well-being in units, and during peacetime to engage in an advisory role and specialist teaching. By the 1930s the Corps was mainly involved in literacy and numeracy skills and were involved in the development of the Indian Army. Their wartime role evolved to allocation in headquarters to act as cyphers.
The Second World War
With the declaration of war, the AEC was nearly disbanded. Members were transferred to headquarters to do cypher work on signal traffic. However, after Dunkirk a majority of the army were back in the UK with very little to do. Working with local authorities, colleges, and universities as part of the Haining Scheme, lectures, talks and courses were provided to soldiers. In 1941 the Army Bureau of Current Affairs or ABCA was created to explain why the war was being fought and to provide news from theatres of operation. The AEC were at D-Day muster points with activities to keep the troops busy.
After D-Day the AEC provided troops with newssheets, and set up study centres and education centres behind the lines. At the end of the war the AEC created and implemented the Period Release Scheme, an expansive resettlement scheme for the British and colonial troops.
Post War to 1992
The title “Royal” was given to the AEC in recognition of their war work. The post-war duty of the Corps included voluntary education for promotion, resettlement training and the education of national servicemen. In 1963 the RAEC became all-officer. On operations they created newssheets and other morale boosting activities, acted as intelligence officers, provided education support for personnel, and acted as interpreters.
The Royal Army Educational Corps was disbanded with the formation of the Adjutant General’s Corps in April 1992.
The Queen’s Army Schoolmistresses (QAS) are formed.
The Corps of Army Schoolmasters (CAS) are formed.
The Army Educational Corps (AEC) is formed.
Army Bureau of Current Affairs (ABCA) is created.
The AEC are awarded the ‘Royal’ prefix.
The RAEC is disbanded and education becomes the remit of the Education and Training Services (ETS) branch of the AGC.


Calanthe Neïla August 18, 2020 Worksheets
Another thing to look out for is what the pupil will need to solve the worksheets? Does the worksheet require the use of crayons? Does it require other things like a pair of scissors, glue and so on?Before you buy worksheets, make sure to check if they have been created to suit the geographical location that you reside in. The language and usage of words differs from country to country. It is no point buying a worksheet which is designed for children in the US for children residing in India. Also see if the worksheets involve just one way of teaching or multiple ways. Do the worksheets involve short assessments? Does it have some activity built in; does it involve elements from the child’s surroundings?
There are many ways you can choose to obtain budgeting worksheets for yourself or for your household, and the best way is through the internet. Also, you have the option whether you like to purchase highly optimized worksheets that are designed and distributed by certain companies or you would like to simply get free worksheets. You must know that just because some worksheets are free does not mean they are not credible and reliable. In fact, if you do not really need the specialties of advanced and complicated budgeting, you don’t have to buy worksheets at all. Then again, the decision is on you.
If you home school your children, you will quickly realize how important printable homeschool worksheets can be. If you are trying to develop a curriculum for your home-schooled child, you may be able to save a lot of time and money by using free online home school worksheets. However, while they can be a helpful tool and seem like an attractive alternative to a homeschool, they do have a number of limitations.
Then along came digital copiers and the purple-ink mimeograph machine disappeared. But the teaching tool that the mimeograph machine spawned – the worksheet – has lived on… and on… and on. For decades – literally decades – teachers have been enamored with worksheets. So what is the bottom line? Are worksheets a serious teaching tool or an over-used form of busy work? The answer, of course, is both.
When you’re teaching your student to write, there are a whole host of worksheets online that you can use. Many of these include clipart that will help the students learn the sounds of letters and letter combinations. There are other sheets that help the student learn to write his or her numbers. It’s helpful having printable worksheets for something like this, because parents often go through quite a few of these before the child masters writing the numbers or letters correctly.
I have said ”Don’t Use Worksheets” about every way there is to say it, and each time I have included solid brain-based, researched reasons for this statement; and yet, I know that many people will ignore the science in favor of the convenience. It is very difficult to fight the tide when there are so many internet sites pushing worksheets at parents, and so many reputable textbook companies doing likewise. It is difficult to remember the reasons to avoid them when one has very little time to devote to working with math. Worksheets just seem so much easier than doing things any other way. Can they really cause harm?
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Bust out your sharpened number two pencils and put on your fancy clothes, because back to school time is here! With kids spending roughly 35 hours a week at school, it is important for parents to know what is happening in the classroom. Building a strong home and school connection is essential. Here are eight tips for helping foster a working home and school connection:
1. Introduce yourself: Contact the teacher and introduce yourself. Let your child’s teacher know of any concerns or specific goals you have for your child. Opening up this line of communication tells the teacher that you are a team player and you support the happenings in the classroom.
2. Program School Numbers & Emails: At the beginning of the year, program school numbers and e-mails into your phone. That way, if you are out and about or at work, you have the number or email address readily available to you. Don’t forget to program the nurse’s number in as well. You may receive a call from this number if your child becomes ill.
3. Updated Information: Make sure your child’s school has all your current information. If you or a person on your emergency contact list changes numbers, your school needs to know. Also, keep all immunization and doctor information up to date. Therefore, if a medical emergency happens, the school will have the information they need.
4. Absence: Always let your child’s school know about an absence. In our day of age, children need to be accounted for at all times. The reality is, that things can happen on the way to school. So, report your child’s absence and keep the school in the loop.
5. Class Websites: Check class websites and/or newsletters each week for latest information on what is going on in the classroom. Support your child’s learning at school by discussing or practicing skills being taught at school.
6. Lunch Money: Keeping up with lunch accounts can be a big job. See if your school district offers a website or app to make managing lunch money easier. Some apps and websites let you track spending, as well as add money to an account.
7. Daily Communication: If you are looking for daily communication from your child’s teacher, try a communication notebook. Supply a small notebook for you to ask questions or add comments in. Place it in your child’s backpack. Then, the teacher can answer your questions or add comments about your child’s day. The visual reminder of a notebook might be easier than trying to email the teacher each day. But, don’t forget to discuss this system with your child’s teacher first to see if it would be a good fit.
8. Golden Rule: Treat other how you would like to be treated. Sometimes things don’t always go smoothly. But, just remember that you and your child’s teacher are a team. Work together by communicating respectfully and try to produce a solution that best benefits your child.
Now you are ready to gear up for back to school night with some good tips in hand! To make communication with school even easier, download these two free printable school notes. One for lunch money (just staple to the front of an envelope filled with lunch money) and the other for absences or change in pick-up. Happy back to school!
About the Author: Ashley Rives is the author of the “Lovely Commotion,” a blog full of fun and information for parents, grandparents & educators. Ashley is a former first grade teacher with a degree in Elementary Education and Early Childhood Education, as well as a Master’s Degree in Reading & Literacy.


Some fundamental ideas in the development of mathematical skillsamong the very young
In the book ‘Good Start to Numeracy’ Doig, McCrae and Rowe (2003:5), observes that learning numeracy by young children is essential indeveloping their thinking capacity at early age. As such there isneed for an effective pedagogical approach in teaching young childrenmathematical skills. The authors argues that numeracy is more thanstudying numbers and should be aimed at developing children’s’cognitive, social and emotional growth (Doig, McCrae and Rowe 2003:7). In the book, the authors’ points out that a good mathematicalfoundation for young children is based on enhancing children’sability to represent, reason, manipulate and solve problems. Goodnumeracy learning should start at home where parents or guardiansplay important role in fostering children development. Doig, McCraeand Rowe 2003: 8) explains that the five years that children spend athome are critical in facilitating child learning ability in school.
Basic numeracy understanding is present in young children under threeyears and thus teachers are required to enhance these skills throughsimple addition and subtraction mathematics. The authors argues thateffective numeracy teaching for young children aged below three yearsshould be facilitated through parent involvement program (Doig,McCrae and Rowe 2003: 12). After parents have engaged the children inbasic numeracy skills, the teachers’ role is to build on this basicnumeracy skills for more advanced mathematic learning. To this end,the authors overall argument is that School curriculums formathematics teaching for young children aged below three years shouldhave a collaboration of teachers and parents program. In this case,teachers should help parents implement teaching of basic numeracyskills to children while at home. Doig, McCrae and Rowe (2003: 3)suggest the use of play as an important part of teaching childrenbasic numeracy skills. In this case, parents and teachers shoulddesign effective play games that involve counting objects andcomparing sizes. At home, parents should use simple geometricalfigures, teach kids, naming, drawing, counting, division and summingobjects. Sandpit argues that while technology may be effective inexpanding kids’ numeracy skills, sometimes it may complicatelearning. However, if affordable, technology is good is teachingyoung kids cognitive, problem solving, investigations, understandingand exploration.
In the book, ‘Developing play for the under 3s’ Hughes explainsthat in order to enhance numeracy learning for he under 3s,caregivers should develop a ‘heuristic play’ that enhances kidsto learn numeracy skills easier. In part, Hughes argues that babieslearn through attention and plays form important strategies ofenhancing kids’ numeracy learning (Hughes 2010: 13). Hughessuggests that caregivers should have wide range of materials thatfacilitates child play. As the baby sensory and physical developmenttakes shape, caregivers should use play items to teach the young kidshow to count, add and draw (Hughes 2010:27).
Hughes suggests a ‘treasure basket’ that contains play things forenhancing kid’s attention to examine, mouth, handle and shake(Hughes 2010: 33). The objects should be safe and easy to handle.Hughes further argues that caregivers should have a collection ofdifferent color, tastes, smell, temperature and weight to enhancekid’s cognitive ability (Hughes 2010: 26). In addition, it isimportant to provide a serene environment in which the kid canconfidently explore the play objects. Later, as the toddler gets usedand learns to play with the objects, the caregiver should design aheuristic play that enhances the kid’s numeracy skills throughcounting, summing, dividing and equating (Hughes 2010: 67). It isvital for the caregiver to arrange the play items attractively at thestart of the play to enhance the child attention. Hughes furthersuggests that during the play, the caregiver should respond to thetoddler’s curiosity and interest. In this way, as the kid learns todifferentiate the objects, the caregiver helps the toddle incounting, summing and drawing (Hughes 2010:70). The heuristic play isan important aspect in fostering language development that in turnleads to numeracy learning capacity for the toddlers under 3 years.
Hughes Anita. 2010. M. Developing Play for the Under 3s: The TreasureBasket and the Heuristic Play. New York: Routledge Publishers. P.13-31, 61-72.
Doig Brian, McCrae and Rowe Ken. 2003. A Good Start to Numeracy:Effective Numeracy Strategies from Research and Practice in EarlyChildhood. Commonwealth of Australia. P. 5-20.


Arts and music education can be defining forces in a child’s life. Their time spent learning can help them capture and hone a lifelong passion, perhaps even finding a career along the way. Of course, extracurricular art and music lessons aren’t the only ways that kids benefit from arts education — the learning they do in the classroom is important too, and research has shown that it comes with a side of academic, physical, and emotional benefits.
The data on arts education speaks for itself, but despite this, it’s becoming less of a priority in the United States. The classroom time and budget allocations made for studying art, music, and theater grow ever smaller, which finds kids across the country missing out on these remarkable skill boosts.
It’s time to get the good word out about arts education, and what better time to do so than National Arts in Education Week? This year’s event, which runs from September 13-19, was born from a 2010 Congress resolution intended to encourage participation, celebration, and advocacy for arts education within the greater art community. Participants are encouraged to visit the event’s website to learn more about community events, and organizers can find a list of guidelines for creating an event of their own.
Finding reasons and ways to get involved isn’t hard, especially when reflecting on the benefits arts education is poised to deliver to our kids:
- Better mental health, including reduced feelings of depression and anxiety, lowered stress levels, greater feelings of positivity, and higher self-esteem
- Improved coordination through the development of gross and fine motor skills and hand-eye skills, as well as greater ability and confidence when trying out new tools
- Overall scholastic improvements, including grade increases in other subjects, a higher IQ, and a greater likelihood of recognition for academic achievement
Find out about National Arts in Education events in your community today!


Every teacher-in-training takes theory classes in preparation for entering the classroom. Over time, our theories about children and learning become the foundation for our practice–the daily life of working with children in the classroom. As I have matured in my teaching I have integrated various strands of theory into my own unique hybrid of classroom practice. I like using the word “practice” because it reminds me that I am a learner too. I also like the image of a braid. When I first moved to Maine in the 1980’s I attended the Common Ground Fair, a celebration of rural life and community. I purchased a braid of sweetgrass, a special grass that grows in the brackish marshes of the inland bays. The Abenaki, the First Nations people from Maine, use this fragrant grass in their handwoven baskets. My braid of sweetgrass reminds me of my connection to the land and to everything I cherish in the world.
Another strand is TAB–Teaching for Artistic Behavior. Grounded in what have been termed the “Studio Habits of Mind” TAB practice is based on the strong belief that all children are artists and can use the languages of art to express their ideas and feelings–to make meaning with materials.
These strands blend beautifully with the Reggio Approach, a philosophy that was developed in the infant-toddler centers and preschools of a city called Reggio Emilia located in the Emilia Romagna province of Northern Italy.
Loris Malaguzzi, the founder and key theorist of the Reggio preschools, wrote a poem called “The Hundred Languages of Children.” “A child has a hundred ways of knowing, feeling, being, and expressing…” Here (above) a kindergarten student has translated her 2-D painting into a 3-D clay figure. This concept of translating from one “language” to another is key to helping children grow their knowledge and investigations of the world around them. I continue to be inspired by the theory and practice of the global Reggio Emilia community.
In Reggio pedagogy, all children are seen as creative, capable individuals from birth. One holds a strong “image of the child” as well as the image of the parent and the teacher. It is this triad–the child, the teacher, and the parent, who are the key protagonists in a child’s education.
The classroom environment is considered “the third teacher.” Designing an environment that is welcoming, supportive, and accessible to children provides a context for exploration and growth. Teachers use the classroom as a place of action research. The curriculum unfolds in response to the actual children who are present.
All of these deeply held values feed my teaching soul and allow me to interact with a bigger world of ideas and inspiration.
Each strand of educational theory offers an intellectual framework as well as a community of like-minded educators who are willing to explore and exchange ideas. http://reggioalliance.org/ I bring these treasures with me to each learning context, whether it be a short-term artist residency or a longer term position in a school.
It is not always easy to maintain my educational values in a mainstream culture that foregrounds individual achievement, standardized testing, and competition rather than collaboration. But I strongly believe that our work with children should be driven by learning theory that has a biological basis rather than one that is market-driven. Our future depends on teachers who are willing to risk challenging the status quo to defend the rights of children to have authentic learning experiences throughout their schooling. I do my best to uphold this ideal.
Robin E. Brooks, revised May 24, 2016
MiEN is the Mindfulness in Education Network. Started by Richard Brady, a math teacher at a Quaker School in Pennsylvania, this has grown into an international network of educators and medical professionals working with mindfulness and youth. http://www.mindfuled.org/
TAB-Choice is a practice founded by teachers Katherine Douglas, Pauline Joseph, and Diane Jacquith in the greater Boston area. The TAB community continues to gain momentum in the art education world and is now officially recognized as a practice group by the National Art Education Association. http://teachingforartisticbehavior.org/
In viaggio con i diritti / A journey into rights
autori: bambini dei nidi e delle scuole dell’infanzia di Reggio Emilia
authors: children from infant-toddler centres and preschool of Reggio Emilia


Oskar Schlemmer was born on September 4, 1888 in Stuttgart. He was a painter, sculptor and stage designer. He liked to depict human figures in space, especially in stereometric representation and interlocking groups of figures.
Schlemmer initially attended the school of arts and crafts, which he left after one semester to study at the Stuttgart Academy of Fine Arts in the autumn of 1906. There he met his lifelong friend Otto Meyer-Amden as well as Willie Baumeister and Alf Bayrle. With Meyer-Amden he then attended the master class of Friedrich von Keller's composition school. Schlemmer then moved to Berlin, where he studied the formal analysis of Cubism and the French avant-garde. In 1913 he became a master student of Adolf Hölzel in Stuttgart, where he developed his love for stage design through a pair of dancers he had befriended.
In World War I Oskar Schlemmer volunteered for military service, from which he was freed again after an injury. He devoted himself again to painting and founded the Ücht group, which advocated a reform of art education and a vocation of Paul Klee to Stuttgart.
In 1920 Schlemmer married Helena Tutein and had three children with her. In the same year he was appointed by Walter Gropius to the Bauhaus, where he took over the management of the workshop for mural painting, before he later switched to wood and stone sculpture (form master). After the Bauhaus had moved to Dessau in 1925, Schlemmer also took over the Bauhaus stage department as director. During this time Schlemmer's Bauhaus dances were created, in each of which a certain material and its scenic possibilities were presented (e.g., pole dance or tire dance). Schlemmer established the subject "Man" and took on many teaching assignments at the Bauhaus until he left it in the summer of 1929. Schlemmer's style and motifs were varied and the degree of abstraction of his works changed again and again. In 1916 he created the painting "Homo", which appeared again and again in his works as a basic figure in the side profile. Inspired by the complex Bauhaus idea, Schlemmer's most famous works were created in 1923. Freed from accessories, his pictures concentrated on figurative representation and the back view known for Schlemmer appeared for the first time (Tischgesellschaft, 1923). The first staircase and railing motifs were created in 1931 (group on railing), on which figures connect rhythmically with the structure of the railing in a grid, staggered and superimposed manner. From a psychological point of view, the railing is also regarded as a support and order giver, the purpose of discipline, and as a contrast to chaos and decay in the political years of the 1930s were omnipresent. "We need number, measure and law as armament and armament in order not to be devoured by chaos," Schlemmer once said. The work Bauhaustreppe (1932) became the landmark of the youth cult movement of the 20th century.
With Hitler's seizure of power in 1933, Oskar Schlemmer's years of spiritual darkening began. His pictures also became darker and showed his mental state with threatening scenes. He died at the age of 54 on April 13, 1943 in Baden-Baden.
Art prints and oil reproductions by Oskar Schlemmer


Resources › For Educators Martin Luther King Jr. Writing Prompts Honor This Great Leader in Your Classroom Share Flipboard Email Print Ariel Skelley / Getty Images For Educators Elementary Education Classroom Organization Reading Strategies Becoming A Teacher Assessments & Tests Secondary Education Special Education Teaching Homeschooling By Janelle Cox Education Expert M.S., Education, Buffalo State College B.S., Education, Buffalo State College Janelle Cox, M.S., is an education writer specializing in elementary school education. our editorial process Janelle Cox Updated October 09, 2017 This January schools across the nation will honor a true American hero—Martin Luther King Jr. Help students expand their understanding and deepen their respect for this great leader by using these writing prompts. Who is Martin Luther King, Jr?What was his dream?The importance of Martin Luther King, Jr.’s “I have a dream” speech is…What are three of Dr. King’s greatest achievements?How did MLK influence people?What would you say to MLK today if you could meet him?If Martin Luther King Jr. was still alive today, he would think…Why do we celebrate Martin Luther King Day every January?What made his “I Have a Dream” speech so historic?What do you already know about MLK? What do you want to know?Martin Luther King Jr. is inspirational because…What is it that we celebrate about Martin Luther King, Jr?Create a timeline of important dates in the life of Dr. King.How does your school celebrate Martin Luther King?How does your family celebrate Dr. King?Dr. Martin Luther King gave a famous speech entitled "I Have a Dream." Write about a dream you have for making the world a better place.Make a list of ten things that you can do to make the world a better place.Brainstorm a list of ways in which people differ and a list of ways in which all people are alike.Imagine that you live in a world where people are separated based on the color of their skin or the color of their hair, or their height, etc. What would it be like to live in such a world? How might it change your friendships and/or your family? How would it make you feel?Write a paragraph explaining how discrimination and prejudice impact our world today.Write a thank-you note thanking Dr. King for his efforts to make the world a better place.Would you participate in a march, a sit-in, or another form of political protest? Write about why or why not.Pretend that you had an opportunity to interview Dr. King. Write three questions that you would like to ask him.Why is there a national holiday in the United States to celebrate Martin Luther King?The message of nonviolence taught by Martin Luther King, Jr. was important because…What are civil rights? Why do we need them?Imagine that you have no civil rights. What would your life be like?What is the Civil Rights Act? What does civil rights mean to you?What kind of leader would you be? Would you be a non-violent leader? Why or why not?Why is peace important in our world?Would you go to jail for something that you believe in? Why or why not?What if MLK didn’t dream of change? What would our life be like now?What is segregation? What if your school was segregated? What would it be like?Why was Martin Luther King Jr’s use of nonviolence so effective?Why is Dr. Martin Luther King Jr. so beloved by the African American community?I can keep MLK’s dream alive by…I have a dream that one day my school will…I have a dream that one day our world will…When you close your eyes and think of peace what do you see?List five reasons Martin Luther King Jr. is an American hero.Write a Martin Luther Day acrostic poem using the word “DREAM.”What is your biggest dream for your life? How do you hope to accomplish this dream?


How Do We Get Students to Think Like Historians?
Professor, University of Puget Sound
Terry is a Distinguished Professor in the School of Education at the University of Puget Sound. He is the author, with Walter Parker, of Social Studies in Elementary Education. Terry teaches courses in social studies, literacy, and social justice at the graduate and undergraduate level. He was the 2018 recipient of the University’s highest teaching honor, the President’s Excellent in Teaching Award. He worked for 19 years in K-12 schools as a teacher and principal.
What does historical thinking look like and how do we get students to think like historians? In large part, it comes down to teaching students how to source documents, acknowledge confirmation bias, and ask the right questions when examining both historical and modern-day information.
When: 07/21/2020 - 5:43pm
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The New Curriculum In September 2014 the primary school curriculum received a radical shake up. The main aim is to raise standards. All maintained schools have to follow the new curriculum but Academies and Free Schools are exempt.
Key Facts The new curriculum is intended to be more challenging. The content is slimmer than the current curriculum. The focus is on essential core subject knowledge and skills. The content of the National Curriculum must be taught. It is very knowledge based. ‘How’ is down to individual schools.
Key Facts The study of languages is compulsory in key stage 2. ICT is replaced with computing. No PSHE or RE is contained within the New Curriculum (still to be taught) Evolution will be taught in primary schools for the first time.
English Replaces literacy in old curriculum Increased expectations Phonics still predominant in KS1. Children reciting poetry, developing language use KS2 Vocabulary and SPAG expectations have been raised (.C!? Now in year 1). Emphasis on planning/drafting/evaluating/revising texts.
Mathematics Increased expectations Five year olds will be expected to count to 100 (20 in old curriculum) and learn number bonds to 20 (was 10) Simple fractions (1/4 ½) will be taught in KS1 and by the end of KS2 children will be expected to convert decimal fractions to simple fractions.
Mathematics By age nine, children will be expected to know all times tables up to 12x12 (old curriculum expectations were 10x10 by end of primary) Calculators will not be introduced until near the end of KS2 to encourage mental arithmetic.
External Assessment This year SATS will remain the same. Details have not been published yet as to what will happen in the future. Addition of new SPAG test in KS1 EYFS will be tested either on entry or at the end of the year but we are awaiting further instruction on this.
Internal Assessment State schools were using a standard system of assessing and reporting in all year groups. This has been scrapped. There has been no nationally agreed new system. Schools are still expected to track progress and report to parents but how they do this is down to individual schools.
Changes at Bearnes Tracking points IPC - curriculum mapping (where parts don’t fit we will teach independently) Experience days. Natural learning. Discovery Time Learning detectives – revamp of marking and feedback policy.
And finally… Time of change for children, teachers and parents. As we go through the year we will keep you fully updated so you have a clear idea of what, when and how your child will learn. As with all changes there are positive and less positive things about it. It is important to us here at Hennock that our children remain at the heart of what we do.
Soon we will be asking….. What was the fuss all about!! Any questions? (we won’t promise to answer them all!)


Welcome back! In my last blog I gave you a detailed explaination of Inhalation and Suspension, the first 2 stages of proper breathing. Now I would like to break down the last two, Phonation and the Resting Period.
We discussed how important inhalation is to a singer. On the opposite hand we have exhalation, which is the usage of the air you inhaled. In normal breathing this process is called exhalation but in the singing world it should be referred to as Phonation. Phonation is simply the process by which the vocal folds vibrate and produce sound. To the average gospel singer we naturally have the gift to sing so we really do not focus on what is actually going on in our body when we sing. I believe that it is important for a singer to know how the body affects the sound we produce.
The first thing a singer should be aware of before the phonation process is having an open and relaxed throat. Often times on Sunday mornings we forget about that small things that come together to create the big picture. Having an open throat while you sing feels strange at first and will become natural after much practice. The open throat feel is the same feeling you feel when you yawn. The goal is to have that feeling every time you sing. As church singers we often tense up in the throat area when it comes time to sing. But it is important to remember that the inhalation stage sets you up for the phonation stage. So when you inhale you need to inhale with an open throat, your throat is open when it time for phonation. Once again this process will become easier with practice.
During phonation (singing) the diaphragm and the air you release are the controllers of the voice. Many singers use the throat to control the voice but the throat should remain open and relaxed during singing. The tension that we often place on our voice is the cause of sore throat and hoarseness. There was one interesting thing that stuck with me during my time in college. My voice instructor would always tell me if you are singing properly you should be able to still sing when you are hoarse. If you can train your body and mind to always have an open throat and allow the air and diaphragm to control the voice, then you will find singing a lot easier to do.
The Resting Period is much like suspension, in that you need to be thinking about what is coming next and preparing yourself to repeat the same process. So we’re speaking then, of that brief time between the last thing you sang and the line that’s coming up next. All of these stages will take time to get used to. But I promise you this one thing, when it finally clicked in my head singing for me became easy. If you practice the process every time you sing it will begin to become natural.
I hope you’ve enjoyed this 3 part series on the fine art of proper breathing
. There will be video blogs coming soon to give you a physical example of how the process looks. Don’t forget to post your comments questions for me.
Shena Crane is a Classically trained professional vocal coach. She graduated from University Of Texas At Arlington. Shena holds a Bachelors Degree in Music Education as well as an Associates Degree in Music/Performance.


Preschool is crucial to a child’s development and ultimate success at school, laying the foundation for all the learning this is to come.
So while we teach the foundational skills necessary to succeed in school, once they get there the elements for success become ever more clearly defined.
There are seven main areas that will dictate a child’s success at the big school.
The 7 key elements for success at school are:
- Capacity to communicate
In support of these objectives, your child’s teacher at school will be aiming to develop your child’s proficiency in all of the below areas:
- Extend group involvement and language, including engaging with longer, more involved stories.
- Boost self-confidence through activities and social interactions with both other children and adults.
- Enhance the clarity of self-expression through practice, practice and more practice.
- Finish tasks that they start.
- Follow increasingly complex instructions.
- Complete increasingly complicated puzzles.
- Learn about science and the environment.
- Develop higher-level problem-solving skills.
- Gain a stronger sense of independence.
- Learn to play more complicated games and follow rules.
- Refine skills including color, cutting, drawing and shape recognition.
- Strengthened resilience; learning to accept outcomes and handle setbacks and frustrations without getting upset.
- Make informed, responsible decisions and accept the consequences of those decisions.
Kindergarten is a really exciting time for children and parents alike; we’re taking a big step into the unknown together – that’s as exhilarating as it is terrifying.
But every child goes through it and comes out the other side stronger, more confident and self-assured.
Approaching the transition positively with your child is the best way to ensure they can dive into the benefits of the big school right away.


Social, Personal and Health Education (SPHE) in junior cycle education supports the personal development, health and well being of young people and helps them create and maintain supportive relationships. The aims of SPHE are to enable students to develop skills for self-fulfilment and living in communities, to promote self-esteem and self-confidence, to enable students to develop a framework for responsible decision-making, to provide opportunities for reflection and discussion and to promote physical, mental and emotional health and well-being.
The SPHE programme in the school will reflect the unique ethos of the school. To be effective, a positive school climate and atmosphere must support it. A supportive whole school environment is one where people feel valued, self-esteem is fostered, fairness and tolerance are evident, high expectations are the norm, those having difficulty are supported, communication is open, effort is recognised, difference is valued, conflict is handled constructively, initiative and creativity is stressed and social, moral and civic values are promoted.
The curriculum for SPHE in the junior cycle is presented in ten modules, each of which appears in each year of the three year cycle. The ten modules are
- Belonging and integrating
- Self-management: a sense of purpose
- Communication skills
- Physical health
- Relationship and sexuality
- Emotional health
- Influences and decisions
- Substance use
- Personal safety
SPHE is not formally assessed in the Junior Certificate examination. However, as part of the school curriculum with stated aims and outcomes, SPHE is open to assessment and evaluation. Assessment and evaluation in SPHE falls into three broad categories:
- Student self-assessment and peer assessment: student self-assessment is seen as an integral part of teaching and learning in SPHE. Peer assessment can be used by groups of students to review their learning and is facilitated by the teacher
- Assessment of students: assessment of students’ work and skills through specific tasks, homework and project work
- Programme evaluation: continuous evaluation of the SPHE programme’s structure and materials in a school.
SPHE in junior cycle has been introduced on a phased basis since September 2000. SPHE in junior cycle builds on the experience of all children at Primary level. (SPHE is a core part of the new Primary school curriculum). All second level schools are required to offer SPHE in each year of junior cycle. The NCCA is currently developing the curriculum framework for SPHE in senior cycle education.


What makes the work of The Children’s Literacy Charity stand out?
A validation piece from the University of Sheffield highlights how the ‘Expert’ intervention delivered through our Literacy Labs has phonics instruction at its core. This, coupled with the expertise of our trained tutors, led the report to conclude that our intervention offers ‘a gold standard in provision of theoretically-informed phonics instruction, delivered with systematicity, reliability and efficiency’.
As noted in the validation, our approach meets all the criteria laid out in the Rose Report (2006), an independent review of the teaching of early reading. Our tutors ensure each letter-sound rule is taught to a level of mastery before learners progress, and a range of multi-sensory techniques is used to capture and maintain children’s interest.
The Ratio Gains (RG) made in reading and comprehension age by children supported by our programme highlight the impact of our approach. As outlined in the validation, a RG of 1.0 means that within one month of instruction, a child’s reading age also increases by one month. Thus a RG of 1.0 is what would be expected of a child progressing normally.
For the academic year 2016-17 (the latest data-set available when the report was compiled), average Ratio Gains across the year for students receiving the ‘Expert’ intervention were 2.1 for reading accuracy and 2.1 for reading comprehension. That is, they progressed at just over double the rate of their typically-developing peers.
The validation also notes that the highest achieving children had reading accuracy ratio gains of 4.7 and reading comprehension ratio gains of 5.8, representing a “Remarkable” level of impact.
In conclusion, the validation found that our intervention has ‘demonstrated effectiveness in significantly progressing the literacy skills of the most disadvantaged student groups in the country.’
Read Kamran’s story – one of the children being supported by our phonics-based, specialist approach.


I live and breathe classical music.
This came very naturally to me from my mother, Helen, who was a highly accomplished classical pianist. Before entering kindergarten, I had already learned that listening to classical music has the power to take us on a powerful emotional journey with just abstract sound — without the benefit of words that are the basis of dramas, plays and novels.
Over my career teaching the listening skills that help people connect with classical music, I have seen countless students, professional educators, classical novices and even seasoned concertgoers transformed into more confident, empathetic, and creative individuals by tapping deeply into the power of abstract music.
The secret is that it doesn’t take a complicated educational process or years of private lessons to learn. These deep listening skills can be taught to young children in our schools.
That’s what I shared with an audience of educators at Using Arts-Infused Instruction to Enhance NJ’s Learning Standards, a three-day conference presented by New Jersey Principals and Supervisors Association and Foundation for Educational Administration. Held at Princeton University in July, the event provided all of the artist-speakers with an opportunity to advocate for how their art form can be used to advance the core curriculum standards of New Jersey’s public schools.
I owe my approach to teaching music listening to Dr. Saul Feinberg, a teacher at Philadelphia’s Abraham Lincoln High School during my student days there in the 1960s. While musical performance activities at Lincoln were excellent, it wasn’t the school’s two concert choirs, chamber choir, two a cappella vocal quartets, two concert bands, marching band, jazz band, two orchestras, and the annual musical that set Lincoln High apart — it was the way Saul Feinberg taught music listening.
Rather than focus on teaching musical performance — the curricular emphasis at the time, and even today in most schools — Saul adapted the two-year ‘general music’ requirement of two 45-minute periods a week for eighth and ninth graders in all Pennsylvania public schools to teach aesthetic music listening skills.
How should we teach music?
Music instruction offered in schools would ideally mirror the three basic musical behaviors: creating (composing or improvising), performing and listening from an aesthetic viewpoint.
In a perfect world, all students in school would receive instruction in composing/improvising, performing and listening. Each year, from kindergarten through middle school, very specific standards could be set for each grade level. For example, by the end of first grade, every child should be able to: improvise in song or playing an Orff xylophone a simple ostinato (creation); sing a simple melody transmitted in Kodaly hand signals (performance); recognize a simple ternary form (listening).
Such a curriculum would, over time, produce a musically literate society.
Wow! Now there’s a thought…a musically literate society. Individuals trained in this fashion would be capable of performing, reading and inventing music. And, as listeners, they would also be able to emotionally connect with the greatest music human society has produced regardless of genre: classical, jazz, pop, folk or world and regardless of when that music was created from the earliest times to the present.
But we don’t live in an ideal world. And in the very real world of school, many music curriculums are entirely performance oriented or nearly so.
Music education in America means: little children with violins in hand; kids singing in choirs and playing in marching bands; and performing in the annual Broadway show. And all of that is very important, and not to be taken for granted where it exists — given the cuts to arts programs that we have experienced in recent decades.
But short of offering a comprehensive music education encompassing all three musical behaviors, might we at least consider adding the teaching of aesthetic music listening to all students, performers and non-performers alike? This is what I proposed to my audience of Principals and Supervisors in Princeton. At The Discovery Orchestra, we have some follow-up planned. Stay tuned.
George Marriner Maull is the artistic director of The Discovery Orchestra and has reached millions of viewers nationwide through his Emmy-nominated educational Discovery Concerts for American Public Television. The Discovery Orchestra’s new eight-part series for American Public Television, Fall in Love with Music, began airing in late March 2016 and episodes have already received nearly 1,000 broadcasts on PBS affiliates.


Please note our important Disclaimers regarding the information presented here. This important Disclaimer will help you in finding the best supports and interventions for your child or yourself. Remember, if it sounds too good to be true it probably is, and remember that children and adults who struggle to learn can learn if they have the guts, determination, resources, and supports. Check the What Works Clearinghouse (WWC) AND the Evidence for ESSA for information on Scientifically Evidenced Methods and Programs. “Review the full body of research for a given intervention, not just the study(ies) that meet ESSA’s specific bar for evidence.” Brookings Institute.
Make important decisions based on science, not desperation.
Advocacy starts with facts and the Official Report from HB 64’s Reading Proficiency and Dyslexia Task Force answers reliable questions. Download the report here.
Here are the links to the four HB64 Task Force Meetings along with the testimony topics. View the video and click on the extensive documents.
Day 1 10/22/2018
Posie Boggs, IDA Alaska, Alaska Reading Coalition ** Dr. Donna Dearman, Mat Su School District ** Camille Booth, Ketchikan
Day 2 10.31.2018
Dianne Orr, Anchorage School District ** Stephanie Cornwell, Northwest Arctic Borough School District ** Department of Education and Early Development
Day 3 11/19/2018
Skit by Decoding Dyslexia Kids ** Nancy Duggan, Decoding Dyslexia, Massachusetts ** Audie Alumbaugh, Decoding Dyslexia, Arkansas
Day 4 11/26/2018
Diane Kardash, Elementary Education Faculty and CAEP Coordinator, UAF ** Dr. Lisa Parady, Executive Director, ACSA/ASA/AASSP ** Other Invited Testimony
Download 34 Tips for Parents: A collection of tips from members of the Hawaii Branch of The International Dyslexia Association
International Dyslexia Association Position Paper
Effective programs vary in the extent to which they claim adherence to Orton-Gillingham practices: Some do claim this historical link and some do not. All the programs in the Matrix vary, however, in the extent to which they have been included in scientifically conducted intervention studies.
The Florida Center for Reading Research
The Florida Center for Reading Research (FCRR) provides reviews of both teacher-led and computer based instructional programs that provide instruction in reading for all students. The reports are written by experienced teachers with consultation from reading researchers to help evaluate the research support for each program.
The reports contain a description of the program, and its potential uses (i.e. general instruction, supplemental instruction, interventions) as well as an evaluation of the current research support for the program.
The Institute for Education Sciences, a branch of the United States Department of Education, established the What Works Clearinghouse (WWC) to provide rigorous evaluations of the strength of research supporting a broad variety of educational program. The section on reading program provides research based evaluations of supplemental and intervention programs in reading. A Topic Report on Beginning Reading available at this website provides a summary of evidence in support of 24 programs that support instruction in early reading growth.
These reports should be used with caution, insofar that they often do not give sufficient consideration to the role of quality implementation, teacher training, or school contexts on the outcomes reported. Also, the website does not provide a mechanism by which to reconcile conclusions with current research reviews.
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Experience shapes the brain and it is the school’s goal to provide opportunities for academic engagement that inspire students to think independently, as well as empowering them to apply information and be problem solvers.
The Lower School recognizes students as individuals with specific strengths and needs and views learning as taking place on a continuum. Children’s capabilities, interests, and current knowledge are foundations from which to begin inquiry. Lower School endeavors to create and maintain a community that supports learners’ curiosity, creativity, excitement and ownership of the process and strives to develop student’s lifelong pursuit of knowledge. The curriculum is chosen and designed to engage learners, build self-confidence, and promote good habits of citizenship.
Teachers work to set up classrooms to be learning communities where students can do the following:
- Grow personally
- Feel comfortable in taking academic risks
- Know that it is okay to make mistakes and that mistakes are an important part of the learning process.
First grade learners spend the majority of their school day with their homeroom teacher. They receive instruction in language arts, math, social studies and science in that setting. Second and third grade students receive instruction in language arts and math in their homeroom setting and receive instruction in social studies and science from a grade level teacher who concentrates in either social studies or science. Fourth and fifth grade students receive instruction in language arts in their homeroom setting and receive instruction in math, social studies and science from a grade level teacher who concentrates in either math, social studies or science.
Specialists in first through fifth grade teach art, Christian Education, music, technology, library, Spanish and physical education. Because students need strong bodies to fuel strong minds, all Lower School learners have a daily recess period in addition to a daily physical education class. Research shows that play is linked to foundational skills and complex cognitive activities such as memory, self-regulation, oral language abilities, successful school adjustment and better social skills.


Making Sense of Mathematics for Teaching Girls in Grades K–5
Close the gender gap in mathematics. Acquire tools, tips, short exercises, and reflection questions that will help you understand the math and gender stereotypes impacting girls’ education and eliminate gender bias through effective elementary school math instruction.
Address Gender Bias in Elementary Education
Close the gender gap in mathematics across K–5 classrooms. In Making Sense of Mathematics for Teaching Girls in Grades K–5, a team of acclaimed experts presents their research and recommendations for teaching math to girls in four succinct, results-focused chapters. Included are a variety of tools, tips, short exercises, and reflection questions, as well as videos demonstrating how real classroom teachers strengthen girls’ experiences as learners of mathematics.
Use this book to better understand gender biases related to mathematics and improve girls’ education:
- Understand the environmental barriers and gender stereotypes that create gender differences in mathematics performance and prevent many girls from learning mathematics at high levels.
- Learn how to foster a safe learning environment that encourages girls to take risks when they learn math.
- Focus on the mathematics gender achievement gap through three lenses: (1) perceptions, (2) possibilities, and (3) priorities.
- Apply the tasks, questions, and evidence (TQE) process to successfully plan and implement inclusive lessons that engage all students.
- Watch short videos of girls engaging meaningfully in mathematics learning.
Product Code: BKF816
Published By: Solution Tree
Page Count: 120
“I highly recommend Making Sense of Mathematics for Teaching Girls in Grades K–5 for all mathematics teachers, instructional leaders, and administrators as a guide to enacting strategies advocating for and empowering each and every girl to rightfully position mathematics as a subject they are excited about, engage in with confidence, are unafraid to take risks in and ask questions about, develop literacy for, appreciate the beauty of, and see endless possibilities for. With a valuable collection of practical and reproducible tools, this book is a must-have as we work to prepare each and every student for their bright futures!”
“In this invaluable book, Adams, Wenzel, Childs, and Neff provide specific instructional actions teachers and leaders can take to improve the classroom experiences of girls, cultivate female students’ positive mathematical identity, and empower girls to learn, do, and use mathematics. This book will challenge both your beliefs and practices. I highly recommend it to anyone who cares about reaching each and every student."
“I hear some people remark, ‘Girls’ math gap? Isn’t that all taken care of now?’ Actually, the discrepancies still exist, as revealed in the powerful research base presented in this new book from Adams, Wenzel, Childs, and Neff. Using thoughtful ways to think about change, the authors address the issue via research-informed practical approaches for teachers that delve into helping girls reduce math anxiety, stimulate STEM career interest, build confidence, energize engagement, and experience relevant role models.
Through a multifaceted process emphasizing three Ps: perceptions, possibilities, and priorities, the authors use ‘Do Nows,’ classroom videos, and reflection opportunities to unearth a variety of misconceptions and engage teachers in ways to make genuine change. The gap may still exist today, but Making Sense of Mathematics for Teaching Girls in Grades K–5 is an impressive leap in the right direction."


The marginalization of an indigenous master musician-teacher: Evalisto Muyinda—1939–1993
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Marginalizing indigenous experts was common practice during the colonial period in Uganda, and it has continued to some extent today. This study was an attempt to reclaim the indigenous history unmentioned by many Western scholars who were quick to glean a vast amount of indigenous knowledge, yet failed to recognize or credit the intellectual expertise and contributions of indigenous experts. The purpose of this study was to investigate the marginalization of an indigenous master-musician teacher as seen through the life experiences and career of Evalisto Muyinda (1916-1993). With a musical career that spanned over fifty years, Mr. Muyinda served as a leading teacher and performer of indigenous Ganda music in various institutions. Muyinda's contributions to the field of indigenous (Ganda) music teaching are many, yet his expertise and contributions to music education have not been fully explored. He served as a court musician in Kabaka Muteesa II’s palace from 1939 to 1966; he was chief musician at the Uganda Museum from 1948 to 1984; and he was a lead musician and innovator in Uganda's national cultural troupe (the Heart Beat of Africa) from 1963 to 1981. Mr. Muyinda's legacy continues to exist through the scholarly work of various music educators, ethnomusicologists and indigenous performers of Ganda music, who all credit their learning to this expert musician. World music scholars such as Klaus Wachsmann, Lois Anderson, Gerhard Kubik, and Peter Cooke all studied and researched indigenous Ganda music under Muyinda’s guidance and tutelage. In this study I examined Muyinda’s contributions to music education as a teacher and performer of indigenous (Ganda) music in twentieth century Uganda (1939-1993). Mr. Muyinda was a well-known resource for hundreds of indigenous Ganda folksongs that he used in teaching the akadinda and amadinda (xylophone) traditions to both local and foreign students. As a master musician-teacher, Muyinda also performed and taught indigenous music in several places in and outside Uganda. During Muyinda’s career and travels his music was recorded and archived in British and Viennese archival libraries, making these materials a useful resource for music educators and ethnomusicologists. The methodology employed in gathering data for this study included personal interviews with people who interacted with Evalisto Muyinda during his life time. Archived printed materials were carefully examined and used to construct a sequence of significant events as they unfolded in Muyinda's life experiences and career. Although Muyinda was not an expert musician in the Western formal sense, his expertise in indigenous music enabled him to serve as an accomplished teacher and research associate to the many Western scholars who worked with him. Since the marginalization of an indigenous master-musician teacher is the central focus of this study, Afrocentricity was used as the most suitable theoretical framework to discuss an African subject and the historical discourse involved. The current study would be of interest to music practitioners, researchers and historians with an interest in the indigenous music and music education of Uganda and other countries with a similar history.
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