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READING AND VIEWING LITERACY PROGRESSIONS - UNDERSTANDING TEXTS Australian Curriculum
These posters have been made to display the Literacy Progressions element of Reading and Viewing - UNDERSTANDING TEXTS. Also can be used as a bump it up wall.
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. This sub-element is organised into three subheadings: comprehension, processes and vocabulary.
This sub-element supports the sub-elements of Listening, Speaking, Phonic knowledge and word recognition and Understanding texts.
The National Literacy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning and collaboration between teachers.
The progressions can be used to identify the literacy capability of individual students within and across the 12 sub-elements. In any class there may be a wide range of student abilities. Individual students may not neatly fit within a particular level of the progressions and may straddle two or more levels within a progression. While the progression provides a logical sequence, not all students will progress through every level in a uniform manner.
When making decisions about a studentâs literacy development, teachers select relevant indicators. It is important to remember indicators at a level are not a prescriptive list and the progression is not designed to be used as a checklist. Teacher judgements about student literacy capability should be based on a range of learning experiences. Observations, discussions, performances or tasks from any learning area can provide suitable evidence of a studentâs literacy capability.
Teachers can use the progressions to support the development of targeted teaching and learning programs and to set clearer learning goals for individual students. For example, teaching decisions can be based on judgements about student capability that relate to a single indicator rather than all indicators at a level.
OTHER RESOURCES YOU MAY LIKE
LITERACY PROGRESSIONS - WRITING
LITERACY PROGRESSIONS - READING AND VIEWING
NUMERACY PROGRESSIONS - NUMBER SENSE AND ALGEBRA
(c) For the love of it
This teaching resource and the intellectual property it contains has been developed by "For the Love of it" Teaching Resources and is protected under copyright 2016.
The information is Based on Australian Curriculum, Assessment and Reporting Authority ACARA materials downloaded from the Australian Curriculum Website on (11/02/16). ACARA does not endorse any changes that have been made to the Australian Curriculum.
It may be printed & photocopied by the original purchaser for single classroom use only and may not be put on the internet, re-sold or re-distributed in any other form.
THE COPYRIGHT PROTECTION COVERS THE IDEA/CONCEPT OF USING THE ACARA DESCRIPTORS TO MAKE INDIVIDUAL LEARNING GOALS AND LEARNING INTENTIONS AND SUCCESS CRITERIA POSTERS, THE LAYOUT, TITLE AND BRANDING.
Schools must purchase individual copies for individual teachers.
The payment received by "For the Love of it" Teaching Resources for this teaching resource is not for any part of the Australian Curriculum.


Over the past couple of weeks, we have been working on a few projects that were initiated by children, and that are great examples of how rich literacy & numeracy learning can emerge naturally from children's interests.
One of these projects involves the creation of a giant puzzle. Children have been showing interest in using the big space that we have available to us in lots of different ways, such as building a train track that stretches across all three rooms. After some of these explorations, one child came up with the idea of creating a puzzle that stretched all the way across the school.
To start working on the puzzle, a group of children gathered together to share ideas about what it could look like. Several ideas were offered...all the children in the school at a party! The characters from PJ Masks! All the colors of the rainbow! An owl eating grass! We soon realized that we could combine these ideas into one cohesive whole by creating a party scenario with both human and animal guests. I sketched out a layout, and children chose sections of the party to begin working on. Later, other children joined in as well, excitedly drawing a self-portrait to add themselves to the party.
Projects such as this one benefit children for many reasons. As an activity that places their ideas as the centerpiece of a learning experience, it provides a sense of empowerment and the capacity to be an active agent in the world. The aspect of telling a story and representing ideas visually is a cornerstone of literacy development, as well as artistic expression. As the project evolves, opportunities for measurement, math concepts, and spatial awareness also come into play, as we try to figure out where exactly the puzzle will fit in our school.
Another child-initiated project stemmed from the eternal and important questions of "Who's bringing snack today?" "When is it my turn to bring snack?" I shared with children that we have a snack calendar on the computer, and families write their name down on different days. We decided to make a calendar that we could have in our classroom that children could look at. Two children began working steadily on making calendar boxes and writing the numbers. Sometimes they got stuck, and weren't sure how to write the next number. When that happened, another child working on something else nearby would chime in to help them out.
The intrinsic motivation that is evident in these activities makes them powerful learning experiences, and mean that the new information that children encountered in their work is more likely to be retained and integrated into the children's knowledge base.
We are looking forward to showing you our work when it's finished!


Competency 4: Critical Thinking
Complex challenges faced by MCH populations and the systems that serve them necessitate
critical thinking. Critical thinking is the ability to identify an issue or problem, frame it as a specific
question, consider it from multiple perspectives, evaluate relevant information, and develop a
Evidence-based decision-making is the conscientious, explicit, and judicious use of current best
evidence to guide practice, policy, and research. It is an advanced manifestation of critical
Implementation science is also a vital component of critical thinking in order to promote the
adoption and integration of evidence-based practices, interventions, and policies.1
MCH leaders will demonstrate a working knowledge of:
- The cognitive hierarchy of critical thinking: knowledge, comprehension, application,
analysis, synthesis, and evaluation.
- Basic statistics, epidemiology, qualitative and quantitative research, systematic review,
- The levels of evidence used in guidelines and recommendations of their
Foundational. At a foundational level, MCH leaders will:
- Evaluate various perspectives, sources of information, merits of various approaches, and
possible unintended consequences in addressing a clinical, organizational, community-based,
or research challenge.
- Use population data to assist in determining the needs of a population for the purposes
of designing programs, formulating policy, and conducting research or training.
- Formulate a focused and important practice, research, or policy question.
- Demonstrate the ability to critically analyze research.
Advanced. Building on the foundational skills, MCH leaders will:
- Identify promising and evidence-informed practices and policies that can be used in
situations where action is needed, but no evidence base yet exists.
- Present and discuss a rationale for policies and programs that is grounded in research
and addresses the information needs of different audiences.
- Use implementation science to analyze and translate research findings into policies
- Develop and apply evidence-based practice guidelines and policies in their field.
FOOTNOTE: (1) Adapted from NIH Fogarty International Center Implementation Science Information and Resources. Available at www.fic.nih.gov/researchtopics/pages/implementationscience.aspx
Â« Previous: 3. Ethics | 5. Communication Â»


We often hear the call to âgive backâ in society. But why is it so important to heed this call? As it turns out, community service does more than help recipients; it also benefits givers as well.
For their future success, today's students need to know how to communicate, yet many are graduating without this critical skill. At GIIS, we aim to help our students graduate with all of the skills they need for success, including communication skills. We've already discussed why communication skills are critical, so here is a closer look...
Visit our culinary studio while cooking is underway and you will find groups of children enthusiastically trying their hands at various techniques, experimenting with different combinations of ingredients and learning to use appliances and kitchen utensils with confidence.
Children entering their primary years are faced with a critical moment; not only are they approaching the time when academic success becomes fundamental, but they are also just beginning to discover who they are and who they want to become.
Dr Maria Montessori famously said:
âThe goal of early childhood education should be to activate the childâs own natural desire to learn.â
At Global Indian International School (GIIS), we have embraced this philosophy whole-heartedly even while designing a unique pedagogy which combines focal points of the esteemed Montessori curriculum with...
Person 1: Oh, you took Biology in your 12th? Then you should take medicine.
Person 2: If you are a student of Biology, then medicine is the only course you can opt for.
Person 3: Donât you know Biology and Medicine are synonymous?
Person 4: You cease to exist if you are not a doctor.
Many parents have been associating the stream of Biology with...
People say there is magic in music, that it's a true language of the soul.
Research says those people are right. According to peer-reviewed studies in major publications, music education can elevate children's IQ, improve their emotional outlook and enhance academic achievement in non-music subjects.
Supporting the development of lifelong learning skills isnât just something we talk about at GIIS. Itâs infused in everything we do.
Imagine this: An 8-year old child is alone at home, and wants to spend time drawing. While rummaging through the drawers to find a pencil, the child finds a S$10 note. After a quick look around to ensure no one is watching, the child smoothly picks up the note, pockets it and gets back to routine.
Designed for 21st-century learning, the Global Indian International School (GIIS) SMART Campus in Punggol is built around an innovative ânestâ concept that creates a safe and nurturing environment while allowing ample natural light and air to flow freely through all interior spaces. The structures on the SMART Campus also stress the...


There are an estimated 53 million children in Pakistan between the ages of 5 to 16. Only about half of them are in school. Even for those in school, learning is not guaranteed. Many children receive an education of such poor quality that they are barely able to read or do simple mathematics.
SABAQ is an education solution designed to supplement regular instruction at school in primary grades and to provide out-of-school children (OOSC) with access to high-quality content that helps them develop literacy and numeracy skills. It is designed to be engaging and interactive, includes animated video lessons, interactive exercises, live-shot video lessons, and story-based instructional content. The content is aligned with Pakistanâs National Curriculum. SABAQ content is developed (or adapted from open source education materials) and distributed on pre-loaded, customized tablets to schools and informal learning centres via SABAQ partners. In addition to developing content and providing pre-loaded tablets, Multinet trains partners to use the content and integrate SABAQ into their programmes (the model may vary from partner to partner).
ILM IDEAS 2âS INVESTMENT
Ilm Ideas 2 invested approximately GBP 0.36 million in the first phase of the programme (from March 2016 to March 2017) and is now investing a further GBP 2 million in Phase II of implementation.
PHASE I â PROGRESS TO DATE
In Phase l, Multinet worked with two other organisations to develop and test content for KG and grade 1, and models for implementation in 80 classrooms in Karachi and Punjab, and 40 informal SABAQ learning centres in district Mirpurkhas in Sindh.
PHASE II â WHAT NEXT?
Over the next two years (Phase II), Multinet will scale up SABAQ to reach 65,000 children of whom 50% will be girls. Working in partnership with the National Rural Support Programme (NRSP) and The Citizens Foundation (TCF), Project SABAQ will reach 17,500 out of school children in 500 newly established informal SABAQ Learning Centres and 37,500 children in school in over 300 schools. Multinet will also partner with World Learning in Azad Jammu and Kashmir and Gilgit Baltistan to provide SABAQ to teachers on tablets already provided by a USAID-funded national reading programme. SABAQ will also scale up by creating more content for other grades (up to grade 5) and for additional subjects (English, Science and Sindhi).
Why Ilm 2 invested
- Strong organisation with leadership committed to developing and taking solution to scale
- Sound plans for achieving financial sustainability
- Clear line of sight between problem and solution, and potential to impact learning outcomes
For further information, contact Hassan Bin Rizwan, email email@example.com


Christmas Party - Kid Games and Ideas November 27 2017
Simple Machine Science for Kids: Launching Ping Pong Ball Snowmen by Buggy and Buddy
Whenever I invite my kids to participate in science experiments, my main goal is NOT to make sure they master a set concept, but simply to allow them to explore the activity in their own way. Giving this freedom to children inspires them to make predictions and critically think about the world around them in a pressure-free setting.
We donât really get snow in our neck of the woods so we have to create our own imaginary snow activities~ like our indoor snowy toy car ramp, or like this activity- launching ping pong ball snowmen!
Materials for Launching Ping Pong Ball Snowmen
- Ping pong balls (Optional: Draw snowmen faces on the ping pong balls with Sharpiesto make this science activity winter themed!)
- Wooden yardstick
- Something to use as a fulcrum (Examples: coffee can, large wooden toy block, a log, or a brick )
- Small plastic cup
- Strong tape (like packing tape or masking tape)
- An open space to do the activity (like your yard or a nearby park)
- Optional: Paper and pencil for science journaling
1. Tape a plastic cup to one end of the yardstick. (We started off with just a few pieces of tape, but soon realized we needed to add quite a bit more to keep the cup from flying off the yardstick. Really tape that baby down with some strong tape.)
2. Grab your ping pong ball snowmen, your yardstick (with cup attached) and whatever youâre using as the fulcrum (in our case a coffee can) and head outside. Find an open space (like your yard) to set up your activity.
2. Place the yardstick over the coffee can (or whatever item youâve found to use as the fulcrum).
3. Put a ping pong ball snowman into the cup.
4. Give the snowman a little pep talk before his launch.
4. Push down on the opposite end of the yardstick quickly (with either your hand or foot) and observe what happens to the ping pong ball.
5. Allow plenty of time for children to explore launching the ping pong balls. Optional: Encourage children to record what they are noticing in their science journals. Younger children can illustrate what is happening with simple pictures.
6. Depending on the age and interest of your child, introduce the terms lever and fulcrum. (A lever is basically a stick or rod that uses a pivot point or fulcrum to move something. In this case the yardstick is the lever, the coffee can is the fulcrum, and the lever is moving the ping pong ball.)
7. Invite your child to observe what happens to the ping pong ball when changing the position of the fulcrum. Older children can use the markings on the yardstick to record the location of the fulcrum in their science journal and how each location affects the distance the ping pong ball travels.
This activity can be a great learning experience for any age! Theo at 2 years old had a blast launching his ping pong ball snowman! He felt proud being able to set up the activity on his own and gained experience with cause and effect.
Lucy, age 5, was determined to see how she could set the lever up to get the ball to go the furthest by changing the location of the fulcrum after each launch. And she was very excited to find out what would happen when she launched lots of snowmen at once. She made all kinds of predictions as she explored our lever activity!
Want to Go Even Further?
Related activities to extend the learning for various ages.
- Play on a seesaw at your local playground. How is the seesaw the same and different as your ball launching lever? Do you think the seesaw is a lever? Why or why not?
- Where do you see levers being used in your everyday life? (Some examples: scissors, seesaw, pliers)
- Go online or to the library and research first class, second class, and third class levers.
- Design and build a smaller version of the lever we made today.


MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Motivation in education; Reading (Elementary)
Elementary Education and Teaching | Language and Literacy Education
The purpose of this study was to document changes in student motivation, self-perception, and comprehension as readers. The specific aim was to determine the impact of one-to-one conferencing and flexible strategy groups on the comprehension of first graders. Pre- and post- reading motivation surveys, conversational excerpts, and work samples have been analyzed. The focus group of students demonstrated gradual positive changes in reading motivation and reading achievement. The implications for using the components of reading workshop in a first grade classroom are discussed.
Papandrea, Lisa Marie, ""Reading is boring": a qualitative study on motivating first grade students through reading workshop" (2017). Theses and Dissertations. 2369.


Here are some of my home-learning activities which I did with my children â at least those that I managed to find time to document. (Click the link above for an index of all the various categories â see a screenshot of how it looks below):
These activities with children include:
- fine motor skill development for toddlers (I tend to go with Montessori practical life skills)
- how to teach toddlers English (think questions like âhow to introduce the alphabets to your childâ, âhow to make reading interesting to your childâ â see the Literature based learning posts below) â hereâs why I recommend Literature based learning for children
- how to teach preschoolers Chinese
- lesson ideas for teaching toddlers and preschoolers math
- introducing science to young children
- art ideas for toddlers and preschoolers.
Literature based learning posts:
I hope you will enjoy reading the posts as much as I enjoyed putting them together for you.


Reading: This month we are continuing our non-fiction reading unit. We have moved from reading non-fiction chapter books to focusing on research. We have had a schoolwide focus on the importance of water so our first research unit has been learning about water, especially the crisis that faces many countries who have a lack of clean, accessible water. Students are learning how to summarize and synthesize information across several texts. After we finish the research unit on water, students will be able to pick from several research topics to further their skills. Some topics they will be able to choose from are atomic bombs, GMOs, the Titanic, diseases and illness, and teen activism.
Writing: We are moving into our informational writing unit. That will be our focus for the spring. This unit will tie into our social studies unit on ancient Greece. Right now students are reading a lot about Greece and building their foundational understanding. Then students will pick topics that interest them and that they want to learn more about. We will go through the whole process of note-taking, drafting, revising, editing, and publishing. Some of our key areas of focus will be on organizing information into three sections, paraphrasing, using powerful quotes, citing sources within the writing, and using text features,
Social Studies: Our next big unit will begin after our science unit. Students will be answering this driving questions. How is ancient Greece still alive in the United States today? Students will be working in small groups to create projects and a presentation on how many things in our modern society originated in ancient Greece, such as architecture, democracy, language, etc.
Science: Next week we will begin a unit on heat and energy. Students will be studying an African Penguin and engineering a shelter for this penguin using their new understanding of the concepts of heat and energy.
Math: Students are finishing up Ch. 6 of CPM where they learned to represent division of fractions using diagrams, divide whole numbers and mixed numbers by fractions, use the order of operations to find the correct value of a numerical expression, combine like terms, and use a variable to represent any number. They will have a test next Wednesday, Thursday, and Friday on this chapter. Then they will begin Chapter 7 which is called "Rates and Operations." In this chapter students will learn how to calculate rates (including unit rates), how to compare ratios and rates with different units, how to divide more efficiently with fractions, mixed numbers, and decimals, and how to rewrite expressions by combining like terms and using the Distributive Property.
Sixth grade is the time in mathematics where we take foundational skills learned in years past and apply them to higher level concepts. This is especially apparent in their work with expressions and equations, where we introduce variables and start having students manipulate real-life algebraic equations.This is an exciting time for mathematics in sixth grade here in SLCUSD. We are in our first year using a new math program called College Preparatory Mathematics. Please see this website created by the district for more information about our math instruction and to learn how you can help your child succeed: Middle School Math for Students and Families
See the following website for information about our new mathematics program called College Preparatory Mathematics. There is HW help, etools and videos, toolkits, and a parent guide with explanations and extra practice available:
The website below offers information from our district about the new Standards-Based Report Card:
The following link has information about getting support for your family:
Thanks so much for all of your support. Please contact me if you have any questions or concerns.


Regardless of the quality and breadth of their musical life in primary schools, pupils seem to like music less from the end of Year 6 to the end of Year 7.
Research findings published this week in the British Journal of Music Education suggest that the potential benefits that good quality music education can have on children may be compromised if the transition to secondary school is not supported effectively.
The study, âPupil voice and attitudes to music during the transition to secondary schoolâ, conducted by CEM researcher, Dr Dimitra Kokotsaki, is part of a larger project funded by the Nuffield Foundation aimed at sharing ideas about how the primary-secondary transition in music can be improved and enabling the professional development of teachers through the sharing of expertise.
Dr Kokotstakiâs research indicates that Year 6 pupils are enthusiastic about the opportunities of studying music in secondary school. However, these positive pupil attitudes typically felt in the first term of Year 7 are seen to decline as the year progresses.
The study highlights the importance of the music teacher in supporting pupilsâ active musical involvement, providing an element of choice to the pupils and giving clear guidance to ensure progression in their learning.


LiteracyApps has been created by the National Literacy Trust, with the support of partners and academic advisors.
About our work
One person in six in the UK lives with poor literacy. This holds them back at every stage of their life. As a child they wonât be able to succeed at school, as a young adult they will be locked out of the job market, and on becoming a parent they wonât be able to support their childâs learning.
Lacking these vital skills undermines their wellbeing and stops them making a full contribution to the economic and cultural life of our nation.
The National Literacy Trust is a national charity dedicated to raising literacy levels in the UK.
We work to improve the reading, writing, speaking and listening skills in the UKâs most disadvantaged communities, where up to 40 per cent of people have literacy problems. Our research and analysis make us the leading authority on literacy and drive our interventions. Because literacy learning is intergenerational, we focus our work on families, young people and children.
- We establish literacy projects in the poorest communities
- We campaign to make literacy a priority for politicians and parents/caregivers
- We support schools
About this guide
This guide aims to help you get the most out of apps that support language and literacy development. If you choose to use apps with your child(ren) it is important to be aware that there is still no definitive research about the impact of using screens on developing brains. Please use your own judgement to consider what is reasonable screen time and app use, and encourage children to have a balance of activities across their day. We recommend that you engage in the app activity with your child â we hope that this guide will help you choose apps that support you and your child(ren) spend time together.
Some of the apps recommended in this guide need to be paid for and some offer further in app purchases. Therefore we strongly advise that you monitor your childâs ability to make purchases on your device. The National Literacy Trust cannot be responsible for any costs you may incur when using the apps recommended in this guide.
Who has helped us?
This guide has been developed with the support of Dr Natalia Kucirkova, Senior Lecturer in Early Years and Childhood Studies at Manchester Metropolitan University. It has drawn on a number of research studies, including a Knowledge Transfer Partnership project between BookTrust and The Open University.
We have also benefitted from the advice of the Diversity in Apps team. Diversity in Apps is a grassroots coalition made up of researchers, producers, parents and teachers. Their mission is to raise awareness and engage in research about the need for inclusive, equitable, and diverse childrenâs media.
The creation of this guide was funded by Department for Education 2015/16 VCS grant funding and is available under Open Government Licence.
Â©Crown Copyright 2016


STEAM is a growing buzzword in education, but what is STEAM and why is it important?
What is STEAM?
Many educators are familiar with STEM, the acronym for the subjects of science, technology, engineering, and math. STEAM is a growing area of focus that encompasses the STEM subjects, but also incorporates the arts. Arts programs engage students, promote creativity, and even reduce high school dropout rates. As public schools continue to face budget cuts, however, the arts programs are often the first to go.
For many students, STEM subjects are seen as boring, tedious, and lacking real-world applications. Science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they donât see that they have any relevance to the real world or studentsâ daily lives. For them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. Some students even develop math anxiety and think they are incapable of learning higher-level mathematics.
Technology and engineering courses are beginning to have more of a presence in high schools, but many students feel that those types of classes are not for them. Some students are influenced by gender or racial biases which say that female and minority students are less capable in STEM subjects. Other students think these courses are only intended for advanced students or those who plan to pursue careers as computer scientists or engineers.
STEAM initiatives might provide a solution for these students who have disengaged from traditional STEM programs. The arts integrate concepts from all of the STEM subjects while allowing students to develop their creativity and problem-solving skills. Any performance, for example â whether a play, musical, dance recital, or concert â requires a wide variety of STEM skills to produce. Sets must be designed, built, and made to move easily, sometimes in very complex ways or synchronized for pinpoint timing. Some productions utilize elaborate costumes that must be designed and sewn to suit both the actor wearing the costume and the character the costume is meant to portray. In all performances, acoustics must be considered, audio must be balanced, and lighting must be timed perfectly. Arts programs provide a rare opportunity for students to incorporate knowledge from all core subject areas while helping them to feel motivated, engaged, and creative.
Why is STEAM important?
A survey of U.S. employers found that creativity is one of the top three personality traits most important to career success, where 72 percent of employers said that creativity is of primary concern when they are hiring. Yet 85 percent of those employers canât find the creative applicants they seek. A major factor in this skills gap is the removal of arts programs from public schools.
The benefits of STEAM initiatives are not limited to increased creativity, however. Researchers found that students who study art are four times more likely to be recognized for academic achievement. They also found that sustained learning in music and theater correlates strongly with higher achievement in both math in reading. In fact, the highest-performing countries in math and science, such as Japan, Hungary, and the Netherlands, have mandatory arts and music education programs.
As the global economy continues to evolve, the need for creative workers with problem-solving skills will continue to grow. By getting teachers and students involved in the STEAM movement, a creative generation of workers will be poised to energize and revolutionize the work force.
Looking for new ways to integrate STEAM concepts in your classroom and unleash your studentsâ creativity? Check out these ways to implement project-based learning.
Ready to Innovate, a collaboration between The Conference Board, Americans for the Arts, and the American Association of School Administrators
National Endowment for the Arts, the National Endowment for the Humanities and the Institute of Museum and Library Services, âRe-Investing in Arts Education: Winning Americaâs Future Through Creative Schools.â
The Presidentâs Committee on the Arts and Humanities
âLessons from PISA for the United States, Strong Performers and Successful Reformers in Educationâ, OECD Publishing, 2011
Americans for the Arts, âSUMMARY OF KEY ADDITIONAL ARTS EDUCATION RESEARCH AND FACTS,â city of Providence
Latest posts by Ellen Egley (see all)
- 10 Reasons to Thank Your Colleagues This Teacher Appreciation Week - May 8, 2018
- 4 Great Math Books for High School Students - March 13, 2018
- Director of STEM Jobs Selected as a PA STEM Ambassador - March 1, 2018


Study: Teacher Stress Reduction Leads to Instructional Improvement
Mindfulness-based interventions and stress-reducing strategies can lead to improvements not only in teachers' social and emotional well-being but also in instructional climate and student engagement, according to a recent study out of the University of Virginia's Curry School of Education.
For the study, researchers examined the effects of teachers and students participating in "Cultivating Awareness and Resilience in Education" (CARE) for Teachers, a mindfulness-based professional-development program designed to help teachers reduce stress and burnout.
Patricia Jennings, associate professor of elementary education and lead author on the study, presented the findings at the American Educational Research Association (AERA) conference in April. (See slides below.)
"Today, many teachers are not well-prepared for the social and emotional demands of the classroom," Jennings said, according to a release on the study. "While spending a great amount of cognitive energy on the content of their lessons, teachers are also constantly managing a classroom of students, some of whom have difficulty attending to learning activities, sitting still or getting along with their peers."
The study is based on a classroom model theory positing that teachers' well-being promotes better teacher-student relationships, effective classroom management skills, and effective social-emotional learning.
The CARE program consisted of self-care and emotion-awareness instruction, mindfulness and stress-reduction practices, and empathy exercises, with applications to teaching explored through discussion and role plays.
The study followed two groups of 36 New York City public elementary schoolsâeight in the 2012-13 academic school year and 28 in 2013-14âincluding 5,036 students and 224 teachers split into an intervention group and a control group. The teachers in the intervention group participated in a series of five six-hour sessions with individualized phone coaching in between over two weeks.
Researchers found that the teachers who participated in CARE were more emotionally supportive and demonstrated greater sensitivity to students than those in the control group. Teachers made better use of instructional time, which in turn made students more productive and involved in learning activities. The findings are based largely on teacher self-report questionnaires, observational ratings of teachers and classrooms, teacher reports on students, and students' school records.
"Teachers who are able to reduce the level of stress they are experiencing have an improved ability to recognize a student's perspective and how their own judgments or biases are impacting their reaction to a student," Jennings said. "The findings definitely suggest that mindfulness-based interventions can have 'downstream' effects on the classroom environment and on the students."
To follow up on the study, Jennings is currently working on a two-year analysis of teacher outcomes and sustainability. For her next project, she wants to bring the CARE program to additional locations and make it adaptable for special populations, such as caregivers and special education teachers.
More on teacher mindfulness:


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Children learn at different rates. Some need more time for key skills to sink in.
This app for children aged between 6-8, allows them to practice their numeracy key skills on a daily or weekly basis, through multiple choices. Get those iPad out of the cupboard and in the hands of children - every day.
Helpful hints are given for each question - to jog their memory and help them to learn. Answers are given at the end of each test, but only correct/incorrect answers so that they cannot 'learn' each question.
The child can click on 'Next Steps' so that they can see what to focus on in their learning. Teachers/parents can plan their next steps too.
A results section presents their last ten tests to keep an eye on progress and incentivise them to keep GREEN and succeed.
With hundreds of questions covering the New 2014 Maths Curriculum, each randomly generated test will never be taken twice. The 'Teacher/Parent' section of the app highlights the National Curriculum specifics that are covered in each and every test.
Support your children's learning and let them get to grips with numeracy skills.


The English Way
Longways, Mixer, Square and various circle formations
Andy Reed, Caller, Entertainer, Musician, Teacher recommends English Dances for:
Events and Parties
e.g. Birthdays, Weddings, Clubs, School, Family. Click-on British Entertainment
Kindergarten and Primary Sector
In mother tongue for Rhythm and Music Education. They are also ideal for showing to parents.
To support early English Learning
see also Absolutely English
The spoken word is always accompanied by the corresponding actions and dance figures so that understanding is guaranteed. All children successfully take part and enjoy their own language learning process.
- The dances are terrific, a lot of fun to dance and appeal to all age groups.
- The music immediately gets the feet tapping.
- They are easy to learn and are danced with zest.
- Walk, hop, gallop or trot along as it takes your fancy there are no steps to learn.
Booklet and Audio-CD available
Absolutely Dancing The English Way
Booklet: A4, 15 pages
English and German
With Audio-CD: 50 min. 06 sec.
Seventeen Dances suitable for Kindergarten and Primary school children many also suitable for adults.
in English with German alongside
- Important Dance terms Formations & figures
- Music explained
- Dance descriptions
- Dance summary
- Eight dance tracks
- Same eight dance tracks with noises to help with the music appreciation and calling.


Welcome to the Syllable Counting app! Syllable counting promotes literacy development as well as syllable inclusion during speech production tasks. Memory also plays a small part in this task, as the child must internally hold onto the word in their mind while analyzing how many syllables they heard in the target word. Pediatric Speech-Language Pathologist Lynn Carahaly, M.A., CCC-SLP, developed this Syllable Counting app.
The Syllable Counting app includes over 250 colorful and engaging picture cards: one syllable words with consonant blends, two syllable words, three syllable words, and four syllable words. The child hears a target word and must determine the number of syllables in the word.
Want more apps to support the literacy and learning development for your child? Check out these other great apps developed by Lynn Carahaly, M.A., CCC-SLP to facilitate phonological awareness, auditory processing, and literacy development: Auditory Word Discrimination, Auditory Blending, Sound Matching, Auditory Rhyming, Target Sound Identification, and Auditory Figure Ground.
Bug fixes and updates for iOS 11
Ratings and Reviews
Not worth the $$
The functionality of this app is very limited... It just gives you a picture, the word and numbers at the bottom for your kid to guess the numbers of syllabus... That is not worth $30.... I want my money back!... Don't waste your money with this app or any other overpriced app from this company!!!
This is an excellent app for working on counting syllables. I have used it with a couple of the kids I work with and so far they have all done really well with it. One of my kids did well just looking at the picture, one needed to look at the picture and the word and one needed to use tokens as an extra visual to count out the syllables. Most importantly they were all very attentive to this app and I think they will do very well as we continue to use this app. In each session we looked at roughly 15-20 picture cards and I think we maybe saw one 4 syllable word. How many are in the app? I wish more would show up quicker so that I don't have to skip ahead to find some. I like that the app is very easy to use and even my kids picked up quickly on how to use it and asked if they could move to the next picture or push the button to hear the word again. For the price of the app, I think it would be nice if the app kept data that you could see at the end of the session. It could show a basic percentage or how many correct on the first, second or third try. Not a deal breaker just a suggestion. Also, I think it would be great if, when looking at the written word, you could tap each syllable and it would glow blue or something. It would be a great visual cue to add to an already great app. Overall, I highly recommend this app and I appreciate your hard work putting out great apps that really help a lot of children.
Effective + Easy
Great purpose built speech app. Real pics make a real difference.
With Family Sharing set up, up to six family members can use this app.


Difference Between Primary Schools and Pre Schools
People are often ignorant about the difference between primary schools and preschools and deny their child of valuable lessons learned through preschool that could change lives.
Difference Between Primary Schools and Pre Schools are as follows:
- Children who are too young to go to school attend preschools.
- They serve as the foundation for academic learning.
- It assists the child to grasp phonics and reading skills.
- Interaction with other children.
- Assists in developing social skills of a child.
- Prepare a child for the primary education.
- Generally, includes Reading and Language Arts, Basics of Math, Social Studies, Science, Health, Physical Education, Art, Music and Environmental Education.
Primary school denotes the first three or four years of schooling where the child learns basics of all subjects.
Provides a curriculum for well-rounded learning.
- Develop language and numeracy skills.
- Helps in nurturing sound values and good habits.
- Prepare the students for secondary education.
- Subjects covered are based on a range of disciplines.
- It generates various opportunities to access the library, etc
- Generally, includes Language, Mathematics, Social studies, Physical Education, Health, and Science.
In this article, you learned the main difference between primary schools and preschools.
If you like it then donât forget to share it with your friends. ð


Above are a selection of games, some old, some new, which have provided countless hours of pleasure for people all over the world. For each of them there are strategies for playing the game to beat your opponent. Click on one of the pictures above to find out more about the games. It is only when you start playing the games that the strategies become evident.
One excellent game suitable for pupils of a wide range of ages is called Remainder Race. It is very effective as an alternative method of practising basic numeracy skills but it also lends itself to strategy development.
This game is an adaption of The Royal Game of UR which gets its name from two game boards which were found in tombs in Iraq by Sir Leonard Wooley, who was carrying out excavations in the ancient city of Ur in the 1920s. The two boards date from before 2600 BC.
A Babylonian tablet written in the ancient cuneiform language describing the game was discovered by Irving Finkel, a curator at the British Museum in London. The tablet dates from 177-176 BC.
The game board and the instructions on the Babylonian tablet are displayed in this cabinet in gallery 56 of the museum.
There are a couple of other board games derived from the Royal Game of Ur on display at the British Museum in London. Here is an ivory senet board with a drawer for storing the glazed gaming pieces.
The photograph below shows another variation of the game. The British Museum describe the item as follows: Ivory gaming box, 1250â1050 BC. This ivory gaming box was used to play a game similar to the Egyptian 'Game of Twenty Squares'. Board games on Cyprus were enjoyed by all classes, and crossed cultural boundaries. The box was buried with a wealthy inhabitant of a major trading and manufacturing town near Enkomi in eastern Cyprus. The carving style is a mix of Canaanite, Egyptian and Aegean motifs, showing the cosmopolitan nature of Cypriot society at this time.
Transum's Remainder Race differs from The Royal Game of UR in a number of important ways. Determining the number of squares to be moved as being the remainder of a division calculation is specifically included as a required skill for this educational activity. Although the game board is the same shape as the ancient version, requiring the exact number to finish the game is not a feature of this version.
You might also be interested in our Maths Games.
Another item on display at the British Museum is this black-figured amphora (storage-jar) showing Ajax and Achilles playing a game resembling backgammon. The jar is Greek and made in Athens around 520 BC.
Games were popular with Egyptian kings around 3000 BC. First Dynasty kings were buried at Abydos with everything needed to make their huge tombs luxurious palaces for eternity. This limestone board, carved in the shape of a coiled serpent, was for playing mehen, the snake game. Two teams, with up to six players, raced marbles around the snake from tail to head and back again. From a tomb painting, we know the game also involved ivory figurines of lions. Many were found with retainers buried near the king, and might mark their owners as favoured gaming partners. Playing mehen was not merely entertainment: victory at the game symbolised success in the afterlife.
Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for those learning Mathematics anywhere in the world. Click here to enter your comments.


Our curriculum is guided by the National Early Years Learning Framework (EYLF) as well as many other Early Childhood teaching theories and curriculum perspectives. All staff contribute to the program as lead by the childrenâs interests.
We have a contemporary and inclusive Jewish Early Learning program interwoven in our curriculum. Topics include Shabbat, Chanukah, Passover, Purim, Tu Bish'vat, Rosh Hashanah, and Sukkot.
We believe that children develop at their own pace and in their own time. This is why we offer daily programs that reflect a calm, relaxed and unrushed environment for growing and learning.
We help children reach their full potential by providing enriching, meaningful and real opportunities for learning and development through emergent educational programs. We promote an environment of mutual respect, school readiness and a love of learning.
We believe that children learn as they explore, discover, make, create and imagine. We value constructive play as a tool for learning through our natural environments.
School Transition and Contemporary Early Learning
As your child moves through their early years, the transition to formal schooling is one of their most significant milestones. Preparing your child for the transition to school and their future doesnât just happen in the year before school, it happens from the day they are born. Through the Apples & Honeyâs contemporary Early Learning Curriculum, we scaffold childrenâs learning through a wide range of experiences that set them up for lifelong learning.
Our educational program encompasses literacy, numeracy, science, art, music and language and has a focus on social and emotional development. Through intentional learning and play, children are guided by their natural interests and curiosities, while being supported by educators who encourage children to make meaningful connections to real world â not by learning through repetition and isolated recognition of numbers and letters. In this way, literacy and numeracy skills are integrated into daily experiences. Literacy skills are encouraged at every opportunity, including alphabet yoga, playing with words and enjoying stories at preschool. Similarly, numeracy learning abounds in daily experiences by modelling mathematics as a meaningful and logical way to understand and relate to materials, for example counting and measuring in cooking.
Our daily program is structured around a combination of informal and formal (structured group time) experiences and interactions. Each day, the educators use both indoor and outdoor environments to provide opportunities for the children to play, learn and explore.
Daily experiences available include construction, reading books, drawing, painting, play dough, puzzles, pretend play, sand play, water play, climbing, balancing, ball games and gardening.
Within our program, children have the opportunity to participate in:
- Sport - provided by Ready Steady Go Kids for an additional cost
- Yoga and meditation
- Music and dance
- Daily cooking
- Excursions and Incursions
Regular opportunities to cook are a highlight of the preschool week, especially on Fridays in preparation for the Jewish festival of Shabbat. The smell of fresh bread baking in the preschool kitchen is a particular delight for both children and teachers.
Music experiences are another highlight of the preschool week as the children come together to learn new songs and get their bodies moving.
Throughout the year, we observe a range of cultural festivals. Jewish festivals take on special significance at Apples & Honey, and we link these celebrations to other cultures and values that can be shared by all. We love celebrating special events such as Chinese New Year, Harmony Day, Motherâs Day and Fatherâs Day. Families are also welcome to share and organise celebrations with the children, including birthdays, and other festivals and traditions.
Each Friday, the children have the opportunity to honour the Jewish festival of Shabbat. Rabbi Nicole from North Shore Temple Emanuel comes to visit, bringing songs and stories. This is a weekly highlight for many of the children.
Preschool days also offer children daily opportunities to collaborate, negotiate, create and play with others. Teachers are always nearby to support children as they learn these essential life skills.
Above all, we ensure the children are continually making steps forward with their learning about themselves, others, and the world, putting them in good stead for life within and beyond preschool.


Clear and Simple Homeschool Music Curriculum
Finding a homescool music appreciation curriculum thatâs easy to use and really teaches a child how to listen to music makes a homeschool momâs life much easier. Plus, it has great information about music dynamics, and composition so you know your child is well-equipped with knowledge or musical arts.
I love listening to classical music. I have since high school. That was not the norm for the small rural community that I grew up in and I donât believe I was ever really given the opportunity to learn the finer points of the genre.
Little Man also loves listening to classical music. In fact, Iâve yet to find a genre that he doesnât like. So when I found out that Mary Prather from Homegrown Learners was writing a music appreciation book for the elementary student I was excited. I think the earlier we can instill a love and understanding for music into our children the better.
I received a copy of this product in exchange for my honest review. All opinions are my own. This post also contains affiliate links which means I receive a small commission for purchases made to external sites.
Homeschool Music Appreciation thatâs Simple to Use
Maryâs curriculum, SQUILT: Music Appreciation Made Simple, even from the first time I glanced through it was so appealing. She has made not only the learning of music simple, but the instructions for the teacher simple as well.
SQUILT, which stands for Super Quiet Un-interrupted Listening Time, is designed to teach the child how to really listen to the music. She gives step by step instructions on how to approach the music by first listening and using their imagination. They begin to feel how the music affects them.
This curriculum has 10 Lessons. Each lesson can be stretched to cover an entire week. The curriculum comes with notebooking pages and as the student progresses through the material they will be recording in their notebook what they are learning.
These notebooking pages not only guides them to remember facts about a piece of music or composer, they also can sketch, draw, doodle or even write about their impressions of the piece. Doing this allows the student the chance to make the work their own, which leads them to remember the details more clearly.
This curriculum comes in pdf format which makes it simple to find every piece of music you will need for your child to progress through the lessons. Mary has included links to specific web pages where the music can be found. She also makes it very clear from the beginning how many and which pages you will need to print for your childâs notebooking journal.
Volume 1, covers the Baroque period. Mary gives your student detailed information about that period as well as the composers of the era. She includes a listing of the instruments used in the baroque period and a link which will help your student to learn even more about the era.
As your child travels on this musical journey, Mary walks them through a learning adventure which allows them to begin to understand rhythm, mood, and the dynamics of a piece of music, all the while using their imagination to make the piece come to life in their own minds.
You can see that this author, Mary Prather, is passionate about music. With an undergrad degree in Music Education and a Masters in Education, she also is a homeschool mom, she wrote this curriculum from the perspective of a homeschooling parent. She took into consideration the needs of moms who have little to no musical background and gave them a simple tool to teach and inspire their children with.
Hereâs the SQUILT Music Appreciation Facts
- There are several options to choose from, each focusing on something different.
- Volume 1 â Baroque â $16
- Volume 2 â Classical â $16
- Volume 3 â Romantic $16
- Volume 4 â Modern â $16
- Musical Era â Bundle â $56
- Spotlight â Bach â $12
- Spotlight â Dvorack â $12
- Spotlight â Handel â $12
- Spotlight â Mozart- $12
- Meet the Instruments â Exploring the Orchestra â $12
- Carols Vol. 1 & Vol. 2 â $12 ea.
- The Nutcracker Unit Study â $10
- Prices are super affordable!
- Order any of the SQUILT: Music Appreciation Made Simple for an immediate download link. Start using it in your school right away.
Because stretching the homeschool dollar often keeps families from exploring the arts this resource is a must for every homeschooling parent because of itâs ease of use, excellence of structure and function, and especially because of itâs affordability.
Have you given SQUILT a try? Tell me about your experience.
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In these section participants, instruments tools used to conduct the study, date collection procedures and data analysis will be discussed in detail. Your students who have difficulty levels. But to process can provide. Liao states that the success of cooperative learning in promoting student reading comprehension can attribute to the cognitive processes of cooperative learning. Research Methodology This study investigated the effects of cooperative learning activities on improving reading skill.
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ERIC Number: EJ522246
Record Type: CIJE
Publication Date: 1995
Reference Count: N/A
Making Music Big for Little Folks.
Teaching Music, v3 n2 p38-39,62 Oct 1995
Encourages incorporating music activities into early childhood education. The many benefits of early exposure to music include increased physical coordination and motor skills, advances in listening, vocabulary building, and aesthetic enjoyment. Includes a list of selected resources. (MJP)
Descriptors: Class Activities, Early Childhood Education, Extracurricular Activities, Motor Development, Movement Education, Music Activities, Music Appreciation, Music Education, Music Teachers, Music Techniques, Perceptual Motor Coordination, Singing, Special Needs Students, Student Motivation, Teaching Methods, Teaching Styles
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Journal availability: Music Educators Natl. Conference, 1806 Robert Fulton Dr., Reston, VA 22091-4348.


The biography of Andreas Achenbach (1815 - 1910)
Andreas Achenbach (September 29, 1815 - April 1, 1910) was a German landscape painter Born at Cassel and died in DÃ¼sseldorf. His brother Oswald was also a painter.
Achenbach began his art education in 1827 at the DÃ¼sseldorf Academy of Painting. He studied at St Petersburg, and then travelled extensively in Holland, Scandinavia, and Italy, where he produced many water-colours.
In his early work he followed the pseudo-idealism of the German romantic school, but on removing to Munich in 1835, he turned his talent into new channels. He is a master of technique, and is important as a pioneer of the German realist school. His paintings of the North Sea coasts of Europe had considerable influence in Germany, and he came to be regarded as the father of 19th-c German landscape painting.
A number of his finest works are to be found at the Berlin National Gallery, the New Pinakothek in Munich, and the galleries at Dresden, Darmstadt, Cologne, DÃ¼sseldorf, Leipzig and Hamburg.


Learning to write is very hard. It takes a lot of time and effort to master because it requires people to think conceptually, to interpret rather than just learn and recall a list of facts and put complex ideas into words. Writing requires us to do all that, plus think about spelling, grammar, arrangement and cohesion â at the same time.
We have produced these books to help young people become empowered writers and great storytellers for the rest of their lives.
Our books help parents and teachers work with young people to learn the foundational skills of writing. They lift students who struggle with writing and assist others to score higher band responses for NAPLAN and Year 12 examinations.
All of the material in our books is accurate and relevant and matches the current Australian curriculum requirements.
There are loads of illustrations and the language is clear to improve student knowledge and skills and enhance the teaching and learning process.
Our first products to hit stores and online are Essay Writing, Creative Writing and Persuasive Writing.
Creative Writing: Conquering NAPLAN sets out the framework for a solid creative writing piece. Similarly, Persuasive Writing: Conquering NAPLAN lays out the style and structural elements necessary to create an outstanding persuasive text.
Itâs like having an English teacher permanently at home â there are loads of examples and great inspiring ideas.
These books will give your child or students the confidence he or she needs to write interesting and engaging texts.
Our newest title is NSW AOS Discovery Hacks
Just in time for the HSC we have a fantastic, helpful digital book that will help any HSC English student grab more marks in Paper One.
For a thesis statement you can write: A discovery can be confronting or you can write a discovery can be a catalyst for personal transformation which can lead to the development of a renewed perception of self and the world. Which one would get a higher mark?


The University of Oregon has a number of nationally and internationally recognized research projects that make their materials available to the public through online orders.
DIBELS Data System: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a set of standardized, individually administered measures of early literacy development. The DIBELS Data System is a service that allows schools to enter DIBELS scores online to generate automated reports and analyses.
intoCAREERS: The intoCAREERS program at UO develops information and software to assist people in making informed career choices. Their software system delivers high-quality national and local information about occupations, employment, education and training for students and adults.
ORCIS: The Oregon Career Information System (ORCIS) provides occupational information and education for students and adults in Oregon.
roGFP: Redox-sensitive green fluorescent proteins were developed by Dr. James Remington at UO and will soon be available to the research community through Addgene.
SWIS: The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions.
TNT: The TNT package is a complete suite of computer programs for optimizing the fit of macromolecular models to x-ray crystallographic data, developed by Dr. Dale Tronrud at UO.
ZIRC: The Zebrafish International Resource Center (ZIRC) provides zebrafish and zebrafish research tools to the research community.


Fine motor skills relate to hand-eye coordination and control over small muscles, but gross motor skills cover a much broader set of skills. Kids need to develop strong gross motor skills to control their head, torso, arms, and legs. Without gross motor skills, your kids may be unable to walk, run, and balance well. There are lots of ways to work on these skills, including activities that are ideal for kids with ADHD, autism, and other behavioral issues. Read on to find out how to work on gross motor skills this summer.
For kids with social anxiety or other issues, playing with others can benefit from individualized activities. Luckily, the playground is the perfect venue for young kids to work on gross motor skills. Everything from swinging between monkey bars and climbing rope walls develops gross motor skills. Playing with blocks, walking along a balance beam, and riding a bicycle also helps develop coordination between limbs and torso. To slow things down, stack plastic cups or boxes in the backyard. Toys that can be pushed or pulled along the sidewalk are also great for gross motor skill development.
Group Games and Sports
If your child is ready to work on interacting with other kids, plan some group activities. For toddlers, games like Duck, Duck, Goose and Tag are a good way to start focusing on gross motor skills. For older kids, playing catch and running relay races combine gross motor skills with cooperation! Other group activities and sports that are great for motor skills include organized basketball, throwing water balloons at a target, and playing with a Frisbee.
Gross motor skills are necessary for kids to develop balance, strength, endurance, and more. Even kids with social anxiety or OCD can find activities during the summer that allow them to work on developing motor skills. As a parent, you may have to try a few different activities before you find one that sticks -- what's important is that you keep moving, not how long it takes you to find a routine that sticks!


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Shell Education Leveled Text-Dependent Question Stems: Social Studies Item # 204094
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Critical thinking and reading comprehension are foundational skills that students will use throughout their entire lives. This teaching resource offers effective strategies that help you guide your students through text and questions that help strengthen these skills.
- Engaging social studies texts help build reading and comprehension skills, while text-dependent questions help students strengthen their analytical and critical thinking skills.
- Texts and questions are provided at 4 different levels to suit the needs of your classroom.
|age recommendation||Child years|
|grade||kindergarten; 1st grade; 2nd grade; 3rd grade; 4th grade; 5th grade; 6th grade; 7th grade; 8th grade; 9th grade; 10th grade; 11th grade; 12th grade|
|number of pages||160|
|size||8 1/2" x 11"|
|subject||language arts; reading; social studies; teaching resources|


Visual arts education helps children acquire visual literacy and develops their creative potential in the world of visual representation. Students develop their abilities to symbolize, express and communicate through images as they create personal and media works and appreciate those of classmates and other artists.
Veuillez noter que les contenus sur cette page sont exclusivement en anglais.
Spotlight on the Arts
An annual effervescent art education happening organized by the MAD2 DEEN subcommittee, featuring guest speakers, workshops in all four Arts subjects, a round-table discussion and on the spot art-making. Go to page
Why Our Schools Need the Arts: A New Perspective by Sylwia Bielec Go to page
CSEA - The Canadian Society for Education through Art
The Canadian Society for Education through Art is the national art education association representing art educators within Canada. It is a voluntary association founded in Quebec City in 1955, and is the only Canadian national organization that brings together visual art educators, gallery educators and others with similar interests and concerns. Membership represents all levels of education: elementary, secondary, college/university, ministries of education, art galleries/museums, and community education. Go to site
NAEA - The National Art Education Association
Founded in 1947, the National Art Education Association is the leading professional membership organization exclusively for visual arts educators. Go to site
MEES Program Documents
Quebec Education Program Competencies
Competency 1: To produce individual works in the visual arts
To use personal ideas inspired by the stimulus for creation
To use transforming gestures and elements of visual arts language.
To organize the elements he/she has chosen
To finalize his/her production
To share his/her creative experience
Competency 2: To produce media works in the visual arts
To use creative ideas inspired by a stimulus for creation of media works
To use transforming gestures and elements of visual arts language according to the message and the intended viewer
To organize the elements he/she has chosen, depending on the message and the intended viewer
To finalize his/her media creation
To share his/her experience of media creation
Competency 3: To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates
To examine a work of art, traditional artistic object, media images, personal or media visual arts production for elements of content
To examine a work of art, traditional artistic object or media images for sociocultural references (Cycles Two and Three)
To make connections between what he/she has felt and examined
To make a critical or aesthetic judgment
To share his/her appreciation experience
CHOOSE A SMART CAREER
A poster designed to inspire students to choose various careers in the Arts. Available from you Arts consultant, or download the Tabloid PNG.
30 DAYS OF ART
Take the 30 Days of Art challenge! A great way to inspire everyone to engage with the arts every day.


Competency 3: Ethics
Ethical behavior in professional roles includes conduct congruent with generally accepted
principles and values. This definition includes general leadership ethics, such as honesty,
responsibility, and cultural competency, as well as ethics specific to the MCH population.
MCH leaders will demonstrate a working knowledge of:
- The ethical and legal principles, values, and behaviors (such as beneficence, non-maleficence,
truthfulness, justice, and respect for autonomy) that underlie professional
conduct within community, health care, and public health settings.
- Their professional associationâs code of ethics.
- Institutional review board processes and criteria for ensuring ethical study design and
informed consent as they relate to human subjects research and translation of research
Foundational. At a foundational level, MCH leaders will:
- Identify and address ethical issues in patient care, community-based settings, human
subjects research, and public health theory and practice.
- Describe the ethical implications of health disparities within MCH populations.
- Interact with others to solve problems in an ethical manner.
Advanced. Building on the foundational skills, MCH leaders will:
- Act as catalysts for discussion of ethical dilemmas and issues that affect MCH
- Seek to understand the communityâs cultural values in order to ensure the delivery of
culturally competent and ethical policies, programs, and practices.
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The Aircraft Maintenance Technicianâs primary responsibilities include: inspect and test aircraft systems to ensure they are in proper working order; diagnose malfunctions or other problems in the aircraft or in mechanical components or systems including engines, hydraulic systems, flight control systems and fuel systems, as per technical manuals, drawings or blueprints; disassemble aircraft systems and remove defective components; assemble and/or install replacement parts, components and structures, as per technical manuals, drawings or blueprints; record problems and the action taken to rectify them, maintaining an accurate record of the maintenance history of the aircraft.
Aircraft Maintenance Technicians must have good literacy and numeracy skills. They need to be able to refer to and follow the technical manuals which are written in terse abbreviated language. They must be able to read and interpret technical drawings and blueprints. Problem solving skills are important in handling challenging and complex aircraft system snags. This diagnostic skill also requires sound knowledge of the aircraft systems, aerodynamics, aircraft structures and basic applied mechanics. The technicians must understand the inter-relationship between the components in the aircraft. Much of the technicianâs work is hand work and consequently, manual dexterity and strong manual skills are important. Technicians must be able to use a wide range of hand and power tools. Keyboarding skills are also important as more and more of the aircraft records are computerized.
There exists a diversity of training and working environments available to Aircraft Maintenance Technicians, i.e., general aviation, large air transport carriers, rotary operations and, military aviation.
Consequently, this standard identifies the full range of tasks which an Aircraft Maintenance Technician could be exposed to and expected to perform.
To qualify for certification with CCAA, the applicant must possess the necessary knowledge and skills and have acquired a minimum of forty-eight (48) months in the occupation. The tasks in the logbook were made as generic as possible to accommodate the largest amount of work environments and equipment/tools but do not necessarily cover all tasks performed by individuals.
CCAA will apply credit for completion of a CCAA accredited Aircraft Maintenance Technician course as part of the minimum forty-eight (48) months, on a month to month basis.
AME technicians holding a current M1/M2 licence are exempt from completing the CCAA logbook but must send a copy of their Transport Canada licence with their application.
Tasks Common to Most Aircraft Maintenance Technicians
(note that sub-tasks for each task are not shown below)
Block A â Safety
Task 1 â Demonstrates Safe Working Practices and Techniques
Block B â Air Regulations and Documentation
Task 2 â Complies with Air Regulations
Task 3 â Completes Aircraft Maintenance Documentation
Block C â Aircraft Servicing and Operations
Task 4 â Services Aircraft
Task 5 â Services Oxygen System
Task 6 â Services Aircraft Tires and Wheels and/or Skids and/or Floats and/or Skis
Task 7 â Checks Aircraft Primary Batteries
Task 8 â Fuels and Defuels Aircraft
Task 9 â Performs User Maintenance and Operates Ground Support Equipment
Task 10 â Performs Other Related Aircraft Ground Servicing Operations
Block D â Power Plant
Task 11 â Maintains Engines (Reciprocating and Gas Turbine)
Task 12 â Maintains Engine Fuel Systems and Components
Task 13 â Maintains Engine Anti-Ice System and Components
Task 14 â Maintains Engine Ignition Systems and Components
Task 15 â Maintains Engine Fire Extinguishing Systems and Components
Task 16 â Maintains Exhaust Systems and Components
Task 17 â Maintains Engine Oil Systems and Components
Task 18 â Maintains Engine Indicating Systems
Block E â Propellers
Task 19 â Maintains Propellers
Block F â Aircraft Structures
Task 20 â Maintains Airframe Structures
Block G â Rotorcraft
Task 21 â Maintains Rotorcraft
Block H â Aircraft Systems
Task 22 â Maintains Landing Gear Systems and Components
Task 23 â Maintains Airframe Fuel Systems and Components
Task 24 â Maintains Hydraulic and High Pressure Pneumatic Systems and components
Task 25 â Maintains Low Pressure Pneumatic Systems and Components
Task 26 â Maintains Flight Control Systems and Components
Task 27 â Maintains Cabin Environment Systems and their Related Components
Task 28 â Maintains Ice and Rain Protection Systems and their Related Components
Task 29 â Maintains Fire Protection and/or Detection Systems and Related Components
Task 30 â Maintains Doors, Interiors and Emergency Equipment
Block I â Electrical and Avionic Systems
Task 31 â Maintains Electrical and Avionic Systems
Block J â Unscheduled Inspections
Task 32 â Performs Unscheduled Inspections


Juel and Roper/Schneider. Reading Research Quarterly 18:
'The selection of text used very early in first grade may, at least in part, determine the strategies and cues children learn to use, and persist in using, in subsequent word identification.... In particular, emphasis on a phonics method seems to make little sense if children are given initial texts to read where the words do not follow regular letter-sound correspondence generalizations. Results of the current study suggest that the types of words which appear in beginning reading texts may well exert a more powerful influence in shaping childrenâs word identification strategies than the method of reading instruction'â
IFERI committee member Gordon Askew:
Predictable text is another way of saying 'easy to guess'. Such books obviously do provide early success and resultant confidence. Unfortunately for some children (and perhaps especially for their teachers) it is a false confidence. There will quickly come a stage when guessing is far less easy and far less reliable. If they haven't by that stage established a better strategy...
http://www.spelfabet.com.au/2015/08/pre ... ive-texts/
Video: Alison Clarke illustrates why predictable or repetitive texts are harmful for beginning readers.
Hereâs Jenny Chew on the RRF message board. She helps with one-to-one reading at her local primary school.
''The trouble is that âsound it outâ often doesnât work, given the mismatch between the books RR [Reading Recovery] children are given to read and the state of their phonic knowledge. Iâve helped voluntarily in an infant school which doesnât have RR but uses Book Bands, and weak Y1 readers have often been issued with books full of words that they canât possibly read. Iâve always taken along my own stock of decodable books, and I get the children to try these once Iâve dutifully helped them through their non-decodables. At first they tend to resort to their usual strategies, but when they realise that these are books where sounding out really works, they often get the bit between their teeth. Itâs not all plain sailing, however â I can move them on to the next level of decodables when I see them the following week, but in the meantime they will have been issued with several more non-decodables which will have made them revert to their non-decoding mindset''.
Decodable Words Versus Predictable Text
by Dr. Patrick Groff
This method's foremost presumption is that the time it takes for novice readers to recognize written words via phonics instruction could be shortened significantly. It was held that if nonreaders were repetitively shown whole written words, until they were recognized as "sight" words, this would speed up their overall acquisition of reading ability. Sight words are ones children recognize rapidly, without sounding-out their letters.
It now is well-established experimentally that the look-say methodology has fatal flaws. Children taught in this manner somehow are able to remember the identities of a relatively small number of words. However, they soon suffer an overload on their memory systems, and begin guessing wildly at the names of words in sentences. Consequently, pupils' ability to accurately comprehend what they have read is badly affected.
Phonics and Book Bands: article from the RRF newsletter. 2002.
http://www.rrf.org.uk/archive.php?n_ID= ... eNumber=48
Prof. Daniel Willingham discusses readabilty formulas for leveling books.
http://www.realcleareducation.com/artic ... p8.twitter
Rose Report 2006. para 82.
(A)s they learn to master the alphabetic code, children should be given reading material that is well within their reach in the form of 'decodable books'... Using such books as part of the phonic programme does not preclude other reading. Indeed it can be shown that such books help children develop confidence and an appetite for reading more widely.
Controlled text for independent reading makes a tremendous difference. We should only ask children to decode what we have already taught them. Introducing complexity at an early stage can lead to faulty reading strategies that take a concerted effort to correct.


PDF (Acrobat) Document File
Be sure that you have an application to open this file type before downloading and/or purchasing.
These beginning blend word lists were created for phonics instruction during a word recognition lesson plan. The word lists are systematic and sequential. The first 6 days introduce a new l blend (example- day 1: bl, day 2: cl, etc.). The 7th day reviews all l blends taught. This will also be the same for r and s beginning blends. There are 24 days of beginning blend word lists in this resource. All word lists have real and nonsense words (each list has 20 words). The patterns of the words are CCVC or CCVCC.
I have personally used these beginning blend word lists in my small reading groups. My students were able to apply their decoding skills to develop fluency in reading beginning blend words with short vowels. These word lists are an excellent phonics resource, which can be used to individualize your intervention reading groups. They are a great resource for students to reference for additional reading support. Each page contains 3 of the same daily word lists. This way you can cut the paper into 1/3. I printed mine on cardstock and bound them together with a chicken ring. For bigger groups, I printed each day on different colors of cardstock, so I could easily check to see if all students where on the correct day. Hope you enjoy this product!
This resource includes the following beginning blends:
â¦ review of beginning l blends
â¦ review of beginning r blends
â¦ review of beginning s blends
â¦ review of all beginning blends
This word list follows my Phonics Word Lists: Beginning and Ending Consonant Digraphs. Please check that out.
More resources to follow including: ending blends, silent e, r-controlled vowels, advanced consonants and vowel teams.
If you have any questions or suggestions, please contact me by clicking on the Ask a Question tab in my store.


Research in Brief
In the classroom, students often tune out teachers who talk too much. Likewise, in the museum, too much information about art can cause eyes to glaze over. What follows are 3 guidelines for sharing information while promoting dialogue about art.
Question: How can we use information effectively within dialogues about art?
1. Be informed, yet consider the relevance of the information to the audience. "What an adult finds helpful might not be useful to an 8-year-old."
2. Invite people to look at the art first - not the text label. Encourage them to create their own descriptions about the artwork. For example, viewers might notice that "Piet Mondrian only used blue, red, yellow, black, white, and straight lines in Broadway Boogie Woogie."
3. Weave in information at key moments. For example, with Mondrian's Broadway Boogie Woogie, viewers might notice how the painting looks like an aerial view of a city with roads and small squares that look like moving cars. "This would be a good moment to offer the work's title and to explain Mondrian was inspired by the energy and music of 1940s Manhattan."
Read more about how to share contextual information in the article:
Hubard, O. (2007). Productive Information: Contextual Knowledge in Art Museum Education. Art Education, 60(4), 17-23.


The first step for an international parent is to make sure your child speaks English well. International students coming to study to the UK will need to speak English at an upper-intermediate level. After assessing the approximate level of your child, you can plan the programme for the necessary developing of his/her listening, speaking, reading and writing skills in English. If the current level is intermediate, a child may need 6-12 months of intensive studies. Generally, it is suggested to start 1,5 â 2 years in advance. Ensure your child gets plenty of practice at speaking English, and arrange extra lessons if necessary.
It is recommended to arrange online lessons with native English teachers for your children in order to develop their vocabulary and gain extra general knowledge. Online lessons can provide the same high standard of teaching, but offer greater flexibility. Having lessons with native speakers is the best way to become fluent in English. We can help you arrange the programme of online preparation.
There are also many options for children who wish to study English during the summer. Summer language schools provide opportunities for children to learn and improve their English and experience the very best British boarding schools can offer.
You should also think about the age at which you would like your child to transfer to a UK school. Compulsory school age begins at the start of the term following a childâs fifth birthday. The major goals of primary education are gaining basic literacy and numeracy skills, as well as establishing foundations in science, mathematics and other subjects. At the end of Year 6, aged 11, a child will usually transfer to a secondary school. At the end of Year 11 (aged 16) pupils sit important exams called GCSEs. Pupils may choose to leave school after these exams, or continue to study an A level course to gain entry to university.
Each level of education in the UK has varying entry requirements. Year 7 (age 11+), Year 9 (age 13+) and Year 12(16+) are the usual entry points, although places may sometimes be available in Year 8 (age 12+) and Year 10 (age 14+). Many students start boarding in Year 7 (age 11+) or Year 9 (age 13+) .
Once you have considered the points mentioned above, you are ready to discuss your expectations with education experts in order to draw up a shortlist of schools that meet your requirements. There is a boarding school in the UK to suit every child, so choose carefully to ensure that your child enters one that best suits their academic ability, talents, personality, hopes and dreams. The best school for a child is not necessarily the most academic. Do not just choose a school from its position in the league tables. The help of a good school placement specialist, preferably located in the UK and working closely with British schools, is necessary to help you make the right choice. Such a specialist will work with you to ensure your child is suitably prepared for the schools you choose. We can arrange a tour of the schools, which is an opportunity for you to see the school and its surroundings. It is wise to apply to your chosen school as early as possible, since some may have waiting lists.
Getting into the best schools isnât easy. These establishments have rigorous admissions procedures designed to select pupils on the basis of their character as well as their academic ability. Admissions procedures differ greatly from school to school. Generally, students applying for UK school entrance are required to sit exams and attend an interview. The interview may include some academic questions as well as some general discussion of your childâs interests to assess a candidateâs academic and social suitability for life at a British boarding school. Our experts can help your child prepare for an interview by conducting âtrialâ interviews with them. We will also make sure that you are familiar with the schoolâs deadlines for various stages of the application and will help you during the whole process.
Applying to British schools requires a lot of commitment and determination, but getting into a brilliant school will give your child the best possible start in life.
Please contact us for details: firstname.lastname@example.org
Tel. +44 79307 32407
Elena Colquhoun, MSc, PGCE, ACIL,
Director Best Start Education, qualified teacher and examiner


Brief Description of the Site:
Designed for elementary education, this is an interactive (Flash) colorful website with activities, games and quizzes to help children aged 8 to 11 years learn the basics of electric circuitry. The site is visually appealing and encourages children to pursue the various topics on electricity. Sound clips also help to engage students in learning.
How to use the site:
You will need Flash Player 6 or better (available free from www.macromedia.com) to use this site. Upon entering the site, type in the number of participants. A guide appears with Useful info, Games/Activities, a Quiz, and buttons below that include diagrams, help, and a color-coded glossary. Directions, clear diagrams, and simply-defined concepts appear in pop-ups to assist in learning concepts. The site is easy to navigate even for young students.
South Yorkshire, Sheffield, UK


Reach Out and Read
Reach Out and Read works within Gaston County Health Services to provide books for children six months to five years old. Every book, based on age, is given to the child by his or her doctor at each well-child visit. The program is designed to promote early literacy in children and show the importance of parents reading to their children.
Reach Out and Read prepares Americaâs youngest children for success in school by partnering with doctors to prescribe books and encourage families to read together. Doctors and nurses who are trained in Reach Out and Read perform routine health checkups from infancy through five years not only with a stethoscope, but also with a childrenâs book. The book is used as a clinical tool to encourage parents to read aloud, to give them a simple, practical way of spending time and engaging in conversation with their young children.
The first five years of life offer a critical window for learning, with rapid brain development that does not occur at any other time. Many children, especially from low-income families,are not read to from birth. Children who grow up without sufficient exposure to language arrive at school without basic literacy skills, and often struggle with reading in early grades.
Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.
Studies by the American Academy of Pediatrics have uncovered these important facts about early literacy:
- More than 1 in 3 American children start kindergarten without the basic skills they need to learn to read.
- Children who are introduced to reading early on tend to read earlier and excel in school compared to children who are not exposed to language and books at a young age.
- Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent- child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.
Resources for Parents
Summer Books for Preschoolers
Healthy Minds, Healthy Bodies
What Children Like in Books
Home Literacy Environment Checklist
Reading Tips for Your Family
Reading Tips for Your Family (Espanol)
Milestones of Early Literacy Development
Milestones of Early Literacy Development (Espanol)


Cradle to Kindergarten Program
Did you know that lack of access to books and educational material is the single biggest barrier to literacy in the United States? And children of low-income families face even greater barriers.
Studies show that the first 5 years of childrenâs lives are crucial to their overall development and that the experiences children have during their formative years set the stage for learning later in life. In our on-going fight for the education of Lake County children, we're excited about our partnership with Painesville City Schools in support of their Cradle to Kindergarten initiative, designed to help children succeed in school.
The Cradle to Kindergarten program was rolled out in the fall of 2018. It's an early literacy initiative available exclusively for new babies born at Lake Health whose families reside in Painesville. The program provides families enrolled in the program with free books, materials, and support to empower and engage parents in their childâs literacy development. Books and materials are offered in both English and Spanish.
Upon enrollment, families receive a free welcome kit and are contacted by a volunteer from the nearby community who has had training on the importance of early language development. Home visits are scheduled approximately every three months until children enter kindergarten. During home visits, new books are supplied to help families build their home libraries, and to share tips, skills and activities that parents can easily implement with their children according to his or her age and interests.
The hope is to increase kindergarten readiness while building positive, long-lasting relationships with school families before their children even step foot into a kindergarten classroom.
A program application may be accessed by clicking here. It's provided in both English and Spanish.
Questions? Contact Painesville Schools Family Resource Center Site Coordinator Amber Torres via email at firstname.lastname@example.org or by phone at 440-392-5548.