6 great books about starting school for kids and their grown ups!
Louise Lavery is a content writer and the online content manager for Families Magazine. Louise taught senior English for over ten years with a focus on the promotion of literacy development in adolescents who have processing and behavioural difficulties. In her “spare” time she is a freelance writer, a young adult novelist and chief wrangler of the world’s cheekiest three-year-old boy.
Are you looking for books about starting school?
Explaining new concepts and ideas through story books is a wonderful way for your children to learn. Reading to and with our children helps them build not only their literacy but their understandings and connections with the world around them. When it comes to changes in a child’s life, starting “big school” or kindergarten is pretty up there!
Meet J.R. Poulter
We met a multi-award winning Brisbane author who ticks all the right (or write!) boxes. J.R.Poulter is a former senior educator and librarian. She’s an English tutor and an editor. And she’s a mother of five. You could safely assume she’s qualified!
J.R. has developed a series of stories published by Word Wings Books that tell beautiful stories depicted artistically by illustrators and designers from Queensland, USA, Brazil and Italy. These are the kinds of stories you read again and again as they explore complex concepts to do with tolerance, communication, behaviour, separation anxiety, coping with change and emotional expression.
Look Alikes introduces the idea that your child will be exposed to a broader range of people, identities, cultures and backgrounds. Your child will grasp the concepts of ‘same’ and ‘different’ in a new way that speaks to ideas of tolerance and diversity. The playful rhymes help your child to understand that though skin colour and appearance may be different we still have many similarities. You can find Look Alikes here.
How do you do?
How Do You Do uses animal sounds to explore ideas to do with communication and polite greetings. This will help with your child entering the world of school with many different teachers, teacher-aides, adults and staff. The story is funny, sweet and memorable – the perfect recipe for a meaningful lesson. You can find How Do You Do here.
Toofs was co-written by a senior childcare professional and explores the behavioural issue of biting. If you’re the parent of a biter you’ll relate to the stress that goes with this problem. Woven into this funny, rhyming tale are real-life strategies that parents can use to help their kindgergarten aged child move past this difficult phase. You can find Toofs here.
Getting Home has environmentalist messages to do with protection of habitats and global warming. It can also be read to help children explore feelings of separation anxiety, risk-taking and consequences. A multi-layered story often provides excellent conversational points to explore the more difficult ideas that our kids come up against. Getting Home can be found here.
The Sea Cat Dreams
The Sea Cat Dreams helps children understand the inevitable nature of change and how we can not only cope with it but embrace it as a positive force. Starting school, changing school, moving house and divorce are just some of the changes that our children are faced with – this is an excellent book to help provide perspective when it all might seem too chaotic. You can find The Sea Cat Dreams here.
Wiggle and Oink
Wiggle and Oink is the perfect book to help explore identity. Boy and girl friendships are explored in this text. The ideas that it’s alright to be friends with girls and it’s okay to show your feelings are lessons that little boys often struggle with. This is a great book for any boy, particularly if this will be their first real experience in a mixed group. You can find Wiggle and Oink here.
The importance of connection
Small children don’t grasp ideas the same way we do – they need to look at new concepts from many different angles to try and understand something we may take for granted. Reading books about starting school like J.R. Poulter’s allow us to help them clear these hurdles and bring us closer together at the same time.


The Importance of Music Education in Child Development
The old adage that “music calms the soul” has gained so much acceptance that everyone resorts to music for pretty much everything. From entertainment to relaxing our minds and inducing sleep, music plays an important role in our culture. But the importance of music goes way beyond “calming our souls” Did you know that early music education can have an impact on a child’s development? Early interaction with music has been proven to affect the quality of a child’s life.
In fact, a recent study at the University of Southern California found that music experiences in childhood can boost brain development, particularly in the areas of reading skills and language acquisition. These findings have been substantiated by the National Association of Music Merchants Foundation (NAMM) in their brochure that highlights advancement in maths skills as one of the importance of music education.
Music and child development: The importance of music
The importance of music goes way beyond academic achievements. It encompasses all the facets of child development and lays the foundation upon which future music career is built. Music sparks all areas of child development: language, social and emotional, intellectual, motor and at the same time imparts the skills for school readiness. While early music education helps a child’s body and mind work together, dancing to the music helps to build motor skills and the overall coordination of the body.
Music and language development
Children are born ready to decode words and sounds, and music education helps to enhance the development of these natural abilities. Recent studies have found that music training physically helps the left part of the brain responsible for processing language. Linking familiar songs to new information can help imprint that info on young minds.
It is this musical experience that strengthens the capacity of a child to be verbally competent. Music education and language development are intertwined. Raising up your children in music-rich environments can be advantageous to your children’s language development.
Music lessons enhance IQ
The idea that music makes you smarter has immensely grabbed the attention of scholars and the media. A 2004 University of Toronto study, by E. Glenn Schellenberg found an increase in IQs of six-year-old children who were given piano and weekly voice lessons for nine months. In the study, Glenn did not offer piano lessons to the second group of six-year-olds. Surprisingly, the average score of the children who were offered piano lessons was 3 points higher than that of the second group. The study indicates that there is a causal relationship between music training and spatial reasoning in young children, further stressing the importance of music to children.
Music lessons enhance social-emotional development in children
Early experiences in music help children bond intellectually and emotionally with others through rhythmic movement and creative expressions in songs. A recent study by Vanderbilt University found that children with a strong foundation of emotional literacy tend to be more social, feels happier, and performs well academically than others. Through music, enduring attitudes regarding the happiness and expressions in songs are developed.
Early music education is the mother of all virtues in children. It serves all the social, intellectual, emotional, and creative needs of children. It provides a bedrock upon which a child’s behavior and cognitive abilities are nurtured. That being said, it’s of paramount importance to have a music curriculum for your children. Such curriculum should include components to explore sound through singing, playing instruments, listening, and moving. Feel the need to begin your music journey, enroll in one of our music schools for the best music training experience.


The Collective Impacts project aims to remove barriers to learning for students through a holistic approach. As a team, AmeriCorps members will provide identified students academic tutoring services, 1-on-1 mentoring and coaching support that build skills for academic and social success in school and improve school climate.
Students will engage in literacy development, math and science activities, community-building, service learning projects, instruction on healthy eating habits and physical education. In addition, they receive mentoring services to support their skill development and help remove barriers to learning.
These services build on and expand learning in the school day, providing aligned instruction that is experiential and fun! The program consults regularly with school day teachers to ensure continuity of learning and maximum support for students.
Key components of the program are:
- Tutoring- small group tutoring for students in one of three areas: Literacy, STEM, or Healthy Behaviors.
- Mentoring- Focus on safe, healthy, and engaged students in the community through character education and opportunities for students to develop life skills through experiential service learning and mentoring.
- Greater community participation in the healthy development of its young people through engaging community volunteers and organizations in the enrichment of our students.


The 10 Rules of Education And How Learn More
You’re likely perusing an elementary education K-6 study guide so that you can what preparations you need to qualify to teach there. Definitely, it’ll be necessary that you go through some courses and pass some tests as perquisites for becoming a teacher at elementary school.
If you’re looking forward to becoming an elementary school teacher, the information below can help with adequate preparations:
To teach at elementary school, you should have well-rounded education. It helps to take up basic classes in English, mathematics, science, and history. Knowledge of art, music, and literature is instrumental too. At elementary level, you’ll be trying to convey general knowledge to young minds in different areas of life as opposed to just specifics, so it’s important that you acquire the general knowledge yourself.
The Essential Laws of Experts Explained
Another useful move is to gain experience working with kids at elementary school. At this point, your goal is to ascertain that you have the ability and desire to engage elementary age children. One option is to get in touch with a local elementary school or the local school district and see if there’s an opportunity to volunteer working with kids.
Study: My Understanding of Schools
If you’re able to work with kids in any capacity, that’s great, but it is important that you gain some real teaching experience at this level. Definitely, your elementary education course must entail in-classroom time engaging children of elementary age. Certain programs may even need you to possess at least eight hours of teaching experience prior to joining.
A degree in elementary education is a qualification for becoming a tutor at elementary school. Therefore, attend an accredited college, school, or university, and participate in the required training. If you have a degree in another area, you may want to enroll into a post-graduate program for elementary education.
Start researching on the web if you’re not yet decided about where to obtain your elementary education degree. You can research on the prerequisites for teaching in your area of interest. Thanks to an online search, you can gather a lot of information about certain courses and the prerequisites for enrolling to a given course at a given college or university.
So that you can teach at elementary school level after graduating with the required degree, you’ll have to join a professional body. The American Federation of Teachers and the National Education Association are some of the professional bodies that many teachers like to join in the USA.
Education in CORE subjects EC-6 is among the requirements for becoming an elementary school teacher. Besides education, it is important that you have the ability to work with elementary level kids.


The educational standards for the teaching profession have been gradually increasing in the U.S. since the 1960s. As of 2013, all states require public school teachers to have at least a bachelor's degree and be licensed or have earned one or more teaching certifications. Many school districts are now requiring all high school teachers to either have a master's degree in their subject area or earn a master's within a few years of teaching.
Educational Requirements for Teachers
The 21st century has seen a continued trend toward an increase in the educational requirements for teachers. Most elementary school teachers have a degree in education or elementary education, whereas secondary teachers typically have degree in the field they teach. According to the Bureau of Labor Statistics, almost all states require secondary teachers to have a master's degree, and a growing number have begun requiring elementary school teachers to go back to school to earn a master’s degree within a few years after receiving their teaching certification.
General Teaching Certification
Sometimes given fancy-sounding names, such as the Pedagogy and Professional Responsibility certification in Texas, teachers at all grade levels are required to pass a general teaching certification exam as the first step in earning your teaching license. Each state develops its own exams, but general teaching exams typically cover pedagogical principles, teaching methods, child psychology, curriculum development, state laws and teacher ethics. Continuing professional development is generally required for license renewal.
Content Area Certifications
The majority of states require that all teachers also have at least one content area certification, even elementary school teachers who typically teach more than one subject. Some states offer as many as 15 to 20 content area certifications as varied as math, history and English and journalism, computer science and foreign languages. Many secondary school teachers choose to earn certifications in two or more areas.
Most states also offer teachers a number of special certifications, some of which can result in extra compensation for the teacher. A few of the more common special certifications that teachers can earn to add to their license include bilingual education, English as a second language, special education, educational diagnostician, career education and master teachers.
Alternative Teacher Certification
Many states have enacted laws allowing for professionals with non-teaching backgrounds to become licensed teachers in a short period of time through alternative teacher certification programs. These alternative certification programs typically involve intensive classroom study of educational methods followed by a short period of student teaching. In most cases you are still required to pass the general teaching exam and at least one content area certification exam like any new teacher.
- U.S. Bureau of Labor Statistics: Occupational Outlook Handbook -- High School Teacher
- U.S. Bureau of Labor Statistics: Occupational Outlook Handbook -- Kindergarten and Elementary School Teachers
- Texas Education Agency: Educator Certification Testing
- Texas Teachers: Alternative Certification
- Texas Education Agency: ETS -- Texas Educator Certification -- TExES Testing Requirements
- Teach for America: Teacher Certification
- Thinkstock Images/Comstock/Getty Images


Make Music Count
“Make Music Count is the new creative Mathematics curriculum that teaches each lesson through learning how to play a song on the piano,” explains the program’s website. “Each musical note that is played is derived by solving an algebraic equation. Here is a new method teachers can use to excite students about learning mathematics. Mathematics will be seen as fun while also strengthening students understanding of solving algebra equations once they Make Music Count.”
The new teaching method is being brought to the UK by Music Education Solutions and will be introduced to UK instrumental teachers at this year’s First Access Forum in Birmingham on June 9th. Dr Elizabeth Stafford of Music Education Solutions commented: “We are delighted to be able to bring Make Music Count to a UK audience. Their innovative approach with a direct link between the learning of music and maths could potentially provide UK music hubs and services with a new and exciting option for piano teaching in schools.
“At a time when we are constantly having to stress the value of music to schools and academies, this scheme could prove very useful when dealing with schools who perhaps do not recognise the benefits of music for music’s sake.”
Find out more Click Here:


Grade 8 Overview
The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model Content Frameworks. Grade 8 Mathematics will move the students from the concepts developed in grades 6 and 7, modeling relationships with variables and equations and ratio and proportional reasoning, to making connections between proportional relationships, lines, and linear equations. The idea of a function introduced in grade 8 is a precursor to concepts about functions that are included in the high school standards. Each unit is comprised of standards that are considered major content along with standards that include supporting and/or additional content.
The concepts presented in unit 1 establish the groundwork for work with equations of lines.
Unit 2 brings in the notion of irrational numbers which the students may encounter in their work with functions, expressions and equations which follow in units 3 and 4. Work in units 3 and 4 deepen students’ understanding of algebraic concepts and provide foundational skills necessary for the standards presented in the high school mathematics courses.
Unit 5 will bring together the understanding of concepts that involve radicals and integer exponents with the Pythagorean Theorem.
If you do not have the username and password to access assessments please email this address: MCPass@doe.state.nj.us
Provide the following information in the body of the email:
The username and password are to be used by educators (teachers, principals, directors of curriculum, district administrative staff, etc.) of New Jersey ONLY. By emailing this address you certify you are an educator in New Jersey.


This article examines the role of voice in the writing of African American students from the African American Language (AAL)-speaking culture. Drawing on data from a qualitative study, this article presents empirical evidence that is likely to inform existing and new initiatives to support the voice and writing practices of AAL-speaking students, and by extension, all culturally and linguistically diverse students. This rarely considered insight, I argue, is important as in recent decades there have been a growing number of calls for instructional material that meets the language and literacy development needs of second language speakers and writers. By generating implications that offer rich insight into the nature of teaching voice in writing to African American Language (AAL)-speaking students, and by extension all culturally and linguistically diverse students, this article addresses this call.
"Black Voices Matter,"
Language Arts Journal of Michigan:
2, Article 7.
Available at: https://doi.org/10.9707/2168-149X.2160


WELCOME to the Happy to be an SLP Blog HOP! A bunch of awesome SLP bloggers have joined together to share some fun speech pathology FACTS for you all in honor of Better Hearing & Speech Month…with an opportunity to win some FAB prizes including a $50 TPT gift card, $25 TPT gift card and a $15 TPT gift card as well as some other goodies! First Blog Hop? No worries, it’s simple! You’ll visit each of the participating blogs and collect the letter at each site. The letters will spell out a secret code that you can then enter in the rafflecopter for your chance to win! More information below….but first! Here is MY little tidbit for you!
BHSM Fact: Early Language & Literacy Development-The Research
There is a great deal of research that indicates that children with strong language skills in the preschool and early school years will have strong literacy skills later in life. Specifically, these studies tell us this:
- The quantity of words spoken to a child in the first three years of life is strongly associated with a child’s language skills, vocabulary size and IQ later in life. Quantity is especially important in toddlers aged 12-24 months for vocabulary development.
- Quality of words is also so important on vocabulary development. Especially in toddlers aged 24-36 months, who benefit from hearing more sophisticated vocabulary.
- Children exposed to more positive feedback and statements in relation to negative feedback in the first three years of life had the highest language skills at age three and beyond.
- Children who were engaged more in conversation by their caregivers or teachers knew more colors, letters and shapes at age three than children who were engaged less in conversation in those first few years of life.
- Conversations and narratives about past and future events are especially important for preschool children aged 36-48 months.
- The size of a child’s vocabulary in kindergarten predicts his ability to learn to read
- Children learn language and vocabulary when they are directly spoken to, not so much from passive exposure like from watching TV.
- Children learn language in everyday moments and through PLAY.
So what does this mean? This means that language AND literacy skills development quite literally begins at BIRTH! This research (which you can read more about in my post about language & literacy development) supports the importance of early intervention for children with language delays as well as the importance of family education and training. When people know better, they do better and as SLPs we can help parents KNOW BETTER!
Wondering Why This is the HAPPY To be an SLP Blog HOP??
Because…we SLP bloggers are awesome…..
Grab Your Blog Hop Letter!
Now that you’ve read my BHSM facts, grab your blog hop letter!
Visit ALL the Blogs in the HOP for Your Chance to WIN!
Here is what YOU CAN WIN!!
And here is how: Now it’s time to head to the other blogs! If this is your first stop in the HOP, you’ll want to head over to the FIRST BLOG by CLICKING THE IMAGE BELOW. You’ll want to grab the letter in that post, and then follow along and grab ALL the letters at ALL the blogs…which will reveal our TOP SECRET code. You will then enter that code into the rafflecopter widget for YOUR CHANCE TO WIN!
If you have arrived here via hopping…head over to the next blog by…you guessed it…clicking on the image below! GOOD LUCK!


Accelerate Over-Age Middle School Students’ Path to High School
Utilizing our rigorous blended learning program and time-tested
school culture focused on pro-social relationships, Catapult Learning
prepares over-age middle school students to progress to a traditional
high school environment, equipped with the tools they need to stay
on pace for promotion and/or graduation. Providing a safe, inviting, and flexible environment, our Over-Age Middle School Program identifies risk factors that prevent students from progressing and develops critical-thinking skills supported by a student leadership model that allows for academic and behavioral success.
Designed for students in grades 5−8 who have been held back one or more years and are in danger of dropping out of school, our Over-Age Middle School Program gets struggling students back on track.
- Blended learning model includes rigorous coursework that is supplemented with daily, direct, small-group instruction from onsite teachers focusing on foundational math, reading, and writing skills
- AchieveReading™ and AchieveMath™, Catapult Learning’s signature intervention programs, are used for students who need extra support on both middle-grade and foundational skills
- Positive Behavior Support methods are research-based and proven to significantly reduce the occurrence of problem behaviors in school, resulting in a more positive school climate and increased academic performance
- Students and staff are expected to work together to show that school can be a safe and positive place where students can achieve greatness
- A behaviorally-based systems approach creates a strong partnership with families, the community, and Catapult Learning
Catapult Learning prepares over-age middle school students to progress to a traditional high school environment, equipped with the tools they need to stay on pace to graduation.


Distinguishing Special Education Needs from English Language Learning Development
Presenters: Dr. Joy Pedego Fairley & Dr. Mary E. McConnell
Research shows that English Language Learners are typically over-represented or under-represented in special education programs. It is important that we accurately identify students for appropriate services and placement. This session will explore processes and procedures that can be used when there is concern regarding whether the issue is a language learning difficulty or a disability. The presenters will share what to do prior to making a special education referral. The presenters will discuss how this is done through a collaborative team effort with ELL and general education teachers and parents.
When: Friday, October 24, 2:00-4:30PM
Dr. Joy Pedego Fairley has spent over thirty years as a teacher and Special Education Administrator in Kansas and Missouri. Dr. Fairley earned her B.S. in Elementary Education and M.S. Ed. in Learning Disabilities from the University of Central Missouri. She completed her Ph.D. in Special Education at the University of Kansas. Currently, Dr. Fairley serves as an improvement consultant for the Kansas City Regional Professional Development Center. She is an expert in the areas of school improvement, data teams, alternative assessment, and technology usage for students with special needs. She promotes social justice and is a committed advocate for all students.
Dr. Fairley has served as an adjunct professor in the School of Education at the University of Missouri–Kansas City for several years. Her most recent publication is Aitken, J. E., Fairley, J. P., & Carlson, J. K. (2011). Communication Technology for Students in Special Education Programs.
Dr. Mary E. McConnell has spent more than three decades working in the area of special education. Mary is a recognized expert in Response to Intervention (RtI), co-teaching, academic and behavior self-monitoring strategies for students, functional behavioral assessments, effective teaching practices for diverse learners, and effective classroom management strategies. Dr. McConnell is the author of three books, including Functional Assessment: A Systematic Process for Assessment and Intervention in General and Special Education Classroom, and has published several articles that address ways to work effectively with diverse groups of learners. Dr. McConnell has worked closely to support teachers and administrators in many areas and has a deep compassion and commitment to improving the learning outcomes for all students.


Initial Samples Released January 31, 2013
We are proud to present the k-12 reading, writing, and communicating curriculum samples created by Colorado educators and teachers. Working with facilitators Tammy Yetter (Fort Morgan), Colleen Larson (Clear Creek), Krista Smith (Mesa County), Ron Marostica (Valley RE: 1), and Mary Jo Bode (Boulder Valley) this past fall, over 100 educators came together to translate the oral expression and listening, reading for all purposes, writing and composition, and research and reasoning sections of the Colorado Academic Standards (CAS) into curriculum. As resources for districts’ voluntary-use, these curriculum samples offer possible options for sequencing the concepts, skills, and content of the CAS across a course or year.
The template upon which all of the samples are based derived from research and was designed and refined by Colorado educators to highlight what students should understand, know and be able to do at the end of a given unit or plan of study (detailed description of the curriculum template components). There are some unique aspects to the reading, writing, and communicating samples at particular grade levels, which are documented in the bullet points below.
Together, these samples are intended to support districts’ transition to the CAS and the development of standards-based instructional practices. Please click here to share your thoughts regarding the curriculum overview samples.
Update February 15, 2013. In the original posting of the Reading, Writing, and Communicating samples, the completion of the sentence stem for the knowledge statements was somewhat confusing. To clarify this section, we have streamlined the knowledge statement to make the samples more accessible and user-friendly.
To learn more about the RWC curriculum samples watch the embedded presentations.
High School and Middle School Reading, Writing, and Communicating samples:
Unique components in middle and high school Reading, Writing, and Communicating samples:
- A graphic that provides a visual representation of the Common Core State Standards’ three aspects of Text Complexity to call attention to the Core’s Text Complexity recommendations from grades 2 to 12.
- 12th Grade (Word or PDF)
- 11th Grade (Word or PDF)
- 10th Grade (Word or PDF)
- 9th Grade (Word or PDF)
- 8th Grade (Word or PDF)
- 7th Grade (Word or PDF)
- 6th Grade (Word or PDF)
Elementary Reading, Writing, and Communicating samples:
Unique components in elementary Reading, Writing, and Communicating samples:
- The reading foundational standards of the Common Core has been highlighted in order to emphasize the critical role they play in underpinning literacy development. Whenever possible, the fundamental reading skills should be systematically addressed in conjunction with the applicable portions of the writing standards. In addition, all of the RWC standards are embedded in the curriculum samples.
- 5th Grade (Word or PDF)
- 4th Grade (Word or PDF)
- 3rd Grade (Word or PDF)
- 2nd Grade (Word or PDF)
- 1st Grade (Word or PDF)
- Kindergarten (Word or PDF)
We are indebted and incredibly thankful for the generosity of author Lois A. Lanning and Corwin Press, who provided us with early (pre-publication!) access to the invaluable text, Designing a Concept-Based Curriculum for English Language Arts: Meeting the Common Core with intellectual integrity k-12. This project and the educators involved benefited greatly from the insights, examples, guidance offered by this book.
Lanning, L. (2012). Designing a Concept-Based Curriculum for English Language Arts: Meeting the Common Core with intellectual integrity k-12. Thousand Oaks, CA: Corwin Press.
The Colorado Sample Curriculum was written by and for Colorado educators as a way to understand and translate the state standards into curriculum. Users of the samples should feel free to copy, distribute and transmit the samples and to adapt them to fit their needs. Please honor the work of the Colorado educators that created these samples by providing them attribution. These samples were not intended for commercial purposes.


ART EDUCATION – Our Primary Focus
When school budgets are continually being cut in all communities across our country, visual art education is usually one of the first programs sacrificed. On the surface it simply doesn’t seem as important as reading, writing and math. There is certainly no art achievement test at the end of the school year. This may be true, but what is often overlooked is the underlying importance of the arts in helping children to fully understand math and to develop those very same reading and writing skills. Study after study has shown the correlation between exposure to the visual arts and success on standardized reading and math tests.
“We have found that instruction in the arts, including music, improved student performance in other areas. I call the arts ‘a new skill for the twenty-first century.’ They certainly need to be a basic part of every school’s curriculum.”-(Richard Kelly)
Studies Show That Art Education:
- Encourages Higher-Order Thinking Skills
- Promotes Creativity
- Enhances Fine Motor Development
- Sharpens Observation Skills
- More Good News About The Arts:
Positive information rolls in daily about the effects of the arts. A study on more than 25,000 students from the U.S. Department of Education’s National Longitudinal Study found that those with high levels of art involvement did better than students without art stimulation on several academic measures, regardless of students’ social or economic status.
The above information is taken from the Partnership for Learning website
Increase Your Child's Ability To Learn
8 Important Skills That Art Classes Teach
- Development of the Artistic Craft
- Persistence (how to persevere through frustration)
- Expression (moving beyond technical skill)
- Making Clear Connections (between schoolwork and the world outside the classroom)
- Observing (how to truly see and evaluate what's in front of you)
- Envisioning (perceiving multiple outcomes in your mind)
- Innovating Through Exploration
- Reflective Self-Evaluation
Though far more difficult to quantify on a test than reading comprehension or math computation, each has a high value as a learning tool, both in school and elsewhere in life.
For students living in a rapidly changing world, the arts teach vital modes of seeing, imagining, inventing, and thinking. If our primary demand of students is that they recall established facts, the children we educate today will find themselves ill-equipped to deal with problems like global warming, terrorism, and pandemics.
Those who have learned the lessons of the arts, however - how to see new patterns, how to learn from mistakes, and how to envision solutions - are the ones likely to come up with the novel answers needed most for the future.
Ellen Winner is a professor of psychology at Boston College. Lois Hetland is an associate professor of art education at the Massachusetts College of Art. Both are also researchers at Project Zero at the Harvard Graduate School of Education and co-authors, with Shirley Veenema and Kimberly Sheridan, of ``Studio Thinking: The Real Benefits of Visual Arts Education," published by Teachers College Press.
For the entire article written about this book go to:
“Learning through the arts promotes the idea that there is more than one solution to a problem, or more than one answer to a question.”
Elliot Eisner, a professor emeritus of education at Stanford University
In 2001 the non-profit organization Americans for the Arts, conducted a public awareness campaign. The campaign included a nationwide survey regarding the importance of the arts in education. Americans for the Arts says, “We found that 95% of parents believe the arts are important in preparing children for the future. Parents view the arts as contributing positive attributes to their children, and 91% thought the arts were an important part of a well-rounded education” (2005)
Americans for the Arts. (2005) The PSA survey findings. Washington, DC: Americans for the Arts.
Albert Einstein once said, “When I examine myself and my method of thought, I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing knowledge.”
Einstein also said that he thought in images.
“Cutting school arts programs in an effort to boost student academic achievement is counterproductive. In fact, the research outlined in Critical Evidence suggests that eliminating the arts in schools denies students the opportunity to develop crucial cognitive skills and motivations they need to achieve at high levels.”
AEP (Arts Education Partnership) Director Richard J. Deasy


One key measure of a countrys status in the world is the literacy of its people; at the same time, global migration has led to increased interest in bilingualism and foreign language learning as topics of research. Literacy Development and Enhancement Across Orthographies and Cultures reviews international studies of the role of literacy in child development, particularly how children learn their first written language and acquire a second written and spoken one. Comparisons and contrasts are analyzed across eight countries and 11 languages, including English, Spanish, Mandarin, Hebrew, Dutch, and Catalan. Using qualitative and quantitative, established and experimental methods, contributors trace toddlers development of print awareness, clear up common myths regarding parental involvement and non-involvement in their childrens literacy, and suggest how the spelling of words can aid in the gaining of vocabulary. For added relevance to educators, the book includes chapters on early intervention for reading problems and the impact of pedagogical science on teaching literacy. Highlights of the coverage: Letter name knowledge in early spelling development Early informal literacy experiences Environmental factors promoting literacy at home Reading books to young children: what it doesand doesnt do The role of orthography in literacy acquisition among monolingual and bilingual children Gaining literacy in a foreign language Instructional influences on literacy growth Literacy Development and Enhancement Across Orthographies and Cultures adds significant depth and interest to the knowledge base and should inspire contributions from additional languages and orthographies. It belongs in the libraries ofresearchers and educators involved in cognitive psychology, language education, early childhood education and linguistics.


Are There Any Books on How to Teach Piano to an Autistic Child?
I work at a school for children who are medium to low functioning on the autism spectrum. In my classroom, I work with a student who can only say a few words, but he loves music and music toys. He always claps to the beat of any song and is 12 years old. I feel as if one day he may be able to play an instrument. I was just wondering if there are any good books on teaching even the piano to a child who has autism. I know if I were to play a few notes on the piano he would be able to imitate me to a tee.
I don't know of any books specifically about teaching piano to kids on the autism spectrum. But I see there are many websites offering advice (such as this site!) and even some videos. Please read all my autism-related pages, and keep searching, and see where that takes you. Do you have a music teacher on staff? That person would be the logical one to get involved with this 12-year-old.
Alternatively, you can teach YOURSELF to play the piano, then share what you learn with him. I like your idea of showing him things to learn by rote; most children learn music very well this way. You can start with a small piece of a song, and gradually add more and more.
For understanding good hand shape and finger function, and how to use chords, I recommend reading through all of my beginner piano pages and music education pages for the many tips and exercises I present, then picking up the book "Perfect Start for Notereading."


Music lessons for at-risk youth: volunteer teacher perspectives
Abstract A basic interpretive qualitative research design (Merriam, 2002) was used to explore the perceptions and observations of volunteer piano teachers providing weekly piano lessons to at-risk youth. Four volunteer piano teachers from two prairie cities who volunteered teaching three twenty-minute piano lessons a week for at least one year in a local school-based program, Heart of the City Piano Program, were interviewed. Data were analyzed using thematic analysis. Findings included three themes about the perceived benefits of piano lessons for the students –student self-motivation, student confidence, student sense of accomplishment – as well as three themes about distinguishing characteristics of the piano lessons – student focussed lessons, allowing students to be themselves, and positive role model relationships. Findings are discussed in relation to current research on at-risk youth and music education, and recommendations for further research and implications for practice are included.
DegreeMaster of Education (M.Ed.)
DepartmentEducational Psychology and Special Education
ProgramEducational Psychology and Special Education
CommitteeClaypool, Timothy; Balzer, Geraldine
Copyright DateJune 2014
music, at-risk youth, piano, classical music, music lessons


The minimum educational requirement to teach physical education to students ranging from kindergarten to the twelfth grade is a 4-year bachelor's degree. In addition to a bachelor's degree, gym teachers must also be licensed in the state they wish to teach. In some circumstances, such as working in certain private schools, a master's or doctoral degree may be required.
Graduating with a bachelor's degree in health and physical education from an accredited college or university is required to become a gym teacher. Some students choose to major in education and minor in physical education, while others choose to major in physical education and minor in education. Both paths are adequate, but it's important to research state laws on becoming a licensed physical education teacher beforehand to make sure the required curriculum is met. Common classes will include kinesiology, nutrition, anatomy, physiology and human development.
Obtaining a master's degree in physical education will help qualify candidates as teachers in elite private schools, along with enhancing career advancement options. For example, those with master's degrees may find themselves coaching for specialized sports programs instead of teaching general physical education classes. Master's degree graduates also qualify for positions as personal trainers, physical education curriculum developers, and teachers in community colleges. Common degrees offered at the graduate level include the Master of Arts in Teaching (M.A.T.), Master of Arts in Education (M.A.Ed.), Master of Arts (M.A.) and Master of Science (M.S.).
Students who wish to further their careers in athletic administration, teach at the college or university level, or work in public health advocacy often pursue doctoral degrees in physical education. Common degree specializations at the doctoral level include exercise science, sports administration, pedagogy and athletic training. Each specialization also has its own criteria that needs to met when applying for the program. In addition, students can expect to take classes such as motor skill development, sociology of physical education and physical education research.
Each state has its own set of licensing requirements for gym teachers. While licensure isn't necessarily a requirement for employment as a gym teacher in the private school sector, all public school teachers must be licensed. In order to qualify for a license, a gym teacher must have a minimum of a bachelor's degree and pass competency examinations covering both general education and topics pertaining to their area of specialty. After a teacher is licensed, they must also meet continuing education requirements set by their state.
- PE Central: Becoming a Physical Education Teacher
- Education-Portal.com: Physical Education Teacher: How to Become a P.E. Teacher
- DegreeDirectory.org: What Are the Requirements for Becoming a Gym Teacher?
- Diploma Guide: Becoming a Gym Teacher: Job Description & Salary Info
- Education-Portal.com: Salary and Career Info for a Masters in Physical Education Degree
- Education-Portal.com: Graduate Programs in Physical Education
- Lisa F. Young/iStock/Getty Images


- The world of Victorian writers 1837 - 1901
- Victorian writers
- Making sense of the tangible world
- Making sense of the intangible world
Education in Victorian England
Education was not universal before 1870 and many, particularly in the new industrial slums, were unable to read or write:
Ancient schools such as Eton and Winchester had existed for hundreds of years, but were only accessible to the wealthy and powerful, and this period saw the establishment of many more of these public schools
There were also old grammar schools, usually in towns and cities, which offered education to some poorer students, but places were limited and they were accessible only to boys
There were elementary schools (i.e. infants and primary schools), often set up by either the Church of England or Nonconformist sects
Trade unions and other organizations also set up various kinds of educational establishments, aimed at improving the education of adult members of the working classes in growing cities like Birmingham, Liverpool and Manchester
Some educational provisions were included in the Factory Acts of the 1830s and 1840s
In 1870, the great Education Act was passed, and made a significant start on the provision by the government of universal elementary education.
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Bakers make bread, cakes and pastries using flour and other ingredients.
Duties & Tasks
Bakers may perform the following tasks:
- check that equipment meets health and safety regulations
- check the quality of raw materials and weigh ingredients
- mix dough and batters by hand or machine, then place in tins or trays
- load tins or trays into ovens, keeping an eye on the oven temperatures and the appearance of the bread, cake or pastry
- unload ovens when the bread and other products are baked, take products out of trays and put aside to cool
- glaze or decorate cakes and pastries with icing or cream
- order baking supplies from wholesalers
- operate slicing and wrapping machines
- serve customers.
The increased use of machinery has reduced heavy work for bakers. However, they still have to stand a lot of the time. Most bakers work full time, and they often work late at night or early in the morning. They may also work on weekends and public holidays. Conditions in the bakery are usually hot and humid.
- enjoy practical work
- good hand-eye coordination
- good health, with no skin allergies or chest complaints
- able to cope with the physical demands of the job
- neat and clean
- good literacy and numeracy skills
- good organisational skills.


(Last Updated on : 24/06/2014)
The education system in India is considered to be one of the largest and most ancient ones in the world. The history of the education system in India dates back to the first centuries, when the young children were taught in the Gurukuls and the Guru-Shishya system was the most common means of education. After that the famous universities like Nalanda, Takshashila, Ujjain and Vikramshila came into existence and enhanced the scope for the students. The Mughal period saw the inception of Madrasahs in the education system in India. In the modern times, there are numerous schools, colleges, universities and other institutions in India that are continuously providing education to the students.
The education system in India is divided into different stages or levels. The stages are classified as the pre-primary level, primary level, elementary education, secondary education, undergraduate level and the postgraduate level. The primary or the elementary education is the foundation of the education system in India, as the children are given eight years of schooling during this period. After completing the elementary education, the students get into the secondary level.
The undergraduate and postgraduate levels constitute the higher education. In this stage, a student chooses his/her most favourite subject in which he/she is intending to pursue career. The students also put on lots of efforts to be successful in this stage. They are taught the skills and knowledge needed for them to be successful while working in different professional environments, in this stage. The students also get into different professional courses at this level and the courses help them to be in a better position.
The nicely segmented and well organised education system in India has been working wonderfully and producing well educated people in India, for the past several years.


Our interdisciplinary Humanities program combines English Language Arts and Cultural Studies/History into a single integrated curriculum. Using content drawn from the history study, students develop their skills as critical readers and fluid writers across a range of genres and purposes, while thinking deeply about the geographic, natural, political and cultural forces that have shaped civilization in various times and places. Students come to make sense of the emerging patterns and trends in contemporary society.
Reading comprehension is developed through whole-class readings, literature circles, and independent reading; from poetry and fiction to biography and primary source documents, students gain skills across a wide range of literature, and learn how to respond to a text with authentic and original thinking.
Our students come to see writing as both art and craft, understand the role that process plays in successful writing, and effectively communicate their ideas in writing. As writers, students learn to plan and prewrite, draft and edit, revise and then publish and present their work to peers and larger audiences. From research essays to poetry, students develop their voice and write for specific audiences, while consolidating their mastery of grammar and mechanics and developing a rich vocabulary.
The sixth grade Humanities class examines the rise of early humans in Africa and follows their migration into Eastern Europe and Mesopotamia. Early Neolithic cities and the domestication of plants and animals foretell the rise of ancient civilizations. Studies continue with the ancient civilizations of India, Egypt, China, Europe and the Americas. The year culminates with DIG, a simulated archaeological excavation of mythical civilizations created by the students.
The seventh grade Humanities class integrates a broad study of ancient, medieval and Renaissance cultures with the four foundational skills that constitute the language arts (reading, writing, listening, and speaking). Literary investigations are undertaken in accordance with the examination of various historical eras including the Fall of Rome, the Birth of Christianity, Growth of Islam, and Medieval Europe. The year culminates with a study of the European Renaissance, the Reformation, and the Age of Exploration.
The eighth grade Humanities class is a broad survey of American history and literature, beginning with early North American cultures and concluding with WWI and the Progressive Era. Major units of study include the American Revolution, the Constitution, the Bill of Rights, and the Civil War and its aftermath. The curriculum culminates with a trip to Washington D.C. in the spring, and a concise unit on rhetorical strategies as students prepare to deliver their graduation speeches.


From the Canadian Press
A new study says more than half of Canadian high school choir students surveyed are out of tune when it comes to the national anthem.
The University of Victoria study found that less than half of the students surveyed knew the melody for "O Canada," and only 67 per cent knew the lyrics.
Music education professor Mary Kennedy says many students mangle the words, changing "thee" to "the," swapping "thy" for "our," and in some cases even paying homage to "our home and nature land" instead of "native land."
Newfoundland high school choir students were the stars of the national study, while Quebec students hit a real sour note.
Kennedy says the study was undertaken prior to the Winter Olympics, where Canadian fans became known the world over for their spontaneous renditions of "O Canada," but she notes nobody was checking for lyrical correctness or proper pitch.


ord Madox Brown was significantly older than the members of the Pre-Raphaelite Brotherhood which formed in 1848, but despite this difference of generation and experience he was a most important figure in the wider context of Pre-Raphaelitism, and one who was revered by each of the P.R.B. protagonists, Rossetti, Holman Hunt and Millais. Brown was born in France and brought up in Belgium. He received a conventional academic art education in various studios and subsequently at the Antwerp Academy. His knowledge of painting, both past and contemporary, was considerable; in this respect he was different to most other British painters of the Age.
Brown settled in London in 1844 and gradually his style changed in favour of a realistic representation of figures and landscape, with the use of clear, strong colours and effects of daylight. In 1848 Rossetti approached Brown for instruction and from this point on friendly relations and mutual exchange of influence occured between Brown and each of the Pre- Raphael ite s. Brown's two paintings Work and The Last of England were both begun in 1852 and were each worked on by him for very long periods. As well as being his personal masterpieces they are both amongst the greatest paintings of the nineteenth century. In the 1860s Brown worked as an illustrator and as a designer of furniture and stained glass. He was involved from its inception in 1861 with the decorating firm of Morris, Marshall, Faulkner and Co.
As a man Ford Madox Brown was prone to moods of despondency brought on in part by his lack of commercial success. in the 1860s he found a readier market for his work and in 1878 he was commissioned to paint a series of murals for Manchester Town Hall. This project was his major preoccupation throughout the last years of his life.
- “Curious crotchets:” Ford Madox Brown's disappointments and character
- Ford Madox Brown becomes a Pre-Raphaelite convert
- Hunt on Brown's mistreatment by the art establishment and his final years
Newall, Christopher. A Celebration of British and European Painting of the 19th and 20th Centuries. London: Peter Nahum, nd [1999?].
Last modified 25 October 2012


Ashgate Primary School: ‘Every Child a Rider’
Cycling in the Ashgate Primary School Curriculum - meeting the needs of the community
‘Every Child a Rider’ is a unique, bespoke initiative, set up by staff at Ashgate Primary School, that embeds cycling as part of our Physical Education programme and offers an alternative to more traditional sporting activities such as football and netball. It was established as a result of a recognition of the number of pupils at Ashgate, particularly in Key Stage 2, who had no access to cycles, cycling skills and therefore were not accessing the extensive cycle network available in the local community.
Whilst at Ashgate Primary, every child is given a progressive learning opportunity to develop and improve their cycling skills, regardless of experience, with the primary objective that by the time they leave the school they are a proficient and safer rider. Core to this is ensuring that children receive high quality tuition, opportunities to apply skills and are given the chance to be physically active and independent.
We recognise that not all families have access to the skills or facilities to promote safe cycling and we aim to fill this gap. For many, this may be the only opportunity they have to be exposed to the benefits, joy and skills associated to cycling.
What does cycling offer?
Cycling is more than a sport or physical activity; it is a gateway to liberation, self applied risk assessment and a healthy attitude. It is, for many, the first step into sustained physical activity and an early opportunity to be independent. The ability to ride not only develops core stability, coordination, and stamina but also affords a sense of freedom, self-control and responsibility. These are often the unseen benefits to early childhood cycling.
Health paybacks, perpetuated by increased physical activity, are well documented, including reducing the risks of cardio vascular and pulmonary diseases in later life, decreased levels of obesity and improving mental health outcomes.
Why a focus on cycling as opposed to other sports?
Not all children enjoy team sports. For most children, ‘sporting activities’ provide opportunity to increase levels of physical activity, but the competitive nature of many sports can be off putting for some; cycling for leisure however removes this barrier and acts as a non threatening physical engagement. With ever increasing numbers of cyclists in the UK, it is important that the life skills associated with the activity are practiced and rehearsed for the safety of all road users.
So what's different; is this not just the old cycling proficiency?
Ashgate Primary School delivers a bespoke ‘Every Child a Rider’ programme to ensure that children have the opportunity and skills to ride safely. This programme works beyond the traditional ‘cycling proficiency’ activities experienced by many adults and is unique to the school. We aim to engage children in riding regularly from as early as 4 years of age through to 11 years, using training activities that include the use of balance bikes, single speed cycles and fully geared, road capable cycles.
Every year group will have skill tuition each year according to their needs and experience.
Isn't this a drain on the school budget?
The school has utilized the School Sports Funding initiative to engage with cycle specialists and staff from ‘Cycle Derby’, and ‘Cycle Touring Charity’ to provide a sustained programme of study. Key to the success of the programme is that the school has the skills and capacity from ‘within’ to work alongside and beyond traditional provision. With this in mind the school has 4 staff members qualified as CTC ‘Road Cycle Managers’, enabling those capable to apply the skills they have learnt beyond the school grounds. This includes organized trips in and around the extensive Derby City Cycle Network.
In order to remove economic barriers that can often limit cycling, the school has purchased a fleet of its own cycles so that those who do not have access to cycles at home are not denied access to the training or other opportunities on offer. Government led School Sports Grants have been used to this aim. CycloMonster Derby, a local retailer, are working in collaboration with the school to source cycles and facilitate a programme of safety checks and cycle maintenance. CycloMonster have also agreed to provide sponsorship of interschool competitions, and a school ‘Cycle Team’. The school recognizes the importance of working alongside local businesses and supporting employment within the city.
What if my child can already ride?
As well as ensuring the pupils are provided with opportunities to develop basic skills, we recognize that the sport of cycling enables children to excel beyond the school. Wider opportunities are offered to pupils in the form of track cycling training at Derby Arena (Velodrome), cyclo cross training and grass track competitions. The purpose of ‘Every Child a Rider’ is not to identify those gifted and talented in cycling, but it can give them the opportunity to be so.


In this compelling and fascinating article, Bodrova and Leong argue that “a certain kind of play has its place in early childhood classrooms and that the proponents of play and academic learning can find some much-needed common ground” (paragraph 3). They describe the evolution and positive effects of play on early childhood learning and development, tracing it to the emergence of “mature play,” somewhere around kindergarten. The authors then offer suggestions for, and the reasoning behind, teachers encouraging imaginative play in early childhood classrooms.
I wasn’t exactly sure about Bodrova and Leon’s point about “pretend play” being “positively and significantly correlated with such competencies as text comprehension and metalinguistic awareness and with an understanding of the purpose of reading and writing” (paragraph 4), but I guess I’ll just have to look at Roskos and Christie’s book to find out.
Not coming from a strictly education background, I found the descriptions of the transition from immature to mature play and of all the rule-making that children do in their imaginative play to be truly thought-provoking–in no small part as a source of reflection on my own childhood play. (Was my imagination more or less free as I played more D&D and more video games throughout my youth?) I’m also now resolved to take away from the piece a reminder I hope to keep at the back of my head as I design in the future–the objects and elements of great play need not be tech-intensive or super-realistic in and of themselves. Let–or rather help–imaginations do as much work as possible.


Visit my YouTube Channel, Karisfunartlessons, for lots of Art Demonstrations and Ideas! Short videos will help you teach fun art lessons or demonstrate simple art techniques to complete fun art lessons and art projects in your classroom, daycare or homeschool setting.
Art History! Power point slide
show with ten reproductions! Free Art History Activities to use with your students. Fun Art Games! Great back-to-school fun art activities for
all ages! Check out the free art games. Fun Art Units! Complete 10 day lessons for grades 4-10! FREE printmaking lesson plan and FREE
Elements of Art lesson plans Art Activities Fun for
an hour or an afternoon! Shorter art projects, perfect for daycare, homeschoolers, art in the classroom
and print out a pdf e-book or download the powerpoint!
YOU NEED to play a fun art game with your entire class, scout troop,
school club or birthday party! Complete directions for Snapshot
Memory plus variations for two additional fun games! Just print
out the game cards and play!
below to see the
title page and a game card from this
Fun Art Game.
a Pdf file to print out as an ebook, view on the computer, or project
on a large screen.!
"Fin, Feathers and Fur"
Available for FREE download today!
Funartlessons.com fun art game engages players in studying six paintings
by the Seventeenth Century Dutch painter, Jan Vermeer. This game
is fun for any size group at any age and is aligned with National
Art Education Association standards.


Ancient Greek philosopher Plato said: “Music is moral law. It gives soul to the universe, wings to the mind, flight the imagination and charm and cheerfulness to life and to everything.” Music brings joy and makes us feel happy at any time. Researches have proved that other than bringing happiness music plays a powerful role in the cognitive development of children. Music inspires creativity, imagination and self expression. It also builds self esteem and is a good exercise to strengthen the memory skills of children.
Various studies have proven that musical training can help brain improve the ability to distinguish between the rapidly changing sound which is normally considered to be the key skill in understanding and using language. Music education in schools will help children develop their reading and listening skills and improve their concentration level through this. If the children are encouraged to learn any instrumental music it will help them to enhance their basic engineering skills and also advance the hand-eye coordination.
So for this purpose schools have introduced various music classes and training as part of curriculum to develop the inherent talents of kids. There are many schools in India who focus on the cognitive development of children and since music proved to be the best tool to enhance this talent, they have incorporated music as a part of their syllabus.
Group music lessons help children develop interest towards the idea of team play. It makes them identify the possibilities of better opportunity to showcase talent while working in a group. Not only that group music lessons can make children recognize the happiness one can have while being with others and also will get to know hike in creative ladder when they work together. This is the main reason we insist the inculcation of music into curriculum. Schools like Oakridge international school in Hyderabad which is considered to be the largest international school in India have taken this initiative to incorporate music into their syllabus and also they organize several workshops with proficient musicians to teach their children.
The continuous music practice and performances help to build discipline and self confidence in children. While going through various stages of learning music, the child also learns commitment and value of things. Music is a means of self expression and it is a non verbal language which offers an alternative means of expression to children who find it difficult to communicate through speech.


Working Memory leaflet for parents - See News Plus page for free copy!
SDA May Conference - Wednesday 23rd May 2018 Dr Camilla Gilmore
Understanding the Barriers to Success in Maths
Speaker: Dr Camilla Gilmore (Camilla delivered the Keynote Address at the Patoss Annual Conference in 2014)
It is widely acknowledged that many students, including those with dyslexia, find mathematics a challenging subject and that lack of numeracy skills can impact upon subsequent job opportunities and quality of life. One reason for this is that mathematics is a complex subject that draws upon a range of different skills.
Dr Camilla Gilmore is a Reader in Mathematical Cognition in the Mathematics Education Centre at Loughborough University. She is a developmental psychologist who has previously held positions at Oxford, Harvard and Nottingham. Her research is focused on understanding how mathematics skills develop and dyscalculia.
For more details click the Events tab at the top of the website.
The Somerset Dyslexia Association (SDA) has been supporting those affected by any form of difficulty with literacy and numeracy and their families for the past 33 years. Initially set up by a group of concerned parents it has grown to be one of the most active local dyslexia associations in England.


I’ve used Explode the Code with all of my children. Although reading tended to come easy to my kids, I wanted them to have a strong phonics foundation.
The Explode the Code workbooks contain simple black and white drawings and require quite a bit of writing. These elements made me search out a different curriculum for my second child. I found Modern Curriculum Press Phonics workbook. It was colorful with varied activities, but it lacked the depth that I was used to in Explode the Code. So I switched my son to Explode the Code. Explode the Code lacks the excitement, but it works. It covers the same concept several ways with increasing difficulty.
I recorded a day where my son completed a lesson in book 1.
Here is the start of the lesson. On the first page the child is expected to cross out the item with the target sound. On the second page the child is supposed to cross out the matching word.
On the third page the child is expected to copy the word and then cross out the picture the word refers to. The fourth page has the child copying letters. It looks at the target letter as well as a letter from a previous lesson.
On the next page the child is expected to write the name of the item pictured, but he can choose from a list at the top of the page. Following this the child has to circle the correct letters for the item pictured and write the complete word.
On the next page the child is supposed to choose the correct word that describes the picture. Several words that are alike are listed together like sup, sip, and sub. Following this the child is presented with a silly picture and two sentences. The child must read the sentences and decide which sentence best fits the picture.
The final page of the lesson has the child writing the words that the pictures describe. As you can see this program does have a lot of writing, but my son enjoys writing. Also, doing a whole lesson in one day isn’t a normal pace. I wanted to start him at book one to make sure he had no gaps in his learning, but he was probably ready to start book two.
While Explode the Code has no bells and whistles, it gets the job done. Here is a video of a time a few years ago when I did a couple pages in book 1 with my youngest child. You will probably notice that I am not picky about handwriting when my child is completing the phonics exercises. I believe it is best to avoid overcomplicating things by requiring the child to do two things at once at this stage.
What have you used for phonics instruction?


Computers are now part of everyday life. Through the teaching of computing we aim to equip pupils at West Hill Primary School with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Our children will develop an understanding of computer science, become digitally literate and be able to express themselves and develop their ideas through information and communication technology.
During Key Stage 1 pupils will find and use information to answer questions and sort and organise information presenting it in different forms. They will use simple editing and formatting techniques to develop their work and describe how they use technology to develop their work. Pupils will use technology to communicate with others following instructions on safe use. They will plan and give instructions to make things happen or to control devices. They will also describe the effects and make informed choices when using technology to explore what happens in real and imaginary situations.
During Key Stage 2 pupils will refine searches to find, select and use information, questioning its reliability. They will develop an understanding of the need for collecting information in a format that is suitable for processing and will interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results. Pupils will develop simple technology-based models to explore patterns and relationships, and make predictions about the consequences of their decisions. They will plan, test and refine sequences of instructions. Pupils will create and combine different forms of information, refining and presenting it for a particular purpose, showing an awareness of audience and the need for quality. They will communicate and exchange information and ideas with others, collaborating to develop and improve work. In addition this will develop an understanding of the benefits of online communication and how to manage some of the risks associated with the digital environment. Pupils will be able to compare their use of technology with other methods and with its use outside school.
At West Hill Primary School we aim to deliver computing lessons which are relevant and meaningful to the children. Although the technicalities of computing will be taught individually, these will also be linked to the topics covered in other areas of the curriculum. In Maths many aspects of statistics can be enhanced and developed in computing. Undertaking research in history, geography and RE on the Internet provides a different source of information and allows pupils to explore a range of presentation styles. In English reading and writing are integral parts of the wider use of computing.


Looking at courses for next year?
AAPS is one of the only districts in the country to offer Project Lead The Way (PLTW) programs across grades K-12. PLTW is the country’s leading provider of Science, Technology, Engineering and Mathematics (STEM) curriculum. (Ann Arbor includes an emphasis on the arts, which is why we call it STEAM).
PLTW transforms the way of learning, while STEAM encompasses all areas of academics, says Leslie Baugh, a PLTW teacher at Scarlett Middle School, featured in a video here:
Merri Lynn Colligan, the district’s executive director of instructional & information technology, explains why parents should consider signing up for PLTW courses.
“The PLTW Gateway curriculum engages students in STEAM foundational skills through engineering and design projects,” she says. “Students collaborate, research, and design solutions then communicate these ideas to others. In addition, the world of 3D becomes real in these classes as students learn AutoDesk Inventor.”
Students should consider STEAM / PLTW courses if they would like to explore the worlds of science, technology, engineering, applied arts, and math, said Tom Pachera, Skyline High School’s DTEP magnet lead teacher.
“If students know they want to go into medicine, all facets of Engineering, Design, or Computer Science, the High School PLTW courses will prepare them to go to work or on to a university and everywhere in between,” he said.
AAPS this year expanded its STEAM classes through PLTW at all middle and high schools and six of its elementary schools. Eventually all elementaries will implement PLTW.
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For children with special needs, both physical therapy (PT) and occupational therapy (OT) have a role to play in helping them reach their potential. While there is some overlap in what these two fields offer, a coordinated program that uses the knowledge and training of each professional can help children with motor skill development and life skills.
How Does Physical Therapy Differ From Occupational Therapy?
Physical therapists often work with children who have difficulty with mobility and stability from birth to age 3, but services can extend beyond this point as needed. The goal of pediatric PT is to help them reach developmental milestones that require gross motor skills, such as sitting, crawling, standing, walking, kicking a ball, and jumping. The therapist will assess if the child needs aids such as standers, wheelchairs, or orthotics, and will help the child and family become familiar with the equipment.
Occupational therapists, on the other hand, work with fine motor skills, sensory processing, visual skills, and self-care. Typical activities during sessions might involve grasping and releasing toys, improving hand-eye coordination, handwriting skills, and learning how to bathe, dress and feed oneself. OT is also useful in teaching social skills, anger management, and improved focus.
How PT And OT Professionals Work
Either professional might work in the child’s home or institutional settings such as hospitals, daycares, schools, and private clinics. Typical patients might include children with Downs Syndrome, autism, Asperger’s Syndrome, cerebral palsy, delayed speech and language development, hearing disorders and sensory issues. Aside from children who have had special needs since birth, they also serve children who have developed needs after illness, accident, or injury.
Many young patients have one or more conditions that impact development and performance in school and in interaction with others. The therapists first evaluate the child’s conditions, and then they develop a treatment plan that might include one-on-one sessions with therapists, group sessions, and supplementary home activities that will enhance and reinforce what the therapists do. Depending on the needs of the child, both the PT and the OT will have a role in the treatment plan.


We implement the Singapore Primary School Curriculum from Primary 1 to Primary 6, using English as the main language for instruction in most of the subjects and co-curricular activities; classes for Chinese Language and Bahasa Indonesia will be conducted in accordance with respective language requirements.
English Language, Chinese Language, Mathematics and Science
*Singapore textbooks will be used to teach English Language, Chinese Language, Mathematics and Science.
Moral Education, Physical Education (PE), Visual Arts, Music & Dance, Pendidikan Kewarganegaraan (PKn), Religious Studies (Agama) and Bahasa Indonesia.
Project Work and Digital Studies are also included to develop students’ thinking skills, as well as, to impart in them relevant computing skills to promote active learning.
International Certification (Year 6)
Singapore International Primary School Leaving Examination (Singapore iPSLE)
Student Development Programmes
- Physical & Recreational Development
Students are encouraged to develop a healthy body and a responsive mind through active participation in sports and games for recreation, specialisation or as a life-long hobby. The school provides modern sports facilities and engages qualified instructors to train students in various sports and games, for example, Badminton, Basketball, Soccer, Swimming, Table Tennis and Taekwondo.
- Aesthetic Development
We implement a comprehensive programme to motivate students to acquire essential life skills through participation and training in curricular and co-curricular activities such as Art & Design, Dance (Chinese/Indonesian/Western), Photography, Choir, Chinese Calligraphy and Chess. Competitions and concert performances are held to provide opportunities for students to unleash their talents.
- Character Development
Every student is groomed to be a responsible individual who is proud of his/her integrity, appreciates teamwork and contributes to society. The school implements a holistic character development programme catering for the social-emotional needs of students, with emphasis on moral education and the practice of eastern values.
- Technology & Talent Development
Students with aptitude take part in international competitions such as Singapore & Asian Schools Mathematical Olympiad and Australia Mathematics/Science Competition.
Teaching FacultyWell-qualified and experienced expatriate and local teachers facilitate and coach students to acquire desired 21st century knowledge and skills by applying modern pedagogies integrating good practices from the East and the West. For graduating students, we deploy the most well-qualified and experienced expatriate teachers to teach and train students for the IGCSE and CIE AS/A Level Examinations. Teachers will facilitate and guide students to apply higher order thinking skills to innovate and find alternative solutions to different problem solving tasks.
Timely FeedbackProgress reports are issued to parents termly during the Students’ Performance Conference to keep parents informed of their children's learning progress and performance. Parents' feedback and constructive suggestions are valued to enhance home-school partnership in the education of our students.
School TimePrimary 1-2: 07:30 - 14:15
Primary 3-6: 07:30 - 14:45
Primary 1-6 On CCA day - dismissal time is 16:20
Primary 3-6 only - for student on remedial - dismissal time is 16:00


What would happen if Gregorian-style chants were blended with Bluegrass rhythms? The result might resemble the choral music created by “shape-note” singing; a style of community singing developed in the 17th century that is gaining popularity today. UMass Lowell will celebrate the style by hosting a community sing from 1 to 5 p.m. on Nov. 6 in Durgin Hall Room 113.
“This type of singing is how most young people learned to sing and harmonize right here in New England 200 years ago, but it nearly died out,” says UMass Lowell music Prof. Thomas B. Malone, who studied how shape-note music is taught by teachers in Georgia and Alabama. “Now it’s coming back as a type of choral music that emphasizes participation for all, which is very much in line with the values of community music education.”
Malone believes that the shape-note system, in which each note receives a different shape, is a particularly efficient way to teach musical literacy. While its efficiency helps pull people to the music, Malone says that shape-note singing is most attractive because of its communal feeling.
“It’s really the act of making music with others that is the secret. There is nothing else like it,” says Malone, who teaches choral and world music. “We don’t have many arenas where people can freely come and make music together in our culture, but this is an opportunity for people with and without musical training to join in.”
University Recording “Sing the Trumpet”
At the gathering, participants will sing songs from a recent issue of “The Trumpet,” an online digest of new composers writing in the style of “The Sacred Harp,” the shape-note book credited with keeping the style alive. This is the first time these new songs will be sung and recorded live. Bradford Swanson, a double major in sound recording technology and music education, will oversee the recording of this historic event. Copies of the music are available online
and the public is encouraged to join.
“The sound-recording technology people here are so good, that we can blur the lines a little bit, and capture some of the informality that is central to shape-note singing, while still getting a high-quality recording,” says Malone.
Music to Build a Community
Malone hopes that this and other community sings will encourage more people in New England to rediscover the joy of shape-note singing as people in the South have in recent decades.
“What you will see down there is young children and the elderly singing and smiling together, reading the music, keeping the time, even directing the whole group. They will drive hours just to sing together,” says Malone. “I know some people around here, of every age and all walks of life, who have got the ‘bug’ too ? they’ll travel hours to sing this music. So you wonder, ‘What is the secret here?’ Can we get people this excited to sing choral music, and why not?”


|Published online: August 1, 2014||$US5.00|
Mental health issues are commonly identified within the at-risk youth population. These various mental disorders have causes ranging from socioeconomic conditions to the effects of brain injury. Treatment for these conditions is generally not sought out by the at-risk population, unless there is a court mandate, which further exacerbates the difficulties facing the youth. Art, however, can provide a familiar vehicle for at-risk youth to explore their mental health issues through self-expression. The arts, and in particular visual art, can provide an outlet more readily accepted by at-risk youth than traditional non-art-based therapeutic interventions. Approaches ranging from neuro-creativity to creativity as critical thinking can be used to engage the creative process in ways that aid at-risk youth in examining mental issues and enhancing cognitive development. Engaging brain functions from basic visual processing to higher-order thinking youth are able to approach and address problems through the creative process in a manner that allows them to discover insights that contribute to their cognitive development.
|Keywords:||Creative Process, At-risk, Art Education|
The International Journal of Learner Diversity and Identities, Volume 20, Issue 4, August 2014, pp.43-50. Article: Print (Spiral Bound). Published online: August 1, 2014 (Article: Electronic (PDF File; 375.681KB)).
Special Education Researcher, USA
Professor, Department of Art Education, Kennesaw State University, Kennesaw, GA, USA


David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch 10.5 years ago on September 27, 2006, online site statistics and web rankings indicate there are currently 1,868 pages and 11,682,604 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon
The following definition was found at the web site listed under 'References' below. Find more definitions in David Spencer's Education Paragon Glossary.
Rainbows is an international not-for-profit organization that fosters emotional healing among children grieving a loss from a life-altering crisis. These losses, among others, include separation, divorce, death, incarceration and foster care.
Often youth are expected to accept the changes in their family or sort out their feelings alone. They can become 'silent mourners', and often confused and angry, they reveal their pain by acting out with negative behaviour and withdrawing in unhealthy ways.
Rainbows provides a safe and supportive environment for participants to process their feelings, build self esteem and learn positive coping tools to last a lifetime -- because 'it doesn't need to hurt forever'. This is accomplished through our unique 12 week peer support programs available from pre-school through to adult.
Rainbows partners with the community to make the program available free of charge to children and youth in 1,750 trained sites located in more than 505 Canadian communities. These sites include: schools, social service organizations, community centres and places of worship.


SING&SEE developed out of a research project at the University of Sydney in Australia, examining the use of visual feedback in singing training. Because there was no software available that provided the features and flexibility that we required, we decided to develop our own. The key requirements were that it should provide clear feedback, relevant to singers, and should be very easy to operate. When teachers started asking us if they could buy the software for use in their studios, we decided that we should make it commercially available so that singing teachers and singers outside the research environment could use and enjoy.
SING&SEE was developed by a team comprising individuals with a wide range of expertise and experience, from singing pedagogy and performing to acoustic analysis algorithm development.
Dr William Thorpe is an engineer and scientist who spent several years working at the National Voice Centre and the School of Communication Sciences in the University of Sydney in Australia, doing research into how people sing - the physiology of their breathing, what it means to have good "breath support", the acoustic patterns of vocal projection, and various other aspects of singing performance. In doing this research he worked with many singing teachers, including Janice Chapman, Jo Estill, Jean Callaghan, Pat Wilson, and others. They published scientific articles in the Journal of Voice, the Journal of the Acoustical Society of America, and various singing conferences. William led the research project that resulted in the development of Sing & See, and realised that this technology could make a real impact on singers and teachers outside the university world. He licensed the technology from the University of Sydney, and set up Cantovation Technology to develop the software further and make it available to singers and teachers around the world.
Dr Jean Callaghan is a freelance teacher, researcher, and consultant in vocal performance and pedagogy. For the University of Western Sydney she designed and delivered Australia’s first full postgraduate qualification in singing pedagogy. She has worked as a professional singer in Australia, England and Germany and has taken leadership roles in the Australian National Association of Teachers of Singing, the Australian Voice Association, and the Australian Association for Research in Music Education. Her book, Singing and Voice Science, explores modern voice science and scientific findings in the context of the musical concerns of the singer. View Jean's Studio website here.
Pat Wilson has worked for over 25 years as a singer, pianist, musical director, composer and teacher. She is currently undertaking voice research at the University of Sydney. She also teaches at tertiary drama training institutions, as well as maintaining a singing studio in her specialist field of music theatre performance. She has been an office-bearer at both the state and federal levels of the Australian National Association of Teachers of Singing. Her book The Singing Voice: An Owner's Manual,jointly published in Australia and the UK, is in its second edition. She has recently completed a Master's thesis in the use of visual feedback in learning to sing, at the School of Communication Sciences and Disorders, University of Sydney. View Pat's studio website here.
Dr Jan van Doorn, a physicist with a long-standing interest in adapting technology to voice science, was one of the original researchers in the visual feedback research project. She is currently professor in speech science at Umeå University, Sweden.
Jonathon Crane graduated with Honors in Computer Engineering in 1998. Since then he has worked developing hardware and software for companies such as Canon Information Systems Research Australia, Lake DSP and Bullant. In addition to working on the development of SING&SEE, Jonathon is developing applications for mobile platforms including phones and PDA's. His strong interest in music has resulted in several commercial releases, material from which he performs regularly. Jonathon is learning the piano and sings in a choir.


- Course Number:
- MM 232
- Course Title:
- Multimedia 3D Modeling and Animation
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
- Special Fee:
Course DescriptionProvides an introduction to creating, editing, and taking apart 3D models. Develops foundational skills to work with, and navigate the digital 3D modeling workspace to create 3D objects. Examines basic elements of the 3D development of modeling, texturing, lighting, animating, and rendering. Prerequisites: MM 130, MM 140; or instructor permission, and WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available.
Addendum to Course Description
Students who successfully complete this course will develop quality 3D models and animations", available for various delivery options, CD-ROM, and disk. Optimizing for the World Wide Web will also be discussed. Graphics produced in this course will be evaluated and reviewed by the instructor and student peers then will be improved as needed.
Intended Outcomes for the course
- Work with, and navigate the unique features of the digital 3D modeling workspace to create 3D objects.
- Identify characteristics of rendering 3D objects for optimal system processing and analysis.
- Create a 3D environment featuring lighting and textures.
- Create basic 3D models and animations.
- Evaluate digital 3D projects, identify items for improvement, and implement changes.
Course Activities and Design
Course material will be presented in a lecture format. This course is designed to maximize learning through the use of strategies such as outcome based instruction", collaborative learning, contextual application and performance based assessment. Lecture material will consist of discussion, diagrams, multimedia, and other educationally sound practices. Other activities will include hands-on utilization of vector and production software. Demonstration and handout materials will be provided.
Outcome Assessment Strategies
Assessment is designed to indicative achievement of the course outcome and performance tasks. The instructor will outline the methods used to assess student progress and the criteria for assigning a grade at the beginning of the course. Assessment will be based upon a combination of in-class participation", attendance, examinations, and quality of the multimedia project(s). Determination of problem solving skills, team work, and communication skills may also be included.
Course Content (Themes, Concepts, Issues and Skills)
Creating in a 3D workspace
Applying special effects
Real world applications


People experiencing disabilities are no longer content to be treated as victims, objects of pity, and passive recipients of charitable impulses. They are aggressively and actively brining discriminatory policies and environments to the public’s attention. This activity is based on newer definitions of disability that do not associate disabilities with individuals, but with policies and environments that fail individuals. This article documents a study of the 1988 National Art Education Association Convention for its accessibility to delegates experiencing auditory, visual, speech, and physical disabilities. The convention and aspects of the convention program are analyzed through the use of guidelines from the Eugene Commission on the Rights of People with Disabilities, The National Endowment for the Arts and The Research and Training Center on Independent Living. Areas of accessibility and inaccessibility are evidenced. Recommendations are given for future convention coordinators, the National Art Education Association Board of Directors and the general membership.
© The Author


How do you answer these questions in a concise way? Provide a concept map!
The first question’s answer is provided in the three nodes: Roles of Teacher Metaphors (Tomlinson, 2001), Proactive Communication (Wright, 2012), and Best Practices – 4 Goals (Wright, 2014). Tomlinson provides great descriptions of our roles, and it really resonated with me because of my familiarity with music education, and athletic coaching. Our actions speak volumes for reaching students in a differentiated classroom. Each element has merit, value and contributes to the overall goal of reaching every student individually, and as a whole group. The 4 Best Practices should guide us in all our actions and leads us to accomplishing differentiated instruction. Some of these are specific to math instruction, but can be modified to suit other content areas.
The second question is provided by the three nodes: RTI – Algebra (Wright, 2012), Best Practices – 4 Goals (Wright, 2012), and Effective Research-Based Intervention Programs (Hanover Research, 2014). Intervention strategies for high school mathematics students is limited. I used to think RTI was an elementary specific strategy, but it can be modified to accommodate high school math students. The caveat is that in order to be successful in intervention strategies for upper level math, lower level intervention needs to have occurred. This is one of the main reasons it has been difficult to use RTI in high school mathematics. Holes in learning from elementary/middle grades follow students throughout their educational career! If initial mathematics RTI began in high school, I don’t think students can be as successful as if it started in middle school, but preferably students needing RTI should begin in elementary school. Research is still being done to come up with best practices in math RTI so strategies and methods are being developed to help students.
I believe that Intervention Programs such as the ones listed in the concept map are viable and provide teachers tools to fill in the holes that have occurred in early math education. Technology has improved to the point of allowing teachers to focus on individual attention, but allow students the necessary practice, assessment, skill building, and immediate feedback needed to improve math achievement. Math teachers, in essence, have become facilitators of learning, not the main focal point that is stereotypical of traditional math education.
The BBC Active article provided great ways to differentiate in the classroom, and the ones that resonated with me were providing differing tasks for differing level of students, and providing ongoing assessments. (2010). In my experience so far with using an online resource for differentiation, one key aspect of having students use this is to provide students “ongoing assessment”. Every time they answer a practice question incorrectly, they are provided with an explanation of their error, and students are expected to answer a similar question until they are successful. In my opinion, this type of “practice” should be considered “assessment” because of the immediate feedback provided. This is one element that is important in the whole differentiation process.
Hanover Research. (2014). Best Practices in Math Interventions. [PDF] Retrieved from https://www.mbaea.org/documents/filelibrary/numeracy/Best_Practices_in_Math_Intervention_53D80FEED7650.pdf
Tomlinson, Carol (2001). How to differentiate instruction in mixed-ability classrooms, 2nd Edition. Association for Supervision and Curriculum Development. [PDF]
Unknown Author. (2010). Methods of Differentiation in the Classroom. BBC Active. Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx
Wright, Jim. (2012). RTI: Best Practices in Secondary Math Interventions (7-12). Intervention Central. Retrieved from http://www.jimwrightonline.com/mixed_files/WI_ED_2012/wright_RTI_Math_Secondary_2_Oct_2012_WI_Ed_Resources_LLC_PPT.pdf