International Literacy Day is celebrated across the world tomorrow. This year’s International Literacy Day will highlight the challenges and opportunities in promoting literacy in the digital world. Despite progress, at least 750 million adults and 264 million out-of-school children still lack basic literacy skills.
“Evidence suggests that there are economic gains for individuals if they have better basic skills,” writes Anna Vignoles. “...policymakers need to ensure that both school leavers and adult workers have higher levels of literacy and numeracy. If this can be achieved—even though the currently high premium paid to those with even modest levels of literacy and numeracy will decline somewhat—it would be expected that, overall, individuals would be more productive, which would have wider economic benefits.”
Niels-Hugo Blunch identifies adult literacy programs (ALPS) as a potentially important vehicle to improve literacy and numeracy skills. In many developing countries, however, these programs do not seem to have achieved their forecasted objectives and therefore have been neglected or abandoned in recent years. But, evidence shows the ALPs do affect other important socio-economic outcomes such as health, household income, and labor market participation by enhancing participants’ health knowledge and income-generating activities.
How candidates' looks affect their election chances
Acquiring information is costly in terms of time and effort and people rely on various short-cuts when making choices. This is particularly pronounced in politics, where many voters reduce the costs of acquiring information for an election by relying on easily-available information, such as candidate photos. Research suggests that political candidates who look more attractive or competent have an electoral advantage around the world, with studies now available for Germany, Finland, Australia, the US, and others. While effects of the appearance of candidates on electoral success have been established, it has been an open question what the political consequences are. Continue reading.
Have a specific labor market query? Get in touch directly with one of our designated Topic Spokespeople.
All newly published one-pagers are also available to read and download in German. Find out more.
Upcoming events and calls for papers
AIEL XXXII National Conference of Labour Economics, September 14-15. The AIEL is pleased to invite you to attend the 32nd Annual Conference of the Italian Association of Labour Economists to be hosted by the Department of Economics, Statistics and Finance “Giovanni Anania” at the University of Calabria in the Arcavacata Campus in Rende (Cosenza), on September 14-15, 2017. Full program available here.


The Orton Gillingham (OG) teaching method is commonly used in schools (Ritchey & Goeke, 2006, p. 172). However, there is little evidence to support the use of OG based reading programs to help students learn more effectively in tier 1, 2 and 3 settings (Ring, Avrit, & Black, 2017, p. 384). The researcher sought to shed light on the effectiveness of an OG based reading program in comparison to the use of Heggerty’s Phonemic Awareness Program and Words Their Way.
The Investigator completed a study to shed light on the Fundations program. Fundations is an OG based reading program that is used in a tier 1 setting. The Investigator compared the reading outcomes of one first grade classroom using the Fundations program to a different first-grade classroom using Heggerty’s Phonemic Awareness Program and Words Their Way during the word study portion of the school day. The Investigator also compared students that were at-risk for dyslexia in the Fundations classroom to the students that were at-risk for dyslexia using Heggerty’s Phonemic Awareness Program and Words Their Way. The Investigator’s study helped the administrative team in a small Midwestern school to select a new phonics program for the 2019–2020 school year.
The results from the study suggested that the Fundations program worked significantly better for all students in comparison to the Heggerty and Words Their Way programs in the areas of phonological awareness, letter-sound fluency, and decoding skills. The results of the case study support the use of the Fundations program in comparison to an alternative literacy program.
|Commitee:||Hutcheson, Jill, Winslow, Kevin, Stuckey, Kim|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Reading instruction, Elementary education|
|Keywords:||Dyslexia, Literacy, Reading programs|
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László Moholy-Nagy is one of the greatest influencers on post-war art education and design, and one of the protagonists of the Bauhaus era.
His pioneering work in painting, drawing, photography, typography, collage, printmaking, sculpture, metalworking, film, theatre and writing makes him notorious for being the most relentlessly experimental figure throughout the history of the Bauhaus school.
About his life
Moholy-Nagy was born on 20 July 1895 in Bácsborsód, Hungary to a Jewish family.
He left for Budapest in 1913 to study law only to be enlisted into the Austro-Hungarian Army: experiencing the horrors of war scared him for life, but it was during this time that he discovered a passion for drawing and painting.
After his discharge from the military, he attended a private art school and then moved to Berlin, where he met Walter Gropius.
In 1923, he was invited to teach at the Staatliches Bauhaus in Dessau where he took over the school’s preliminary course, giving it a more practical and technological bent. He left the Bauhaus as Marianne Brandt took over his role in 1928 and established his own design studio.
Fleeing from Nazi Germany, he moved to Chicago in 1937 where he opened the first American school based on the Bauhaus principals, later known as the Institute of Design in Chicago.
He continued to work until he died of leukaemia on 24 November 1946.
Identity and key concepts
Moholy-Nagy’s belief in the potential of new technologies was shaped by Dadaism and Constructivism, which both influenced 20th century’s trends
he developed art education theories focused on developing students’ natural gifts. His dictum was: “Everybody is talented”.
He coined the term Neues Sehen (New Vision): a whole new way of seeing the outside world provided by the advent of the camera, which sparked Moholy-Nagy’s belief that artists had to learn to see again by modernizing their understanding of vision through experimentation.
Moholy-Nagy’s interest in qualities of space, time, and light endured throughout his career and transcended the very different media he employed: He was also the first interwar artist to suggest the use of scientific equipment in the making of art;
examples of his works
Malerei Photographie Film (Painting Photography and Film – 1925)
The eighth volume in the series written by Moholy-Nagy himself, considered a showcase work of his pioneering achievements in typography and photographic editign.
image source: https://www.theartstory.org/artist/moholy-nagy-laszlo/
Moholy-Nagy was captivated by light throughout his career: especially in this work, light is the very means of visual composition or as he called it “the medium of plastic expression”.
Light Prop for an Electric Stage (Light Space Modulator – 1930)
A large circular base supporting various moving components that sums up Moholy-Nagy’s Utopian vision for a total work of art (Gesamtkunstwerk), that would transcend all media, reflecting the complexity of a living, biological form.


Islamic Studies: Workbook 7 – Learn about Islam Series by Safar
The Safar Islamic Studies series, with fully illustrated colour textbooks and corresponding workbooks, is used in madressas and Muslim homes across the world.
The workbook is designed to complement the overall teaching methodology and aims to revise and test core knowledge through standard level questions, as well as to allow children to creatively engage with the material through advanced level questions. The secondary curriculum also allows students to use their literacy and numeracy skills.
Workbook 7 corresponds with Textbook 7 which covers more than 25 different topics.
The corresponding textbook may be viewed here.


This book increases understanding of, and provides inspiration for, the conduct of research in primary/elementary education. It discusses and evaluates the selection and development of research methods used for their own innovatory projects. They explore the relationship between their choice of research methods, the frameworks for analysis used and research findings. In so doing they address the topical and controversial issues posed by these methods and alternative data-gathering techniques. These include:
- the case for the use of random-controlled trials to inform policy-making and improve classroom practice
- the role of mixed methods to investigate the social aspects of inclusion
- children as researchers researching their peers
- the relationship between research and teacher development
- an analysis of the portrayal of teachers and education in the regional and national news
- the contribution of qualitative research in cross-national projects.
In research on teaching and learning in primary schools, accessing the views and experiences of children is crucial. Consequently, the possibilities and limitations of data collection techniques for collecting the views of children are central and concerns about validity and ethics posed by the power relationships between researchers and research participants are examined.
This book was based on a special issue of Educational 3-13 International Journal of Primary, Elementary and Early Years Education.
Table of Contents
1. Introduction: Researching primary education: methods and issues Rosemary Webb 2. Randomised controlled trials in education research: A case study of an individually randomised pragmatic trial Carole Torgerson 3. Evaluating the social impacts of inclusion through a multi-method research design Elias Avramidis and Alison Wilde 4. Researching ‘teachers in the news’: The portrayal of teachers in the British national and regional press Anders Hansen 5. Missing out? Challenges to hearing the views of all children on the barriers and supports to learning Jill Porter 6. About face: Issues in visual research with children Caroline Lodge 7. Children researching their urban environment: Developing a methodology Elisabeth Barratt Hacking and Robert Barrett 8. Talk in primary science: A method to promote productive and contextualized group discourse Martin Braund 9. Using qualitative research strategies in cross-national projects: the English-Finnish experience Graham Vulliamy and Rosemary Webb
Rosemary Webb has had a varied career in primary education as a teacher, a professional officer at the National Curriculum Council, lecturer and researcher and became a Professor in the School of Education at the University of Manchester in 2006. She is a past Chair of the Association for the Study of Primary Education (ASPE) and convenor of the British Educational Research Association/ ASPE Special Interest Group on primary education. She has researched and published widely on primary education and on qualitative research.


This course is a hands-on engineering experience, intended for elementary education majors, which covers topics in science, engineering, and technology with an emphasis on understanding what engineers do and how they make a world of difference. Students will learn that with some creativity and knowledge of the engineering design process, everyone can engineer. Topics that may be covered include: weather, water, simple machines, sound, plants, energy, and electricity; with corresponding engineering fields of mechanical, environmental, industrial, acoustical, package, green, and electrical. The structure and philosophy of engineering curricular materials, engineering activities, and appropriate instructional strategies will be emphasized in this course. Students will be prepared to deliver the Minnesota engineering standards in elementary math and science classes.


Student Exemplary Essays
All students must develop exemplary writing skills in order to achieve success on high stakes tests, such as MCAS, SAT’s, and AP exams, and to be successful in college writing and in their future careers. These high stakes exams require facility with exposition, a mode of composition in which the writer must develop a thesis position with clear, precise, and detailed language. The Carver High School English Department is committed to teaching students to find their writing “voices.” As part of our on-going efforts to help all of our students to write exemplary essays, we publish examples of successful essays. These model papers effectively demonstrate what all of our students must know and be able to do in order to progress in their high school literacy development.


To provide a rich musical experience for children and their caregivers not only in the classroom but that the experience would extend to the home as well.
BASIC PRINCIPLES OF THE Music Together® PHILOSOPHY
1. All children are musical.
2. Therefore, all children can achieve basic music competence. We define basic music competence as the ability to sing in tune with accurate rhythm.
3.. The participation and modeling of parents and caregivers, regardless of their musical ability, is essential to a child's musical growth.
4. This growth is best achieved in a playful, developmentally appropriate, non-performance-oriented learning environment that is musically rich yet immediately accessible to the child's-and the adult's participation.
What is Music Together?
Music Together is an innovative, research-based approach to early childhood music education. Now taught worldwide, the program began in 1985 as a project of the Center for Music and Young Children (CMYC). Dr. Lili Levinowitz, co-author of Music Together is one of the leading researchers in early childhood music development in the United States. Ken Guilmartin is founder of Music Together and the founder of The Center for Music and Young Children in Princeton, New Jersey. Music Together is based on the truth that all children are inherently musical and can achieve basic music competence, which is defined as keeping a beat and singing in tune. Our goal is to nurture your child's (and your!) natural enthusiasm for music and movement. We sing, dance, chant and play instruments in an informal setting that allows children to develop at their own pace. We also educate parents/caregivers how to encourage their child's musical growth with modeling. This is a non-performance oriented program in which the emphasis placed on the process rather than the product. Regardless of your background in music, grownup participation is easy, non-threatening and fun... and parent enjoyment is the single most important factor in fostering a love of music making in children.


STEAMpunk Girls: a new project that empowers young women to shape the digital future
- Posted by ABC Education |
- Tuesday 28 March 2017, 02:05 PM (EST)
STEAMpunk Girls is a new project with a vision of a more innovative Australia. It aims to create a space where young women can participate in and create the conversation around STEAM education of the future.
The need for graduates with cross-disciplinary skills and innovative minds is becoming increasingly evident across the Australian workforce; but the number of students enrolling in IT and engineering degrees in Australian universities is falling. Furthermore, in 2015 only 14.4 per cent of undergraduate students were female. This is at a time when tech skills are critical to Australia’s national innovation agenda to reshape the economy from a manufacturing and mining focus to becoming a technology and innovation hub for Asia.
Studies show a trend in early high school years for a large percentage of girls to lose interest in maths and science and focus more on humanities and social sciences. Maths is no longer a compulsory subject for the High School Certificate (HSC) in NSW and a record number of girls are no longer taking it.
Not only are the STEM industries lacking women, but there’s also a general skill gap in the STEM workforce.
What is STEAMpunk Girls?
STEAMpunk Girls is an educational program that advocates for young women (aged 12 to 16) to create transdisciplinary career paths.
The program exposes students to the Science, Technology, Engineering, Arts and Maths (STEAM) industries and female role models working in and across STEAM fields and emerging industries.
A program designed by girls, for girls
Still in its early stages of development, the STEAMpunk Girls program has been designed in tandem with young women.
STEAMpunk Girls has been developed into two parts: co-design workshops and a pilot program. The co-design workshops determined how young women understand and view STEAM and how it can be communicated to other young women.
In November 2016, three schools participated in the co-design workshops, exploring how young women engaged with STEAM content. Participating students were introduced to STEAM and undertook a design thinking workshop, then returned to their schools to interview other girls on the value of the arts and its importance to STEM education.
The students later returned to unpack their findings; ideate potential content ideas and themes; and design a STEAM school of the future.
Both the co-design workshops and the forthcoming pilot program provide hands-on, practical STEAM challenges based in real world contexts; a safe space for girls to experiment and fail; exposure to female role models; an understanding of career paths in diverse STEAM fields; and guidance and experiences that encourage the development of their 21st century skillsets.
Preparing young women for the future workforce
STEAM education empowers students to develop foundational skills needed for the contemporary workforce.
The STEAMpunk Girls project aims to respond to the agenda set by the Melbourne Declaration on Educational Goals for Young Australians, which stresses the need for school leavers to be equipped with the knowledge and skills that maximise their potential to succeed amid complex environmental, economic, social and technological changes occurring on a global scale.
The ability to innovate and use new technologies and interdisciplinary thinking to solve problems are traits that are likely to be a boon to young graduates entering the workforce.
The STEAMpunk Girls project aims to prepare young women to enter into university with transdisciplinary skills and interests, empowering them to choose from myriad career possibilities and create their own career pathways.
Full STEAM ahead
The STEAMpunk Girls Pilot will run from May – August 2017 and involve sixty girls from across four schools and two teachers from each school.
Participants will be introduced to STEAM, designing thinking and technical skills, with the program culminating in a final showcase. They will explore the theme “Future Earth” and develop a project that solves a relevant problem.
Research conducted with teachers, parents and participants throughout the program will help the team develop education interventions at the conclusion of the program, which can then be used to promote and deliver STEAM education for girls in Australian high schools.


Informatics is about intersections
It’s about using technology to solve problems by creating unique approaches and strategies to improve healthcare, battle poverty, protect the environment, and so much more.
Analyze customer data to present a better experience for users or offer opportunities for businesses to become more efficient. Construct health information systems that will study the needs of doctors, nurses, patients, and health care organizations. Take technology into the natural world to help map the human genome or develop ways to create clean, renewable energy.
From music to mathematics, from psychology to security, informatics will give you the foundational skills needed to bridge the gap between technology and people. Our programs provide students with the technical and practical knowledge needed to prepare you for a career in a high-demand field.


Once children are off to preschool, or school, many parents tend to leave it to the teacher to work on pre-reading skills, and trust that their young child is learning what they need to in school.
The truth is, that learning is a triad of student, family, and school. All three must be invested to bring out the best in a child. Promoting early literacy at home, after children are school age, is just as important as it was in the early development years. It’s also important to demonstrate that you support your child’s school teachings and their teacher.
Here are some great ways to facilitate pre-reading, reading, and reading comprehension at home. I have found these to be very successful over my years of teaching and working with families in all areas.
Teach lowercase letters first. It’s far easier to explain what capitalization is for, than is is to have to go back and explain why they now have to stop using uppercase all the time, and it just makes sense, since we don’t write in all caps. Uppercase will come along not long after, as they will learn to recognize it as another form of the letters they already know.
Teach the letter sounds phonetically, before the alphabet “names”. Learning the letter sounds before the letter names only makes sense when learning to read. For example “car” cannot be sounded out, if the first letter is “cee”. The letter names with come easily afterward. Once children know the letter sounds, then you can say “Cee says C” etc.
Read to them. I cannot stress this enough. Begin reading as soon as young children can sit still long enough, and have special books that you read together over and over again. Repetition is key so that children can begin to fill in missing words when you pause, and can also learn what is coming next. This is important for reading comprehension.
For older children, another really important thing to include in your reading times, is discussion of the story afterward. Ask simple questions about what happens in the book, or what might have happened instead, etc. One of the biggest difficulties I have encountered in children who can “read” is that they do not necessarily understand what they have read, and are simply going through the motions. Reading comprehension is imperative for problem solving, and the goal in reading is to derive meaning. Developing these skills is essential to a rich academic life and for life in general.
Teach with both sight words and phonetics. Some words, especially those with digraphs and blends, don’t always make sense by sounding them out, so the best way to learn them, is simply by memorizing and recognizing them. Teaching with both techniques is most efficient.
Watch for readiness. To begin with (for a toddler for example), just labeling things around the house and using a lot of engaging language is a good place to start. It won’t be long before they are pointing to the labels and asking you what they say or mean, or simply recognizing them on their own. Keep in mind that language development is directly related to literacy development. There is something we refer to as “book language”, which encourages proper sentence structure, grammar, and intonation.
A child who has been read to often and exposed to different reading materials (books, labels, poetry, etc) is immediately recognizable in the classroom. Understanding the make up of words and sentences, will lead straight into having strong spelling and story writing skills when the time comes. Don’t forget to work on that Pincer Grip and fine motor skills, so they are prepared!
Work closely with the teacher to make sure your child is keeping up with what they are working on in school and so that home and school are on the same page. It’s important to build a relationship with your child’s teacher and keep in touch with them, so that everyone is on board and you know if there is anything you should be working on at home.
Doing a few things that are neither labor, nor time intensive, can set the stage for successful life long learning! Most of all, remember to have fun with books and teach children to respect books and the process of reading!


Learning Standards & Instructional Materials
Basic education in Washington state is defined by the Legislature (RCW 28A.150.210). As required by state law, OSPI develops the state's learning standards (RCW 28A.655.070) and oversees the assessment of the learning standards for state and federal accountability purposes. Learning standards define what all students need to know and be able to do at each grade level in every subject area.
In the Monroe School District, courses are developed, evaluated, and adapted on a continuing basis and instructional materials are selected to ensure alignment with state learning standards to enable all students to master foundational skills and knowledge to fully prepare them college, careers and life. Essential content is identified and sequenced to support students’ skill development towards state learning standards and we are consistently working to provide appropriate instructional materials, professional development, and support systems for teachers as they implement courses.
For a sequential look at our district's approved instructional materials aligned to the state standards, view the Monroe School District Instructional Materials organizational chart:
All materials designed for use by students and their teachers as learning resources to help students to acquire facts, skills, and/or to develop cognitive processes. These instructional materials, used to help students meet state learning standards, may be printed or digital, and may include textbooks, technology-based materials, other educational media, and assessments. They may carry different licensing types from open to all rights reserved. For the purposes of this policy, there are six categories of instructional materials:
Core Instructional Materials
Core Instructional Materials are the primary instructional resources for a given course. They are district-approved and provided to all students to help meet learning standards and provide instruction towards course requirements.
Alternative Core Materials
Alternative Core Materials are the primary instructional materials for a given course that are used with a subset of students. These materials are intended to replace approved core materials and may be used for specialized course offerings or flexible learning environments.
Intervention Materials are designed to support strategic or intensive intervention for students who are at risk of not meeting established learning standards. Intervention materials are used with students to accelerate progress toward particular learning goals based on systematic assessment, decision-making, and progress monitoring.
Supplemental Materials are used in conjunction with the core instructional materials of a course. These items extend and support instruction. They include, but are not limited to, books, periodicals, visual aids, video, sound recordings, computer software and other digital content.
Temporary Supplemental Materials
Temporary Supplemental Materials are those items used in conjunction with the core instructional materials of a course that are of interest or value for a short period of time and are chosen within district-established guidelines. They are not intended to supplant the adopted curriculum nor be used on a regular instructional basis. Examples might include timely articles from relevant, reliable sources, websites, or news broadcasts. The use of temporary supplemental materials for time periods of over one year requires consideration of the material as either part of the core instructional material for a course or supplemental material for the course depending on the nature and scope of the material.
Technology Based Resources
Technology Based Resources are items that support instruction or productivity of staff and students. These items require additional vetting for compliance of online student privacy, personally identifiable information and network security.
Instructional Materials Committee
Instructional Materials Committee is the body that makes core instructional materials adoption recommendations to the School Board based on superintendent-established procedures.


If you’re a teacher working with students who are struggling to read, you know it can be a very frustrating experience for both you and the student. And if you’re the parent of a struggling reader, you’re frustrated as well. You realize how important it is to develop a strong foundation in reading early on, but you may not know what to do to help.
Though there isn’t a definitive explanation as to why some children struggle to read while others find it easy, part of the reason is the brain in a child who has difficulty reading is different than the brain of a proficient reader. These children may have reading disabilities (though that isn’t always the case) and will need extra support to catch up.
However, all children will benefit from the following strategies.
What Parents Can Do
One of the most important things a parent can do is to read to their child. But simply reading to them isn’t enough. When a child is struggling to read other strategies are needed.
If comprehension is a problem, make sure you ask plenty of questions as you read the story. “How do you think the boy feels right now? Look at his face. Does he look sad or happy?” This can help with understanding that pictures often give clues to what is going on in a story.
When shopping point out words to your child. Pick up a carton of orange juice and say, “What word do you think says juice?”
Give your child magazines and have them circle certain words like “and” and “the” every time they appear on a page.
Remember patience and understanding is critical. If children feel you’re disappointed or think they aren’t trying hard enough, they’re likely to stop trying in your presence. This can carry on to the classroom as well.
A Teacher Strategy –Working With Phonemes
It’s now widely accepted that proper phonics instruction is crucial to reading. Here is a fun activity that involves manipulating phonemes.
Review with students that all words are composed of letters and these letters make individual sounds (phonemes.) Explain to students they will be playing a listening game and the goal is to change a word by taking out or adding different phonemes to parts of the word.
Call out a word. For example, take.
- Ask students to remove one sound (the k sound, for example) and add another sound (like the l sound) to what’s left over creating the word tail.
- Say the new word tail together and ask students to remove and add another phoneme sound (change the t to j and create the word jail.)
- Continue playing until all the letter sounds have been replaced.
This game allows children to “hear it for themselves” and recognize that changing letters in the word not only creates a brand new word but creates a brand new meaning as well. The word take not only looks different than the word jail, the two have entirely different meanings. Just another way to reinforce the core principle of the written language – that letters have sounds, that sounds make words, and that words make meaning.


Updated November 2019
During a past holiday season, I noticed that a post in the Music Teachers Facebook group was getting a lot of attention. Teacher Krista Reeder invited everyone to take part in a game of “guess the holiday song” by using only emojis to depict the title. A couple of hundred comments later, there ended up being quite a decent list of emoji songs!
Last year, I thought it might be useful to collect them and put them into a worksheet format for students in class… and this year, I thought we’d make a different version of the worksheet that isn’t Christmas specific and can be suited for all kinds of general holiday songs.
I hope you like this new edition and find it useful for your music classroom, and I hope your students find this worksheet to be a fun activity!
What’s included in this?
A student quiz worksheet as well as a teacher’s answer sheet are both included below.
Download your copy
Click on the download button below and we’ll send a copy of the updated quiz and the answer sheet to your email inbox.
Tip for those of you with young students
If you have young students that might struggle to answer the questions, you could print out the answer sheet, cut up all the questions and answers and play a game of “match the song to the emojis” (perhaps with just a handful of songs that you are confident they know).
If you’d like to see the original quiz, you’ll find it here: Christmas Songs Emoji Quiz
Looking for More Resources for Music Teachers?
Hello! I’m Katie Wardrobe – an Australian music technology trainer and consultant with a passion for helping music teachers through my business Midnight Music.
I’m a qualified teacher but no, I don’t currently teach in a school. I help teachers through my online professional development space – the Midnight Music Community – where there are tutorial videos, courses, links and downloadable resources.
I like to focus on easy ways to incorporate technology into what you are already doing in your music curriculum through a range of creative projects. I also run live workshops and have presented at countless conferences and other music education events.
If you want simple, effective ideas for using technology in music education, I would LOVE to help you inside the Midnight Music Community.


By: Claire Jacobson, Ph.D.
CAEP, with support from the W.K. Kellogg Foundation (WKKF), has created three free modules to improve communication between families and teachers and encourage future teachers to engage families as integral partners in students’ education. The course is designed around three modules:
- the importance of family engagement;
- making an initial contact with a parent through a phone call home, including making a live phone call to a “practice parent”; and
- conducting an initial parent-teacher conference.
Parent-teacher conferences and phone calls are activities that all teachers are involved in, however these are topics that are almost never addressed in teacher preparation programs. Did you know that family engagement is the number one area in which new teachers say they are the least prepared? That’s right, it’s ranked even higher than classroom management! Further, in schools with mostly low-income students the number of teachers who say family engagement is their biggest challenge rises from 31% to 40% (MetLife Survey of the American Teacher, 2005).
The good news is family engagement matters to both teachers and students. 98% of teachers said they believed that teachers need to be able to work with families and 76% of students who said a K-5 teacher made a difference in their life said this teacher knew about their life outside of school.
Given the importance of family engagement for P-12 students (and their families) and teacher candidates’ general lack of skill-based preparation in this area—specifically opportunities to practice situations they will encounter as new teachers—CAEP began working in 2015 with seven educator preparation providers (EPPs) to develop and test strategies to better prepare candidates to involve families.
Based on the success of the pilot, the CAEP Family Engagement Mini Course is now available to provide all EPPs with research- and candidate-vetted content about family engagement.
The modules are designed as a cohesive unit but can also be used independently. Assessments are built-in at each stage.
All three modules emphasize 1) proactive positive communication to build strong relationships and 2) teaching candidates to view families as assets and partners. These are foundational skills designed to be flexibly integrated into your existing curriculum, upon which more advanced content may be scaffolded.
Accompanying the course is companion guidance for faculty that includes a faculty handbook, which walks professors through administering the course, and a slide document that can be used to train practice parents for the phone call module.
Now, any professor, anywhere can incorporate this critical content about family engagement – content both EPPs and candidates say they need to teach confidently on day one.


Cheri Chloe July 30, 2020 worksheets
4. NEVER use ”skill and drill” worksheets. These are the worksheets just made up of columns of problems. There are better materials out there, so don’t resort to skill and drill. The very worst problem of skill and drill worksheets is the greatly increased chance of a practiced mistake. The same problem will likely appear several times on the same sheet. A wrong answer once means a wrong answer several times; and a practiced mistake takes hundreds of correct repetitions to fix. This danger alone is important enough to never use any worksheet. I am quite serious about how difficult it is to repair a practiced mistake. Learning is hard enough. Re-learning is much more difficult.
Home schooling can be expensive and difficult to implement, especially on a tight budget. If money is tight, homeschool worksheets that you can get for free can take the place of a textbook. The worksheet will be able to teach pretty much the same things that a textbook will, and yet you won’t have to spend hundreds of dollars on books. Although some worksheet resources charge a small fee, you will be able to access thousands of printable worksheets that you can use for homeschooling.
If you are looking for printable worksheets for your preschool child, the array of choices can be a little intimidating. You may just be looking for a few pages to keep your child occupied with something more constructive than yet another half hour in front of the TV, or you may feel it’s time you started helping your child learn the basic skills she or he will need for school.
– Do I feel anxiety if I don’t have worksheets copied? (The answer should be no.)
Quality may be a little more expensive, but good worksheets will motivate your child to produce neat work that they can be proud of.
There are also teachers who use these kinds of techniques to teach in a more animated manner. The idea is to keep.children interested because without their attention, it is difficult to make them absorb what you are trying to teach.There are many types of worksheets you can use as a teaching aid. First is coloring pages. This is good in teaching kids the different colors and their names, and the proper way to color. With First Crafts, kids learn how to make simple crafts and enjoy the fruits of their hard work.
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The aim of the Mathematics Curriculum, is to ensure that all students that leave Trentham Academy are ‘numerate’ for the adult world.
All students study a 2.66-year KS3, and a 2.33-year KS4. The curriculum is delivered in a spiral format, with Year 7 developing and extending KS2 topics, and Y8 extending Y7 topics, etc. This allows for spaced practice and retrieval of key skills and knowledge. The scheme of work is planned so that topics feed into each other – supporting each other, and ensuring prior learning is recalled. The design of the mathematics curriculum also allows for mastery, before moving on to the next learning unit.
Sets 1 and 2 in each year group follow a scheme of work that is a stage higher than the others, to ensure they are stretched and challenged. All students are entered for the Edexcel GCSE Mathematics at the end of Year 11.
Students in Set 1 will study for and are given the opportunity to sit the exam for AQA Level 2 Further Mathematics.
Students in our lower set(s) follow a program of study including AQA Entry Level Certificate in Mathematics, to ensure they are ‘numerate’, and leave the academy with a mathematics qualification. These also then boost the ‘basic’ skills required at GCSE grade 1.
Problem solving is a key priority in our teaching and learning, to ensure that students can apply their mathematics and numeracy skills in real-life and abstract contexts.
Years 7-10 all have a full week of mathematics lesson time dedicated to Finance – with the aim of improving students understanding of money, credit/debit, pay-slips, tax etc – the real-world skills that they will need, not necessarily covered in GCSE Mathematics. These are linked in with our Academy SPARK days, and British Values.
Finance and real-world contexts, are linked to future career areas and are key aspects of our teaching and learning ethos in the mathematics department. Links with STEM careers is a priority, especially encouraging High-attaining girls into male-dominated STEM-based careers.
A variety of styles of teaching and learning will be used to make the topics enjoyable to the students. Students will have the opportunity to engage with the Stoke-on-Trent Mathematics Excellence Partnership and in addition to GCSE Mathematics students can opt to take qualifications in Further Maths and Statistics.
Through in-depth question level analysis and graded / staged topics, we are able to plan bespoke interventions for key groups of students, and track their progress over time, ensuring all achieve their potential, and leave Trentham as numerate and qualified for further education / careers as possible.
Where can Mathematics take me?
Mrs L Gaggini – Subject Leader
Mrs J Bloor – Numeracy Leader and second in Department
Mr R Davies
Miss N Hustwit
Mr B Brennan


Francis Bacon was one of the most influential and original figure painters of the twentieth century. He is mostly known for his intensity of the work. He was born in Dublin, Ireland on October 28th 1909 to English parents. He never received formal art education. At the age of 16, he moved to London and by the year 1929, he became a furniture and interior designer. In the same year, he began to experiment with oil painting and started to exhibit his paintings and furniture at his apartment. After a few years, his artworks began to attract attention and had his first solo exhibition in 1934. However, after he had his solo shows, he destroyed his artworks. In 1944, he began to paint intensively again. His artworks were influenced by Pablo Picasso, and in late 1940s and early 50s, he was heavily influenced by surrealism. It was in the 1950s that he began to develop his distinctive style and produced his infamous artworks including Velazquez's Portrait of Pope Innocent X and Vincent Van Gogh's The Painter on the Road to Tarascon. His figures scream in physical and mental pains, being tortured in bedrooms, bathrooms and cages. Bacon's artworks are mostly in expressionist style with distorted human and animal forms illustrating corrupted and disgusting humanity.


According to statistics and our extensive experience working on the ground, youth illiteracy rates are very high in Syria, especially in refugee camps where young children were born into war and displacement. Children have extremely limited opportunities, if any, to go to school or develop basic literacy or numeracy skills elsewhere.
- Enable students to read and write simple words and sentences.
- Enable students to recognize numbers and conduct basic calculations.
- Increase awareness about the importance of education among students and parents.
The target groups
- Children aged 8 to 15 years
- Children who do not have any reading or writing skills
- Children who are completely out of school for 3 years or more


Numbershark develops numeracy skills and gives meaning to numbers. Most importantly, it makes maths accessible and fun for all students.
Over 50 highly visual games, covering 500 topics, present number concepts and operations in variety of ways so that every student can understand.
Numbershark is used mostly in primary schools and early-on in secondary schools, but the range of games, concepts and topics, and the quirky graphics make the program work for any age group.
Numbershark’s games and topics are particularly good for students with dyscalculia or for those with gaps in their understanding. The program adapts to their needs and builds their confidence.
As well as addition, subtraction, multiplication and division, topics include negative numbers, common percentages, simple fractions and decimals. Numbershark also develops maths vocabulary and has more than 2,000 worded problems.
Over 50 games give meaning to numbers and number operations, teaching concepts and providing practice. A ‘recommended’ games tab helps you choose the best games for your topic.
A range of different visual formats helps students make sense of numerical concepts, each finding something that’s meaningful for them.
Students can work independently, on specific areas that need consolidation – removing the pressure that comes with classwork and helping to narrow the attainment gap. The program keeps a record of their progress.
Need a summary of why to choose Numbershark? Click here for a pdf!


Bangladesh is a country of about 161.4 million of people containing nearly 5.3 million of slum people. The slum is one of the biggest problems of Bangladesh. There are innumerable makeshift shelters that can figure out in Dhaka city and the Tongi area. Tongi is located in the Gazipur – a neighboring district of Dhaka.
The slum is a word, a name that reflects the miseries of deprived people who have to struggle with poverty to survive in this beautiful world. Slums and shanties are available in every country regardless of which are developed or developing countries.
ADRA in Bangladesh is working for slum children for decades intending to ensure elementary education for them. ADRA has been working in Ershad Nagar slum of Tongi from 1972 serving the community through providing quality formal education to children from pre-primary to the primary.
In March 2018, ADRA Bangladesh conducted an assessment named “Thematic Study on Child Education, Care and Wellbeing of Women in Ershad Nagor Slum, Duttapara, Tongi”. The survey was conducted in the slum area of Tongi, Dhaka. Among the 14 blocks in the Tongi slum area, eight were under the survey. The survey covered 1,030 households represented by women respondents with school-going children. The survey data indicated that children surveyed 68 percent of households aged from 14- 20 are engaged in earning to contribute to family expenses. It has been observed that 30 percent of children did not have a proper breakfast.
To overcome the above-mentioned problems and constraints ADRA Bangladesh runs a school in that target area naming Tongi Children Development Project (TCEP). The key objectives of the project are to provide quality education to the targeted slum children with basic school supplies and will provide a friendly environment to create their interest in education which will reduce the school drop-out rate.
Not only in Bangladesh but in all the under-develop countries the scenario of the slum area is almost the same. Life is full of struggle in the slum. Children are mostly deprived of their basic education. They have to fight against the gruesome vulnerabilities constantly.
ADRA in Bangladesh is working rigorously to transform lives in the slum areas of Bangladesh, Tongi is one of them. ADRA has been able to change thousands of lives of children Ershad Nagar slum of Tongi.


Sept. 5, 2017
Children come to school with more than just their backpacks. They often bring worries about whatever’s going on at home, or anxieties about being in school or interacting with their peers. It’s the teacher's job to help them learn to regulate these feelings, get support, and be ready to learn. Addressing children’s social and emotional needs is one of the hardest parts of any early learning teacher’s job. Yet it’s not something typically included in teacher preparation programs nor is it a priority for many principals.
The Franklin-McKinley School District in San Jose, Calif. is trying to change that through a unique series of professional development trainings for its early childhood teachers designed to build teachers’ skills in early literacy and social emotional development.
Franklin-McKinley chose this approach in close consultation with their early childhood teachers and staff who felt that they needed more strategies to help children learn to self regulate, communicate their emotional needs, and get along with their peers. The teachers and staff worked in partnership with California’s Early Learning Lab and the New Teacher Center to develop a professional development model that integrates best practices in early literacy with social and emotional learning strategies. The district is using the Teaching Pyramid model from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), which they adapted to fit their specific needs with the help of its designers.
The Teaching Pyramid framework is geared towards early learning settings and can help teachers promote social and emotional development, provide support for children’s appropriate behavior, prevent challenging behavior, and address problematic behavior effectively when it arises. Essentially, it equips teachers with strategies for responding to children’s social and emotional needs in the classroom. When done well, the Teaching Pyramid can enable teachers to create classrooms where they have strong and supportive relationships with their students. Students learn to feel comfortable talking about their feelings, keep their emotions in check, and begin to solve their own conflicts.
In addition to professional development to support teacher implementation of the model, Franklin-McKinley teachers also received weekly coaching on social and emotional learning and early literacy strategies, and support in engaging families.
As a transitional kindergarten teacher in the district, Thuy Kropp often has students in her classroom who have never been in school before. And a big part of her job is to get these students ready for kindergarten.
In this video, Kropp tells the story of one child, who was bright and creative, but was disrupting the classroom with hitting and throwing things. Her first stabs at helping him had been unsuccessful. But while participating in the training program this year, Kropp created a chart and story from the book “Tucker Turtle Takes Time to Tuck and Think,” one of the social stories used in the Pyramid curriculum to help children understand social interaction and expectations. She also provided a copy of the book to the boy’s family and some suggestions for them to use with him at home.
The book and chart helped the child understand the expectations for him in the classroom, which Kropp says made a big difference. “He started to say things like: ‘Ms. Kropp, today I did not hit anyone. Today I did not throw anything around.’ He actually internalized these concepts and the incidents were reduced,” she said.
Melinda Waller, Franklin-McKinley’s director of early learning, said the district is collaborating with California CSEFEL to adapt the Pyramid model to include early literacy along with social and emotional skills. While the district wanted to teach social and emotional skills, they didn’t have time in the day to teach it as its own content area, she said. This approach allowed them to include both.
The district is also working on training elementary principals in early learning and childhood development, including the importance of social and emotional learning, Waller said.
Thuy Kropp said the skills, strategies, and resources the model provided have been invaluable to how she teaches.
“Someone said: If a child doesn’t know how to swim, we teach. If a child doesn’t know how to read, we teach. But when a child doesn’t know how to behave, we punish,” she said. “So why not teach them these foundational skills?”
* Post updated on 9/11/17 at 8:50pm to correct the model FMSD is using


Loving relationships with parents are very important in early child development. The affection we give our children helps shape the way they see the world and change all areas of their development. From birth to age 5, a child’s brain develops more than at any other time in life. Early brain development has an everlasting impact on a child’s life.
You will blink and time will pass, you will question where your little baby went and who this grown up little human is in front of you. It is always easier to set a healthy foundation now then try to undo social and emotional issues in your child’s life later and time really does fly so focus on what’s important now.
Children develop skills in five main areas of development:
- Cognitive Development. This is the child’s ability to learn and solve problems. …
- Social and Emotional Development. …
- Speech and Language Development. …
- Fine Motor Skill Development. …
- Gross Motor Skill Development.
Social and emotional development in critical for any child.
I recently read a great article: “Why Children need love to grow” written by David R Hamilton PhD. David explains that: “Research shows that the early growth of at least one part of the brain (the orbitofrontal cortex – behind the orbits of the eyes) is almost wholly dependent upon the environment an infant is born into? The first 24 months is crucial in that it is during this time the building and shaping of this part of the brain sets the child up for life”. It is truly incredible the way he highlights the scientific reasoning behind why love is imperative in a child’s life.
Whilst you can, cherish all the fun having young kids gives us as parents. Give them endless affection, nothing Is more important than your children and shaping a happy and healthy future for them. Do all the fun and cliché things that make having a family so special. Teach them how to ride a bike, have a picnic on the beach, take them ice skating, get into some mum and daughter matching clothes or matching mother and son outfits and take a hundred photos to hold onto for ever. All you will have left once all has been said and done is the memories you make with your family and each and every memory with your child creates an everlasting feeling that will make them smile when they remember them throughout their life.
As they get older, all these awesome young and fun things like wearing matching mum and daughter clothes starts to fade slowly and you can’t get time back. We all work so hard or have so many “grown up” things to worry about but stopping in the moment and cherishing special moments in time with your family go a very long way.
Lots of small acts of love in your family work tremendously in the development of your child’s emotional and social development.
“Why Children need love to grow” written by David R Hamilton PhD: https://drdavidhamilton.com/why-children-need-love-to-grow/
Owner of KoKo Adora
a mother’s love transpired into fashion through unity
Your local Australian mum and daughter matching clothes destination


Creating a Fun Atmosphere with Sing-along Songs
One of the most fun group participation activities for family and friends is to engage in sing-along songs. The essence of a sing-along song is that it has a simple enough melody and memorable lyrics for everyone to easily learn. Many of these popular songs have been around for over a century and are taught to children as part of their grade school music education. "Michael Row the Boat Ashore" is a very well known sing-along song. It was a traditional folk song written in the 1860s that became a huge hit in the early 1960s by The Highwaymen. The following sing-along songs are widely known and appreciated by all ages.
She'll Be Comin' Round the Mountain
Not many songs over a century old are still as popular as "She'll Be Comin' Round the Mountain," which originated in the late nineteenth century by an unknown composer. The song uses metaphorical lyrics, although not everyone who sings these lyrics may be aware of the significance of the words. "She" is a metaphor for the chariot carrying Jesus upon his return. Hence the lyrics "she'll be drivin' 6 white horses." The song was originally based on a spiritual song called "When the Chariot Comes."
What A Wonderful World
The song "What A Wonderful World" was first popularized in 1967 by Louis Armstrong and in 1999 was inducted in the Grammy Hall of Fame. The optimistic children's song was written by Bob Thiele and George David Weiss. It was written as a good-natured counterpoint to the violence and social divisions of that era. Even though the record was only a marginal hit in the United States, it topped the charts in the United Kingdom. The song's popularity grew over many years due to being covered by so many different artists, including Tony Bennett. Then in 1988 the song was re-released and was a hit all over again. In 2002 it was covered by Joey Ramone as a more upbeat pop/rock song.
Louis Armstrong enjoyed one of the longest recoding careers of any singer in history. He was born in 1901 and lived to be 69 in 1971. He rose to fame with his first big hit "Muskrat Ramble" in 1926. His first number one hit was "All of Me" in 1932. Armstrong went on to have over 70 hits including "Hello Dolly" in 1964 before reappearing on the charts in 1988. He was also a national radio host and film star.
Don't Worry, Be Happy
One of the biggest and more memorable hits of the 1980s was "Don't Worry, Be Happy," recorded by Bobby McFerrin. The song made history by being the first Acapella recording to ever hit number one in America. That's interesting because most casual sing-alongs throughout the world are sung with no instrumental backing. The lyrics were based on a saying by Indian mystic Meher Baba. In 1988 the song was featured in the movie Cocktail, which helped it hit number one that year. The song has become a worldwide anthem for optimism and has been recorded by many different artists and sung in various languages.
McFerrin told USA Weekend in an interview that he had seen a poster of Baba with the words "Don't Worry, Be Happy," which was what inspired him to write the upbeat lyrics. Even though McFerrin was the only voice heard on the recording, he recorded several different vocal parts that were mixed together. These tracks included lead vocals, falsetto and bass. McFerrin is widely regarded as a one-hit wonder, although prior to recording his one big hit he recorded the theme song for the television series The Cosby Show.


Waldorf education celebrates and builds upon the natural wonder, curiosity, and imagination of young children, nurturing students we look forward to knowing for years to come. Young children need time to explore and experiment in a safe environment with responsive adults. This feeling of safety and connection is what allows children to have fun and open up to new discoveries. Through close listening and observation, our teachers come to understand the unique interests, needs, and personality of each child.
Days in our early childhood programs have a rhythm of structured and unstructured activities that feed developing minds and bodies. At the same time, these activities nourish the social and emotional needs of children making their first friends and discovering independence. Free play, practical work, song and story offer multisensory experiences and build foundational skills for mathematics, sciences and language. Cooking, gardening, movement and outdoor exploration create opportunities to count, classify, measure and observe nature, leading to a genuine curiosity for learning and wonder. All of these opportunities help the children establish a healthy, balanced foundation for life.
For our youngest children we cultivate a beautiful, harmonious environment that encourages learning through doing, engages motor skills, evokes wonder, and gives young children the freedom to follow their natural curiosity. In our experience, this is a path that creates life-long learners.
Parents go through a simple application process to enroll a child in a nursery or kindergarten class. Please contact Admissions Director, Lyn Baird, 207-865-3900, Ext. 103 or [email protected] if you have questions about our program. Information about our tuition, and our tiered tuition program, can be found here.


Published Aug 10, 2020
KiVa—a bullying prevention programme developed in Finland and introduced into New Zealand by Wellington UniVentures—has welcomed its first Kura Māori (or kura) into the KiVa school community.
Kura Māori are te reo Māori-language immersion schools whose philosophies and practices reflect Māori cultural values with the aim of revitalising Māori language, knowledge and culture.
Hamilton-based Te Kura Amorangi o Whakawātea has joined more than 50 other New Zealand schools who are already seeing positive outcomes from the anti-bullying programme.
“Left unchecked, at its best, bullying affects learning outcomes and wellbeing at school,” says Kieu Pham, Wellington UniVentures’ Programmes Manager—Education. “At its worst, bullying can lead to depression, anxiety, drug and alcohol abuse, and anti-social behaviour in adulthood.”
Kieu says that while a 2019 OECD report found that New Zealand had the second highest rate of school bullying in the OECD, it wasn’t a significant problem at Whakawātea. However, the school’s tumuaki (principal) Susanne Simmons-Kopa recognised the longer-term importance of teaching their tamariki bullying prevention skills that will help them to navigate life far beyond their primary school years.
“KiVa very much aligns with our tikanga, which is to grow children into kind, respectful adults,” says Susanne. “We believe they’ll have far more opportunities in life if they learn the foundational skills of respect and kindness when they are young.”
Kieu says that without such skills, bullying simply moves to the workplace once children grow up and leave school. “A 2019 workplace study by StatsNZ found that around 300,000 people, or 11 percent of workers, said they had experienced discrimination, harassment, or bullying at work during the past 12 months.”
She says the best way to change a bullying culture is to start with children, equipping them with the skills and tools they need to identify bullying, and giving them the confidence to respond appropriately when they experience or witness it.
“Whakawātea’s teachers liked the fact that KiVa’s proactive prevention approach focuses on the power of bystanders to reduce bullying—and that the programme acknowledges that respect is for everyone,” explains Kieu, who carried out the KiVa training with staff in July.
Susanne says she was initially drawn to the KiVa programme because of its evidence base. “The fact that its effectiveness has been proven scientifically was of paramount importance to me.”
Although still in the early stages of rolling out the programme across the whole school, Susanne says it’s already giving them more clarity around the issue of bullying. “We’re having some really good discussions about things like what is and what isn’t bullying for example.”
While the team at Te Kura Amorangi o Whakawātea is translating the KiVa materials into te reo Māori, the KiVa team plans—over time—to tailor future resources to be used in kura so that the programme is more accessible to all kura and schools across Aotearoa.
“Cultural shifts are possible,” says Kieu. “You only have to look at how our attitudes have changed over the years to things like wearing bike helmets, seatbelts and sunscreen to see that. We believe KiVa is a vitally important component in changing New Zealand attitudes and reducing the incidence of bullying across Aotearoa—and Te Kura Amorangi o Whakawātea shares this belief. We’re delighted to have them on board.”


Literature 12 is a survey course covering the development of British literature, particularly poetry, from the years 1000-1900. Major writers studied include: Chaucer, Shakespeare, Milton, Swift, Pope, Wordsworth, Coleridge, Byron, Shelley, Keats, Tennyson, and Browning. English Literature 12 also includes 20th century British authors, as well as English-speaking writers from Canada and the United States. This second group of writers includes: T.S. Elliot, William Butler Yeats, Dylan Thomas and Margaret Atwood. Note: UVic strongly recommends that students entering the following programs at UVic take English Literature 12 in high school: English, History, Political Science, Psychology, Physical Education, Elementary Education, Kinesiology, Leisure Service, and Creative Writing.
Course code: MLIT-12


Science Projects for 7th Graders Video for Kids
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Studio Habits of Mind: Using the "Hidden Curriculum"
to Encourage Student Autonomy
Theresa Cerceo, Dr. Levesque Elementary, Wisdom Middle/High School Visual Arts
Janie Snider, Hancock Grammar School Visual Arts
Join us in our exploration of assessment and proficiency using the Studio Habits of Mind (SHoM). This workshop will present a practical look at how we came to understand and use the constructs of Studio Thinking in our classrooms to promote independent, self-directed learning. We believe that the 8 dispositions can enable students to gain a successful educational experience. You will gain hands-on knowledge of these habits and leave with strategies to use your own classroom. Grades PK-12 All Educators
Theresa is originally from Philadelphia. For the past 9 years she has been teaching visual arts in Northern Maine. She is continually tweaking her teaching and checking in with students in her K-12 classroom, which is primarily Choice-Based classroom. Theresa has been an MAAI Teacher Leader since 2014.
Janie has been teaching grades K-8 art education in Washington and Hancock Counties for 22 years. Janie received the 2014 Middle Level Art Teacher of the Year by the Maine Art Education Association. She has been an MAAI Teacher Leader since 2012. At the center of Janie's belief on successful teaching is: ART is for ALL STUDENTS and PROFESSIONAL DEVELOPMENT is ESSENTIAL for ALL TEACHERS.
Outline & linked resources
1. AWARENESS OF THE SHoM--------* STUDIO THINKING 2, by Lois Hetland
2. TEACH THE SHoM----------------------* Ordinary-Extraordinary SHOM worksheet
3. NURTURE THE PROCESS------------* Reflection, sentence starters….
4. AWARENESS for students & parents--SHoM RUBRIC* Assessment definitions
5. TEACH/SELF-ASSESSMENT-------------* SHoM BLANK RUBRIC for students
6. NURTURE---------------------------------* SHoM CHECKLIST/ formative assessment
7. Make the SHoM Accessible to Students, I can … *
8. Planting the Seed, Elementary Goal Setting* and Reflection * and sharing our Initial Thoughts *
9. The SHoM as Formative Assessments for Middle & High School, Weekly Formative Assessment (Rubric) * and Work in Progress Critiques*
10. The SHoM & Student Self Reflection in the Choice Based Art Class, Choice planning & self assessment*
11. The SHoM to Collect information for Students, The Teacher Walk Around *
12. Climbing Toward Proficiency with the SHoM (document)*
13. Making the Right Connections: 21st Century Skills (document)*


(isiXhosa for “here’s the story”) is a national reading-for-enjoyment campaign in South Africa. It aims to spark children’s potential through storytelling and reading.
Children who are immersed in great and well-told stories – and in languages they understand – become inspired and motivated to learn to read for themselves. Such personally rewarding learning is a recipe for successful literacy development.
By inspiring, training and helping people across South Africa to share the power of stories, Nal’ibali is helping to make a culture of reading and writing in everyday life.
A society that uses writing and reading in meaningful ways and where children and adults enjoy stories and books together as part of everyday life.
To create the conditions across South Africa that inspire and sustain reading-for-enjoyment practices in a variety of settings.
- To create awareness of the link between reading for enjoyment and educational achievement through the mass media and face-to-face engagement.
- To help individuals and organisations in using reading for enjoyment to develop children.
- To initiate, support and help sustain reading clubs.
- To supply and connect people in South Africa with a range of appropriate books for children in all South African languages.
Click here to see Nal’ibali’s Facebook page


DEGEP was developed to provide functional literacy skills for rural girls who have not been participating in formal education. These girls are the most at risk of becoming child brides and teenage mothers. Girls who become child brides have the poorest health, education, economic and development outcomes.
The first DEGEP focus involved 120 out of school rural girls from Central Malawi.
These girls are acquiring functional literacy and numeracy skills by participation in a six month program facilitated by volunteers from the local university and primary schools from the area.
Participation in this literacy and numeracy program helps to build confidence in these young women so that they can have a better appreciation of their life potential and the choices that they will face.
Once their confidence in their own abilities has been improved they are invited to participate in training about the benefits of education and the consequences of child marriage. Graduates from this program are invited to participate in further a developmental and support program to enable them to become leaders and advocates for education and the risks associated with child marriage within their communities.
The Mkukula Girls Network is being established to amplify girls voices against the harmful traditional and cultural practices child and or forced marriage.
DSEGEP was developed with the assistance of the Virginia Gildersleeve International Fund.


Art at the Maze and Long Kesh Prison
Art and craft classes were held at the Maze and Long Kesh Prison as part of educational programmes, some by the prison authorities and some by the prisoners themselves. Prisoners could gain qualifications in both GCSE and A Level Art, and formal courses in art history were also offered. In addition, arts and crafts were pursued at an informal level within the prison. Murals were painted on the walls of both the H-Blocks and the Nissen huts within the cages/ compounds. Handicrafts made in the prison could be sold on the ‘outside’, with proceeds going to prisoners’ families.
In 1996 the Prison Arts Foundation (PAF) was founded, with the aim of providing access to the arts for all prisoners, ex-prisoners, young offenders and ex-young offenders in Northern Ireland. During the latter years of the Maze and Long Kesh Prison, the PAF promoted access to the arts by organising professional artist residencies and workshops in the H-Blocks.
Security considerations placed constraints on materials permitted and the type of art and crafts that could be produced in the prison. For example, glass and ‘inflammable’ paint were not allowed. However, the availability of tools and materials varied across the site and over the years. And prisoners also improvised with materials to hand.
Learn More Here
Prison Arts Foundation
There was a real kind of sense of frustration
Prisons Arts Foundation then invited lots of artists to come in. Really, really absolutely brilliant, brilliant thing to do.
Watch the clips of Fionna and Amanda. What were some of the challenges – and benefits – of teaching art at the Maze and Long Kesh Prison?
This magnificent thing here is a very expressive drawing
Cell one on the wing was the handicrafts cell
We were making harps and crosses
Watch all of the clips. What were some of the benefits to prisoners of art and crafts at the Maze and Long Kesh Prison?
Links to NI Curriculum
CCEA GCSE History: Unit 1; Section B; Option 2: Changing Relations: Northern Ireland and its Neighbours, 1965–1998
Questions based on GCSE CEA history exam papers
How useful are the clips of Fionna, Amanda and Brian for an historian studying the value of art education in the Maze and Long Kesh Prison? Explain your answer, using the clips and your contextual knowledge.
How useful are the clips of Michael and William for an historian studying the value of art and crafts in the Maze and Long Kesh Prison? Explain your answer, using the clips and your contextual knowledge.


This age group works on developing social skills such as manners and safety. They also work on colors, numbers, art and fine motor skill development.
In this class kids learn letter recognition, formation and sound. They work on learning numbers 1-50, art, music, and fine motor skills.
We want your child to excel in Kindergarten. Phonics and pre-reading are core to the Pre-K curriculum. Kids also work on numbers 1-100, simple addition, writing their names independently, arts and music.
Half Day Plans are from 6:00 am -12:00 pm
Full Day Plans are from 6:00 am – 6:00 pm


RISE on COVID-19
COVID-19 is exacerbating the learning crisis. This demands bold, systemic action now.
Three critical actions to protect children's long-term life outcomes
Education systems can mitigate the learning losses caused by COVID-19, and even come back stronger than before, through three key actions:
- Making a system-wide commitment to prioritise foundational skills,
- Assessing children’s learning levels when schools reopen, and
- Adapting instruction to meet children where they are.
Why will COVID-19 school closures exacerbate the existing learning crisis?
- Learning profiles in developing countries are flat, and many children fail to master foundational skills.
- Learning levels in developing country classrooms vary widely, and COVID is likely to increase variation as students have different learning experiences and parental support at home.
- The curriculum in many developing countries is overambitious, setting out an agenda that teachers and students cannot effectively cover. This will make recovery more challenging as teachers must help students catch up with where they ought to be in the curriculum while also teaching a more diverse classroom (Cilliers, 2020).
Projections and empirical estimates suggest that the full extent of the COVID-19 learning loss is produced not just by stagnation in learning while schools are closed, but by children continuing to fall behind even after they return to school. Governments should prioritise helping children catch up in order to ensure that learning losses now do not impede learning for years to come, impacting later life outcomes including earnings, health, and empowerment.
Action 1: Make a system-wide commitment to prioritise foundational skills
Foundational skills in reading and math should be a priority, because they unlock children’s ability to access content in more complex subjects. Children who fail to master them are at the greatest risk of long-term learning deficits. Political and educational leaders should make it clear that foundational skills are a priority, and articulate clear, achievable goals to reinforce this point, because education systems perform best when delegation is clear and consistent.
Action 2: Assess children’s learning levels when schools reopen
In order to get children back on track, teachers must know the learning levels of the students in their classrooms. Teachers will need resources to conduct diagnostic assessments and support, from within their school and from education authorities, to process this information and use it to adapt their classroom instruction to children’s learning levels.
Action 3: Adapt instruction to meet children where they are
As schools reopen, teachers should focus on helping students progress in foundational literacy and numeracy rather than on moving through the standard curriculum, and progress should be measured in terms of student improvement from baseline rather than against a curriculum standard. To achieve this, teachers will need information on students’ learning levels; the authorisation, resources, and capability to align teaching to be coherent with students’ abilities; and the support to put new practices into action.
RISE Resources on Education Systems’ Response to COVID-19
- On modeling learning losses due to COVID:
- “Modeling the Long-Run Learning Impact of the COVID-19 Learning Shock: Actions to (More Than) Mitigate Loss.” Michelle Kaffenberger, 2020.
- On systems’ prioritisation of importance of foundational skills:
- “Building on Solid Foundations: Prioritizing Universal, Early, Conceptual and Procedural Mastery of Foundational Skills.” Carmen Belafi, Yue-Yi Hwa, and Michelle Kaffenberger, 2020.
- “Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya.” Luis Crouch, 2020.
- On adapting instruction to student learning levels:
- “Learning ‘Loss’ and Learning ‘Gain’ in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis?” Rukmini Banerji, 2020.
- “How to Support Students When Schools Reopen?” Jacobus Cilliers, 2020.
- On systems’ response to the crisis:
- " To Mitigate the Effects of COVID-19 on Education Outcomes, Systems Should Prioritise Foundational Skills and Adapt Instruction to Children’s Learning Levels." Marla Spivack, 2020.
- “Recovering Learning Losses as Schools Reopen in Indonesia: Guidance for Policymakers.” Amanda, Beatty, Menno Pradhan, Daniel Suryadarma, Florischa Ayu Tresnatri, and Goldy Fariz Dharmawan, 2020.
For more resources, see all RISE research outputs on COVID-19.


The International Society for Education Through Art (InSEA) has just published their 2018 Manifesto
Obviously it lists a set of beliefs, e.g. ‘Education through art inspires knowledge, appreciation and creation of culture’ or ‘Visual art education develops an understanding of creative practice through knowledge, understanding and production of art in contexts’ and some that are couched as instructions ‘All learners, regardless of age, nationality or background, should have entitlement and access to visual art education’ and ‘Educational programmes and curriculum models should prepare citizens with confident flexible intelligences, and creative verbal and non-verbal communication skills’ for example. All are apparently laudable, if open to interpretation, and may be true for some, most or all people but equally they may not. How do you define citizen, or for that matter culture?
In one statement the manifesto defines the nature of visual art education, saying that ‘Visual art education should be systematic and be provided over a number of years, as it is a developmental process. Learners should engage with ‘making’ alongside learning about art’. This statement raises questions for me. Is art a developmental process? Should it be systematic? What’s the system? And what about ‘making’? isn’t ‘making’ learning about art rather than, as is implied, a separate activity?
Further the manifesto suggests that ‘Visual art education opens possibilities and opportunities for learners to discover themselves, their creativity, values, ethics, societies and cultures.’ Isn’t that what education does, if we’re doing it right? The danger is that we identify visual arts as the place where learners develop all the skills linked to creative thinking and by doing so exclude creativity in other subjects. A good read on this is the recent article on the RSA website by Julian Astle which contrasts Sir Ken Robinson’s well known view on schools and creativity with that of Tim Leunig who, when working as Chief Scientific Advisor for the DfE, argued that “True creativity is based on knowledge which in turn is based on literacy”. I don’t think schools necessarily kill creativity, I think Ken Robinson’s argument is that the way we are educated stifles creativity. Tim Leung’s argument seems to be too specific to carry any weight and highlights that experiment means different things to scientists and artists. What schools do increasingly, and along with society as a whole, is hammer the individuality out of children, and only the strongest survive.
The manifesto is listed under ADVOCACY on the InSEA website, and in the UK at the moment, or at least in England, the arts lobby is beginning to gel around objections to successive governments’ marginalisation of creative subjects. In a capitalist society everything has to translate to a financial return, there is therefore no intrinsic value to an activity there is only value in trade, and ‘art’ activities are generally high risk in financial terms. Society (or if you like ‘culture’) therefore struggles to ascribe value to these activities, it is not easy to see where the ability to visually critique the actions of your local council, or paint a forget me not, is going to help you pay for the NHS. What has happened over the course of my career in education is that Visual art, and the arts in general, have become more and more the leisure activities of the well off.
So what? Does art education start with a notion of pedagogy or just with a gathering?
Art ought to be subversive, so the political situation is almost ideal now, and people almost invariably have an urge to transgress. Art should disrupt the status quo to highlight society and culture to itself as art is a mirror. The beauty of art education is that art is about failure. Through learning about art you develop resilience and we could all do with a bit more of that.
I would like to see an approach that isn’t certificated or examined except by portfolio or individual creation. It should be for everyone and take place in a forum where experience is shared, where you bring your knowledge and share it with a peer group who bring theirs. Where you identify what you want to learn and find people who have the skills or knowledge to share. Where you are challenged and can respond to that challenge without rancour.


Research continuously supports the importance of the arts in education. Competition for jobs is fierce, and the current state of the world requires an ability to constantly adapt to change. This is where the arts come in.
The Artistic Edge, written by Lisa Phillips, explains how to give children a competitive edge by enveloping them early on in the arts, and continuing throughout their education. According to Lisa, education in the arts should not be reserved for the talented few, but promoted as the means for all children to develop skills in creative thinking, confidence, problem solving, accountability, relationship building, communication, adaptability, and dreaming big. Lisa says leadership skills taught through the arts are what young people need most to be successful in life.
And Lisa would know. She is an author, blog journalist, arts and leadership educator, mentor, and business owner. As CEO of Canada’s Academy of Stage and Studio Arts, Lisa has been very successful at teaching art education and leadership skills to as many young people as possible in the Greater Toronto Area.
The Artistic Edge has been nominated for a Small Business Book Award in Leadership.
Credit for this article is given to The Artistic Edge.


ECON5001 Economic Development in Theory and Practice
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- This unit examines contemporary issues in economic development, mainly in developing countries but with relevance to developed countries. The unit is problem- and policy-oriented. It covers thematic issues/areas of development from five capital perspectives: social, human, technical, natural and financial perspectives, and considers how the economic, social and institutional problems of under-development are interrelated and that require coordinated approaches to find their solution. The thematic areas covered include poverty and inequality, labour markets and migration, education, health, population, infrastructure, technology, markets, trade, microfinance, the environment, conflicts and corruption, and their relationship with under-development and economic development. In addition, a brief history of economic development is covered along with contemporary theories and analytical methods of economic development. Each theme is examined in an integrated and holistic approach to gain insights on success and failure of development policy/intervention. For example, why do poverty traps persist and what can be done to help people get out of poverty? Why does labour migrate and what are its consequences? Why do institutions matter for development? How do environmental protection policies affect local economic growth? What is the role of technology and infrastructure in development?
- Students are able to (1) analyse current debates in economics of development such as poverty traps and economic growth, and consequences of rural urban migration; (2) develop critical thinking in suggesting solutions of economic development issues such as chronic poverty, youth unemployment, environmental degradation, and institutional and market failure; (3) apply basic economic tools of analysis to analyse development issues such as poverty, vulnerability and inequality; (4) analyse the patterns of development and disparities in development across regions and nations through the lense of five capitals; and (5) provide critical analysis of real world challenges in development and what can be done to promote development through policy interventions and investment.
- Indicative assessments in this unit are as follows: (1) quizzes; (2) in-class activities, tutorial assignments; and (3) written assignments. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Dr Ram Pandit
- Unit rules
- enrolment in the Master of Agricultural Science (72510) or the Master of International Development (71550) or the Master of Geographic Information Science (71570) or the Master of Agricultural Economics (73530) or the Master of Economics (42620) or the Bachelor of Science (Honours) (BH004) or the Bachelor of Commerce (Honours) (BH002)
- Advisable prior study:
- ECON4410 Environmental and Resource Economics
- Contact hours
- lectures/tutorials/labs: 4 hours per week (for 10 weeks)
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


It is so important for that you focus on Science for Children. Science is a great foundation for many things in life. Showing kids how fun STEM can be might seem difficult, but it is actually very easy.
Ways to Encourage a Love of Science for Children
Children for a love for learning and science through their parents. If the parents show a love of learning, kids will usually have the same interest and makes learning a priority. Parents can help give their children a head start by encouraging science-based activities.
Some parents steer away from science because they did badly in it at school, or feel they don’t know enough. Avoid saying negative things that might dampen their enthusiasm, like "I always hated science at school." Instead, treat it like a voyage of exploration for the whole family.
Use Fun Science Activities for Kids
There are lot of ways to use fun science activities for kids. From buying science related toys and experiments or finding simple experiments using kitchen supplies, finding fun science activities for kids is essential to developing a love for science.
Buy Them Educational Toys, Games and Books
Everyone has a different budget when it comes to buying toys from kids. Make your money go further with quality educational toys, games and books they can really learn from. In particular, you can buy them geology sets and chemistry sets when they are old enough to be able to use them safely.
Visit Great Science-Based Websites
Visit the NASA site to learn more about our solar system. Visit zoo sites to learn more about the animals and spy on them through the video feeds. Discuss the issues of captivity, conservation, destruction of habitat, and climate change. There are many places that offer virtual field trips.
Use Science Videos For Kids
Videos are a great way to keep kids interested in science. It is a free, or mostly free way to keep learning about science.
Choose Their TV Watching Carefully
There are many nature and science channels available on cable with a range of science and nature programs that can really inspire children. Try the Discovery channels, National Geographical channels, and PBS programs like Nature and Nova.
Show a Love for Science by Example
Your kids are watching you. They listen to everything you say, even when you think they are not. Showing them a love for science by example, is one of the best ways to get kids interested in science. It doesn't always have to be done with sit down learning or experiements.
Visit Science and Natural History Museums
Museums are a great place to start. After all, what kids don’t love dinosaurs? Some natural history museums have a planetarium attached too. It’s a great way to get them interested in exploring the stars. Most museums have a "Night at the Museum" sleepover, which could be a fun activity for the whole family. Math museums are starting to become more popular, offering games, activities and challenges that are so fun, most kids will have no idea how much they are learning.
Go on Nature Walks
Nature walks can be fun if you take the time to learn more about the trees, animals and geological information about the area. Learn how to identify different trees and flowers. Take along some disposable rubber gloves and trash bags and clean up items that should be recycled as you wander along.
Tell Them Science Is Exciting
When you are trying to show kids that science is exciting, there are a few things to consider. Sow them ways that science can be part of their every day life and show them how it pertains to other things that they might be interested in.
Discuss Career Options
Many children talk about what they want to be when they grow up. Many might say doctor, nurse, even astronaut. Parents can remind their children they have to do well at science in order to get accepted into college for any of those careers. The same is true if they want to be a veterinarian to help sick animals. Focusing on the fact that there are a lot of opportunities if they do well in science can help them feel eager about a future doing something they really love.
Stay Current with National and State Standards for Mathematics, Science, and Technology
Their teacher can help by providing copies of what you need to know. There are also a number of books available that support subject like math and science based on grade levels. Have your child do their homework, and then a page of their supplemental workbook every day.
Make the Most of the Weekends and School Holidays
Give your children research projects to do in their spare time so they are not just sitting around watching TV or playing computer games. See what their teachers have assigned, or ask them for suggestions. Have them research a favorite animal, create a diorama of its habit, and so on. The possibilities are endless.
By doing these activities, tailored to the age of your kids, you could help encourage a life-long interest in science.
Want More Science For Kids