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Studying Music in Malaysia involves the art of combining vocal or instrumental sounds together, including playing instruments, singing or composing to create a harmonious melody for entertainment.
Do you love music? Not just the new bassy song from Martin Garrix, but all genres. From rock to rap and even jazz, you appreciate each and every genre for its identity and authenticity. Do you have a passion for instruments, playing them and working with them to produce the best sound quality possible? If you do, then you may want to consider studying Music in Malaysia.
If language is said to bridge communication gaps, then music is a global connector of people. Some people find freMore details Less
Music Education and Pedagogy
Principles & Theory of Music
Solfeges and Dictation
History of Music & Appreciation (Baroque)
This programme allows you to take courses in music performance, music production, music composition, music theory or taking private lessons on instrumental music.
With so many degree options out there, here are some top reasons why you should study Music:
Playing an instrument not only requires skill and talent but also memorising the song sheet. This means that you’ll be jogging your memory a lot while studying this course.
Studying music will help you improve your language skills. Don’t see how this relates to playing an instrument? Well, music students who constantly read notes are using the left side of the brain which enhances their language and reasoning skills.
Learning music builds teamwork because you don’t just play alone, you’ll also learn how to play in a band like how they do in an orchestra. Believe it or not, playing in a band is so much more difficult than playing on your own because you’ll need to know when to play and when NOT to play so it produces the right melody.
“Music is a higher revelation than all wisdom and philosophy.”
Pass A-Levels with at least DD / DEE (minimum 8 points)
Pass STPM with at least Grade C (CGPA 2.00) in two (2) subjects or equivalent
Tertiary Entrance Rank of 55
Maximum 28 points from 5 subjects (all Grade Bs)
Average of 55%
Pass Matriculation under the Ministry of Education with at least a CGPA of 2.00 or equivalent
Important Note: While being a performer is a more popular career in other countries, you can opt to work at local music centres, theatres, give private music lessons or take part in international competitions.
This course may not be offered at every institution. You can also take up this course as a part-time study.
Whether your strumming a guitar, banging on a set of drums, rocking notes from different octaves on the microphone, or setting up the amplifiers to emit the best quality of sound possible, you have to be good with your hands.
Music is another form of art; an art is a highly subjective topic. Different people will have varying opinions of your work, no matter how good or bad it is. Therefore, you’ll need to be confident enough to display your work to the world and accept whatever reaction they may have.
While possessing natural talent is nice (How many of us have wished we were born with a nice voice?), to make it in the music industry, you’ll need to work harder than you ever have. As many people vie in competitions and auditions, you’ll need to train day and night to sharpen your skills and make it one day.
Private Music Teacher
Do note that all courses should be accredited by the Malaysian Qualifications Agency (MQA). Click here to check if the course you choose is accredited. For a start, here are some of the most popular Music schools in Malaysia.
Shah Alam4 Courses
Petaling Jaya3 Courses
Feb 15, 2016
Aug 28, 2015
Sep 09, 2014


The Teaching Pyramid Model (TPM) was designed as a promotion, prevention, and intervention framework to support the social, emotional, and behavioral development of young children. Successful implementation of the TPM in ELC programs requires staff capacity (e.g., professional development, refresher courses for staff, performance feedback, staff support and family engagement (e.g., providing families with training to teach their children SE skills at home, enhancing parent-staff relationships).
Educational reform will require changing the way we assess for student success. Personalized learning will only become a reality as we transform the way we make meaning of teaching and learning through assessment. This industry partner FreshGrade.com is an educational assessment application for elementary education (Kindergarten - Grade 6) addressing the need for a simple, cloud-based solution to help teachers, students, and parents make sense of learning.
Across the province, students are channeled into academic and applied programs at the start of high school. Students in applied courses are less likely to enjoy school or pass the provincial standards for achievement in both elementary and secondary school (EQAO, 2012). We know little about “who” takes applied courses in Ontario and what opportunities exist for them to transfer into academic streams.
This project will focus on experiential education and how it can be used to enhance the learning processes at Blyth Education. As an introduction to the subject, the report will explore current literature surrounding the topics of ‘Experiential Education’ and ‘Business Education’. The project will then turn its focus to Blyth Education, and identify the various experiential teaching tools it uses in its programs. Particular attention will be paid to the ‘International Business’ trip and the novel approaches it will be using for the first time.
Critical thinking involves the process of using various strategies to work through problems and challenges involving what to believe and how to act (Case & Daniels, 2002). The critical thinking questionnaire (CTM) is a comprehensive measure that assesses the degree to which individuals possess and utilize the five categories of intellectual resources fundamental to critical thinking. The purpose of this project is to work with The Critical Thinking Consortium to collect data and conduct the necessary analyses to determine the reliability and validity of the CTM.
This internship will investigate the role which demographic, familial, individual and school level factors play in students’ pursuit of educational pathways in New Brunswick. Differing educational pathways can be defined as being either typical (e.g. a high academic achieving student pursuing post-secondary education), or atypical (e.g. a high academic achieving student dropping out of high school or completing high school but not pursuing further education). Previous research has shown that academic achievement is the greatest predictor of future educational pathways.
Hybrid vehicle technology is an important and exciting area of research. This internship is with Azure Dynamics, a BC company that designs and manufactures hybrid powertrains for commercial vehicles. The intern’s research will provide a detailed energy storage system model and designs using various batteries, ultracapacitors and their combinations, as well as the computer simulation of various hybrid vehicle power systems using ADVISOR (Advanced VehIcle SimulatOR) and the company’s vehicle simulation software.


COOPERSMITH, Harry. b. Russia, 2 December 1902; d. Santa Barbara, California, 31 December 1975. Coopersmith was a pioneer in the dissemination of Jewish music in America. The hymn tune YISRAEL V'ORAITA (TORAH SONG)*, introduced by Coopersmith, is one of the most widely sung Jewish melodies published in Christian hymnals.
Harry Coopersmith immigrated with his parents, Max Coopersmith (1868? - ?) and Pauline (Liptzen) Coopersmith (1878? - ?) in 1911, and settled in New York, where Harry studied music education at Teachers’ College, Columbia University (BS, 1924; MA, 1933). Coopersmith was music director at the Chicago Bureau of Jewish Education (1926-1940) and the Anshe Emet Synagogue,...
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Analytical skills how to enhance critical thinking skills encourage critical thinking. create a foundation. how to improve your critical thinking how to enhance critical thinking skills skills 1. writing develops critical thinking skills writing improves the thinking process and contributes to the development of critical thinking skills because a thesis statement should include an individual has to clearly state ideas and lay out arguments in such a way as to how to start a graduate school essay cultivate higher order how to enhance critical thinking skills thinking the goal of this continuing education program is to help nurses, dietitians, dietary managers, health educators, laboratory professionals, occupational therapists, what does thesis mean in writing physical therapists, respiratory therapists, and social workers improve homework practice workbook geometry answers their critical thinking and clinical reasoning skills. and the third one, which is related to the other two, is that critical thinking by and large needs to be explicit oct 01, 2015 · critical reading is a crucial skill for anyone seeking in-depth knowledge of a subject or who are aiming essay about new york city to become an expert or thought leader in a certain area. comparing business to how to enhance critical thinking skills business:. writing a research introduction the first step in the. essay writing ideas the mastery of critical thinking is similar to the mastery of many other skills changing the way you consider and process information can help you to improve the structure and clarity of personal essay for college application your arguments and conclusions. here 6th grade math homework help are 10 teaching strategies to enhance higher-order thinking skills in your students. 5 tips to first paragraph of research paper improve your critical thinking – samantha agoos. suspend your. describe critical thinking and how to enhance critical thinking skills clinical reasoning in the context of your practice sample research proposal outline identify characteristics and skills that demonstrate critical thinking use specific strategies how to do research paper to improve your critical thinking and clinical. you might want to 2. try the following games and activities. rowles, dsn, rn nursing faculty spend a considerable amount of their time planning experiences to facilitate student learning. critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a personal hero essay challenge for elementary school teachers.


Mathematics, the key to your future
Whatever career path you are planning to take, mathematics will help you to achieve your goals. From the dosage courses for future nurses to the calculus courses for those students needing a more in-depth math base, the Normandale Math Department had courses to help prepare every student. We advise students to begin their study in math early and to continue studying math so that all career options are available.
Interested in a STEM (science, technology, engineering, mathematics)
The math department will enable you to leave Normandale with a solid math foundation that can be transferred to an 4-year institution. We have courses covering the first two years of calculus, probability and statistics, and the foundations and structures of mathematics and more.
Planning to be an educator
Working with Normandale Education Training Academy (EdTrAc), the math department provides the courses needed for those getting their AA degree in Elementary Education or Special Education at Normandale in collaboration with Mankato State University
Math for All Students
To fulfill the Minnesota State distribution requirements, every student needs to complete a college-level math course. For students that need to take a more basic mathematics course to help them prepare to take a college-level course, the Normandale Math Department offers a full selection of developmental math courses. Normandale is a leader in redesigning the developmental math sequence.


Make a short Video to advocate for music education
Historically, music as a subject of study in Nigeria has existed since 1842, marked by the introduction of mission schools that created an atmosphere for teaching and practice of European music in Nigeria (Adegbite, 2001:77 and Omojola, 1994:534). The current form of music education, however, takes off from the Nigerian National Policy on Education , which states that “the Federal Government, realizing the importance of arts and culture in the development of science and technology, has given Arts and Cultural Education their legitimate right in the nation's educational system from the primary, post-primary and post-secondary institutions with their educational goals clearly stipulated."
Hence, the subject Cultural and Creative Arts, which comprised, arts & crafts, music, and drama was properly enshrined in both the Junior and Senior Secondary Schools’ curriculum by the National Education Research Council . The music curriculum, which is available only at the JSS 1 and 2 levels, focuses on harmony and counterpoint, aural training, history and literature of music, and performance.
In primary schools, teaching of music is limited to nursery rhymes and singing, with only a few private schools teaching the playing of musical instruments. Some organizations such as the Musical Society of Nigeria's School of Music at Onikan, The Ademiluyi Music Foundation at Surulere, Ten Strings Music Academy also at Surulere, Parara Music School at Egbeda and Masha Music Academy at Victoria Island, all in Lagos, teach children how to play musical instruments and prepare them for formal examinations such as the Associated Board of Royal School of Music, Trinity College in Music, and also the MUSON Theory and Practical music examinations. These institutions have children choirs and orchestras that hold seasonal concerts.
There are also scores of private music teachers offering home teaching services in piano, trumpet, saxophone, singing, and the strings. Youths organizations and para-military outfits such as the Boys’ Brigade, the African Lass & Lasses Brigade, the Salvation Army, and the National Civil Defence Corps organize music and band-training workshops for their members.


As there are many aspects of the music education (I mean subjects) in reality each lesson consists of several subjects which we cover regularly…in general some of those subjects are the following:
- Music theory
- Aural training
- Viva voce
- Prima vista (sight reading)
- Aesthetic of the music performed
- General understanding about the nature of the music
- Posture in general and posture on a micro level ( right hand, left hand, thumb, fingers…etc
- Anatomy and mechanics of the sound producing
- Building a repertoire
- Explanation and demonstration of the new material
- Ensemble playing…
- Training on “ How to work on the music given at home” …
In the beginning I don’t explain that to the students (I believe most of the teachers do not either) in order not to frustrate or confuse them.
Of coarse the best case scenario is if the student goes home and follows the teacher’s instructions. As you can see above, there are many things that are done in the class without the student even noticing. Practicing guitar is just one of them and it is to be done at home.
On the other hand, most of the other things should be done with the teacher in the class, especially in the beginning.
For example playing ensemble with your teacher of an old piece that you already know is as important as practicing at home the new work that was given to you last week…
In other words (just don’t get me wrong) it is not a big deal that you didn’t practice a week or two, this happens to every one due to different reasons, if you get my point…
By not attending a lesson you are loosing the opportunity to get trained in the other aspects mentioned above and benefit of meeting the teacher.
By missing a lesson you are in fact breaking your educational process and by all means this affects negatively on your overall progression rate.
And last but not least, each lesson is a chance for the teacher and the student to interact on a musical and intellectual level.
This interaction is as important as the practice at home, meaning that is how the music knowledge is passed on from one generation to another and that is the difference between the classroom situation and individual lessons.
In the classroom the lessons in general are planned in advance and are taught regardless of individual needs. Although up to some level there is an individual approach it is far less than the one in an individual private lesson.
The plan for each private lesson is done on the go and is tailored according to the student’s needs and abilities….which is not an ideal situation from pedagogical point of view, however this is the reality due our hectic lifestyle.


Free Edexcel GCSE History Revision Guides and Notes Here! Exam questions, model answers, past papers & revision notes organised by topic.
Revision Booklet This booklet includes: Personal Learning Checklist Key Individual Tables Content Mind-Maps Timelines Exam-Style Questions & Structures Please note that this is not the only thing you should use to revise – be sure to use notes and sheets from class, in addition to your own research and example papers. Edexcel 9-1 GCSE History; Edexcel International History; Eduqas 9-1 GCSE History; OCR 9-1 GCSE History; OCR B 9-1 GCSE History; WJEC 9-1 GCSE History; KS3 (11-14) KS3 Topic 1; KS3 Topic 2 ; KS3 Topic 3; KS3 Topic 4; KS3 Topic 5; KS3 Topic 6; KS3 Topic 7; Membership; Resources; Login; Menu. Edexcel iGCSE Specifications PDF; Free GCSE History Revision Courses Edexcel History . Free Revision. GCSE History – Medicine Through Time Revision Notes These notes are brought to you by revisegcsehistory.co.uk Page 7 of 17 The Four Humours Theory Medieval doctors believed illness was caused by an imbalance of the four humours. history-britain-in-world-war-one; history-hitlers-foreign-policy; history-league-of-nations; history-the-cold-war-no-pics; history-usa; Best Revision Websites. 1 Back to contents HISTORY GCSE REVISION GUIDE FOR STUDENTS Y11 2014-15 See the specification. GCSE (14-16) AQA 9-1 GCSE History; CIE GCSE History; Edexcel 9-1 GCSE History; Edexcel … 7 Most Popular Free Edexcel History Courses. Get Latest Pearsons/Edexcel 9-1 GCSE History Course Here! Resources For Teachers, Students & Parents.
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The theory developed into a more complex system, based on the position of the stars.
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Our Curriculum is developed based on a thematic approach, integrating all subject areas together under one theme, we use fun-filled methods to introduce new concepts and allow children to learn through exploration of the theme, in line with guidelines to the Refreshed Kindergarten Curriculum Framework (RKCF) provided by the Ministry of Education, Singapore.
It encompasses six learning areas for the early learners – Language and Literacy, Numeracy, Aesthetic and Creativity, Physical, Social Emotional and Environmental Awareness.
Bilingual Thematic Lessons
We provide a bilingual environment of Chinese and English thematic approach to teaching students in a fun and enjoyable way. With clearly defined Learning Activities and Vocabulary Lists, students will be engaged and motivated to learn to speak, read, and write both languages.
Da Little Phonics™
Our unique Da Little Phonics has been refined through the years where each letter has a story to tell.
It will take the Nursery 1 to Kindergarten 2 children on an adventure to learn the skills to read.
From the beginning, children learn to recognize the sounds that each letter makes, then identify the sounds that different combinations of letters make and blend the sounds together to form a word. They learn to decode new word and finally embark on a journey to read on their own.
Da Little Mathematician
Relating mathematics to real-life situations, children from PlayGroup to Kindergarten 2 will be exposed to mathematical concepts in terms of their age appropriate milestones.
The curriculum is planned in a progression pace to prepare the children for Primary 1.
Our framework works alongside the Primary school curriculum to get them ready for school.
Exploration and Discovery Time
Exploration and Discovery Time is developed in line with the Preschool curriculum framework of “Discovery of the World”.
This programme is for Playgroup to Kindergarten 2 children. It involves exploration of the world where the children live in and the scientific concepts that the children will learn in their age-appropriate milestones.
They will learn through hands on experiments and become children who are curious learners to their surroundings.
Looking beyond academic grades, we provide enrichment programmes for toddlers to kindergarten children.
Our enrichment programmes are designed for each stage of a child's development and allows children to build on what they learn from session to session.
It aims to enhance children’s creative experience and aesthetic sense to be more expressive and creative, providing a wonderful platform for furthering their education.
We recognize that children express their ideas through art differently, as such; we develop our curriculum to support children’s learning through our thematic art classes where children make art and enjoy the art of others.
Da Little Arts
Little Doodlers (Playgroup)
Book Explorers (Nursery 1)
Little Crafters (Nursery 2 and Kindergarten 1)
Master Artists (Kindergarten 2)
As children become increasingly aware of the world around them, the focus of their drawing can be directly related to them.
Da Little Arts takes full advantage of children’s fascination of what interest them to explore and expand their artistic abilities beyond the basic level using appropriate drawing techniques in class as children learn to combine shapes and lines to form their pictures from symbolic to representation form.
Other art techniques like constructing textured collages and using interesting apparatus are employed to further complement their ideas.
Our teachers aim to help children to be imaginative in their future art encounters.
Da Little Chef
For all age groups
Spending time experimenting new recipes helps children to develop a positive connection and introduce them to all different types of foods including fruits and vegetables. Children develop fine motor skills, eye hand coordination and early concepts of math and science through the programme and being able to eat their own creations.
Da Little Performers
For all age groups
Da Little Performers promotes physical development and self-confidence through songs, dance and creative movement.
Children learn to use different parts of their body to express themselves, build motor control, body relationships, and directionality.
They learn to pantomime characters from stories and songs. Children's social skills are encouraged by group activities such as learning dance steps or singing songs together. They also experience making simple hand-held props or costumes for their stage play.
Shake and Move
Moving to music are rhythmic activities that promote early brain development.
It helps them to build motor skills while allowing them to practice self-expression.
For all age groups
Children gets exposed to different Holiday Programme here at Da Little Preschool.
A thematic developmental program that allows children to experience a happy and positive one that will in turn inspires a lifelong love of learning.


Music and Performing Arts
All of the Arts, including Music and the Performing Arts, are an essential component of a well-rounded education, giving expression and expansion to concepts and ideas, and also providing joy and creative experiences for children.
The school provides weekly classes in music and integrates all of the arts, including drama and singing, into all aspects of its curriculum. Jewish history and culture is taught mainly through dramatic play in the early grades, and continues with the students learning and performing, and sometimes writing scripts which are later performed for peers.
Music education spans a wide range of topics and activities, including rhythm, music theory, and music history. Students learn to play basic instruments such as recorders, drums, and ukuleles. Song is pervasive, both in our music and Hebrew classes and throughout the school program.


Resources › For Educators Would You Rather An Icebreaker Game for Adults Share Flipboard Email Print Tom Fullum / E Plus / GettyImages For Educators Teaching Teaching Adult Learners An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Deb Peterson Education Expert B.A., English, St. Olaf College Deb Peterson is a writer and a learning and development consultant who has created corporate training programs for firms of all sizes. our editorial process Deb Peterson Updated July 03, 2019 This party game is perfect for use in the classroom, at a seminar or workshop, or any gathering of adults. It's easy and lots of fun. Would you rather be bald or completely hairy? Give your students impossible questions to answer and help them ease into learning together. Why Use Ice Breaker Games? Icebreakers are important tools for teachers of adults. If you're teaching adults, you know they learn differently than children. They come to the classroom with a lot of life experience, some more than others, of course, and some of them bring wisdom, too, depending on their age. When you begin a new class or start a new lesson, an icebreaker game can help your adult students feel more comfortable participating by getting them to laugh, helping them to meet fellow students, and relaxing everyone. Have fun. People engage in learning more quickly when the experience is fun. Starting a session or a lesson plan with an icebreaker can help your adult students focus on whatever you have gathered to learn. Instructions The game takes 30-60 minutes, depending on the size of the group. Break large groups into smaller groups by counting off if you have less time for this exercise. Give the participants a minute to think of a Would You Rathe question. Give some examples. There are published Would You Rather books and game cards available for sale if you have the budget to purchase them, but once you get going, you can easily make questions up yourself. If your group does not seem creative at all, you can always print handouts with question ideas and let your students choose from the list. Introduce yourself and ask the first person your question. Example: My name is Deb, and I want to know if you would rather speak to a large group or hold a snake. After the person answers, he or she should give their name and ask the next person their question. And so on. Save time for laughter and explanations if appropriate! Depending on the purpose of your class or meeting, ask participants to come up with a meaningful or thought-provoking question. If you use this game as an energizer, encourage people to just be silly. Debriefing Is Not Necessary No debriefing is necessary unless you’ve asked the group to come up with questions related to your topic. If so, some of the choices probably inspired some remarkable responses. Choose a few to discuss further or to use as a lead-in to your first lecture or activity. This icebreaker game makes a good warm-up exercise for adult education lesson plans. Would You Rather Ideas If you need some questions to get the game rolling, start with these and see if they inspire others: Would you rather play Monopoly or chess?Would you rather have super hearing or x-ray vision?Would you rather be good at drawing or singing?Would you rather be a cat or a fish?Would you rather be Catwoman or Wonder Woman?Would you rather babysit a couple's child or their dog?Would you rather go one year without TV or without reading books?Would you rather attend a big party or have an intimate dinner with a few friends?Would you rather lose your hearing or lose your sight?Would you rather be able to breathe underwater or fly?


Victorian Curriculum F–10
Access and download the Victorian Curriculum F–10.
The Victorian Curriculum F–10 is used by teachers to:
- understand the curriculum-specific achievement standards and content descriptions they are teaching
- filter by curriculum area or level
- compare learning areas
- access elaborations
- download the curriculum.
Overview includes information about:
- Curriculum Design
- Cross-curriculum Priorities
- Diversity of Learners
- Navigation and Terminology.
Each curriculum includes an introduction incorporating:
- Rationale and Aims
- Learning in
- Scope and Sequence charts
Victorian Curriculum and Assessment Authority F–10 Curriculum section
Access and download curriculum-related resources, sign up for professional learning, and find contact information for curriculum-specific enquiries.
The resources and support pages are used to:
- help teachers plan
- help teachers find teaching resources
- help teachers assess.
Stay informed by subscribing to the VCAA Bulletin and the F–10 Update. Access and register for VCAA’s professional learning opportunities.
Curriculum area resources include:
- curriculum-specific planning, assessment and reporting advice
- links to relevant external resources, curriculum-specific information, and contact information for VCAA’s curriculum managers.
Cross-curriculum resources include:
- Bushfire Education
- Home Economics
- Respectful Relationships
- World Views and Religions.
- Revised F–10 Curriculum Planning and Reporting Guidelines
- Where to Now Guide
- Music Education Guide.
Curriculum Planning Resource
Access resources to support schools to plan and document a comprehensive school-wide teaching and learning program using the Victorian Curriculum F–10.
This websites is used by school leaders to plan teaching and learning activities:
- by school
- by curriculum area
- by year level
- by unit/lesson.
Use the self-assessment tool to review a whole-school curriculum plan.
View examples of whole-school curriculum plans.
Access whole-school planning templates.
Read hints and tips to support school-based decisions and discussions around planning.


Worker Bee Video for Kids
Worker Bee Facts
There are three kinds of bees in a hive: – Queen, Worker and Drone. Worker bees are the most numerous members of the hive. A single hive can have around 4,000 worker bees. Their main task is to collect nectar and pollen and produce honey. They have various other jobs like cleaning, building new combs, taking care of baby bees etc. They use their tongue to suck water, honey and nectar. Average life span of a worker bee is between 4 to 6 weeks. It also depends on the season and the amount of work. The worker bee and queen both are female but only queen lays eggs. An average worker bee weighs around one tenth of a gram.
Fast Facts: –
- Bees are the only insects that produce food that is eaten by human beings.
- A worker bee generally travels up to 6 miles at a speed of 15 mph searching for the pollen and the nectar.
- A bee visits from 50 to 100 flowers during one single trip.
- Honey bees cannot see the colour red similar to other bees.
- They have five eyes. Three simple eyes are located on the top of their head and two compound eyes.
- Only worker bees and queen have stingers, drones do not. They use their stinger only when they are threatened and die immediately afterwards.
- Their brain is about the size of a tiny grain of sugar but they can understand conceptual relationships.
- They have been trained to act as bomb detectors as they can react to minute amounts of chemical found in explosives.
- They get rewarded with sugar water when they sense a particularly explosive compound correctly.
- Worker bees can detect changes in air pressure.
- They use their antenna to smell and can detect nectar two kilometres away.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts about Worker Bee for Kids ." Easy Science for Kids, Oct 2020. Web. 30 Oct 2020. < https://easyscienceforkids.com/worker-bee-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts about Worker Bee for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/worker-bee-video-for-kids/
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For my personal learning network I decided to explore different ways to teach music to make it easier for children to understand, I believe that if students are taught basic music concepts earlier in life, it will not only help them be more successful at music, it will help them in their other classes as well. I explored several avenues, such as using software to teach students basic notes, or using instruments to teach them different pitches. I found several videos on youtube that use acronyms to teach students about notes in the staff, as well as other videos that teach about different pitches and how to sing them. On a website known as Bloglovin' I found articles that use popular nursery rhymes and songs to teach solfege to kids in a way that helps them understand the pitches and how each syllable has a different sound. I also found news articles on a website for music education (NEMC) that demonstrate how teaching music education early can instill values in students that will help them succeed later in their education. Lastly, I found a website for the Music National National Association that lists numerous links to other websites about all aspects of music. It takes you to websites with games to teach basic music concepts in all types of music genres (classical, jazz, etc.). In addition to teaching basic music concepts, this website leads you to other sites, that use interactive games to describe different, and important, composers to give kids a good basis for later music classes. Overall, my personal learning network helps provide me with different sources and websites that will help children understand and master various elements of music, as well as help them be successful in other classes.
I will share reflective essays, and philosophical documents on this page.


August 26th is Women’s Equality Day. However in multiple aspects equality is still far away. For example, there is still a pay gap in Austria, with men earning 18% more than women, causing a rift, which is above the EU average. Also, issues like rape culture1, domestic violence and sexual harassment are still considered taboo.
Inequality is even more prominent internationally. Women and girls still face problems like child marriage, female genital mutilation and lack of support with facing such issues. For example, in some regions of the world only 9 out of 10 girls are aware of periods and have only sparse or no access to hygiene during their periods as Aditi Gupta explains in her TEDx talk. But the Women’s Equality Day is also a day to celebrate women who have broken down walls and smashed the glass ceiling. So here’s a list of five extraordinary women who have been trailblazers on the path to equality.
This Japanese woman is considered to be the first person to write a novel. Lady Murasaki lived around the end of the 10th century, during the Heian period. She was also a poet and a lady-in-waiting. While “The Tale of Genji” has been dismissed by some as a simple romance, the psychological development of the characters shows great literary skill.
Although some people might say she was only the assistant of her brother William, Caroline was an astronomer and professional scientist in her own right. On top of discovering several comets and nebulae, as well as her academic work, she was also a talented singer. Born in 1750, she survived typhus and lived as well as worked, far past the life expectancy of 55 at that time, until 1848. She was also the first woman in the UK who was paid to be a scientist. The Royal Astronomical Society even recognized her work with a Gold Medal.
Anne was born in 1791. When she inherited the family estate and fortune, she became a successful businesswoman and entrepreneur. She broke down the walls of gender norms by dressing in what were considered to be men’s clothes at that time. Anne also defied society’s norms by being open about her relationships with women. She lived together with the wealthy heiress, Ann Walker, whom she would introduce as her wife. Nowadays she is most famous for her diaries, which contain over four million words. The parts about her relationships and feelings for other women are hidden in a highly sophisticated code of Greek and algebra, which she devised herself.
Edmonia is considered to be the first professional African-American and Native American sculptor whose fame and works are still known today. Her art education at Oberlin was cut short by her being accused of poisoning two of her white roommates and stealing art supplies. But she was determined. She continued teaching herself about sculpting and sought apprenticeships. Soon she was able to sell enough pieces to be able to move to Rome, where she supported herself with commissions. There she also networked with other women sculptors, who were dubbed the Marmorean Flock. Edmonia received international attention, especially for her well-renowned “Death of Cleopatra” and her realistic sculptures of Native American people.
While Sylvia is considered to be the person who started the Stonewall Inn Riots in 1969, her name is often omitted, even in recent films about the events. She was the first one to throw objects at the police, starting the riot, which empowered the LGBTQIA+ community and started the tradition of Pride parades around the world. As a trans woman herself, she spoke out about transphobia, as well as the exclusion of trans people’s and people’s of colour issues in the queer community. Together with her fellow activist Marsha P. Johnson, who was also a prominent part of the Stonewall Riots, she founded a homeless shelter for transgender youth.
Photo credit: Cover image by Pixabay


Date of Award
Master of Arts in Education
Professor Sharon Meyerring
Dr. Phyl Burger
blended learning, rotation model, a la carte model, enriched-virtual model
In light of what is known about how children learn and the use of technology in society, blended learning is proving to be an effective teaching strategy to improve student academic achievement. Blended learning is a combination of digital technology with face-to-face direct instruction. The purpose of blended learning instruction is to combine the benefits of face-to-face direct instruction with the personalization and collaboration of digital technology. Blended learning comes in many different models that meet the many needs of teachers and school districts. It has succeeded in improving student academic achievement in different subject areas by allowing students to collaborate with each other along with giving the teacher more time for individual remediation and small group time with students. The unique way that blended learning personalizes instruction and is flexible to all learners and teachers is what makes it successful in achieving higher academic growth in the United States and other countries, as well as low socio-economic regions.
Recommended CitationBecker, J. L. (2020). Blended Learning Showing Gains (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/teacher-education_masters/29
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons, Secondary Education Commons


Engaging tertiary educators in the development of their assessment literacy
Edwards, F. (2020). Engaging tertiary educators in the development of their assessment literacy. Teachers and Curriulum, 20(1), 87–92. https://doi.org/10.15663/tandc.v20i1.345
Permanent Research Commons link: https://hdl.handle.net/10289/13689
Using assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Education Papers


Modules of STEM education
In Germany it is rare for educational content to be coordinated between the different levels of education. As far as STEM subjects are concerned, there is a particular lack of concepts as to how certain topics can be communicated so that they build up on each other in a meaningful way.
In the MINTeinander foundation project, a team of experts made up of academics from the universities of Frankfurt/Main, Gießen, Kassel and Münster are developing teaching materials for daycare centers, elementary schools and secondary schools. They build up on each other like a spiral, thus producing a consistent style of teaching and learning that spans the different levels of education. Children in pre-elementary and elementary school, for example, acquire foundational skills that help them learn more advanced topics in higher grades.
Material on the topics magnetism as well as swim and sink has been distributed to around 75 carefully selected networks comprising approximately 370 schools and daycare centers. In 2020 further material on mechanics will be released.
Picture credit: Uta Wagner


A new research project involving nearly 600 pre-schoolers from Canterbury and Central Otago is aiming to improve Kiwi
kids’ early literacy development.
Developing early literacy skills makes it easer for children to learn to read. Children who enter school with these
skills have an advantage that carries with them throughout their school years and into success and prosperity in adult
The new research project will focus on enhancing the ability of early childhood teachers to build children’s skills in
oral language development, which is a key precursor to successful transition to school and also underpins children’s
social development and resilience, and their ability to connect with others.
The need to improve the way oral language skills are supported in New Zealand early childhood education is a recognised
The Better Start National Science Challenge Successful Learning team, based at the University of Canterbury Child
Well-being Research Institute, have formed a partnership with Kidsfirst Kindergartens to help teachers build children’s
oral language development and self-regulation. Twenty four early childhood centres in Canterbury and three in Central
Otago are taking part, involving 583 children aged 3 and 4 years old. Whānau engagement will be key to help ensure that
strategies used in the early childhood centre environment can also be used at home.
The co-lead investigators for the research project, Professor Gail Gillon and Associate Professor Brigid McNeill,
University of Canterbury, have based the new oral language approach on strong research evidence connecting early
literacy and learning success. The approach, named Words Can POP, focuses on children’s word learning or vocabulary
growth, quality conversations to extend children’s oral language skills, phonological awareness, oral narrative skills,
and print awareness knowledge.
Children’s growth in language, self-regulation and emerging literacy skills will be monitored throughout the project,
which will follow children into their first year of school. The impact of the approach on teacher knowledge and teacher
practice, alongside whānau perception regarding the acceptability and usefulness of the approach, will also be tracked.
It is expected that by enhancing young children’s oral language development in areas critical for literacy success
during the early childhood period that they will experience more successful early literacy experiences once they begin
“A positive early start to literacy for all children is fundamental to reducing current education and health
inequities,” says Professor Gail Gillon.


Resources for Children
Introduce your children to opera at home!
- Metropolitan Opera Guild Education – Resources for at-home learning, including extensive video libraries, illustrated synopses, and more!
- Go Classical for Kids: Design Your Own Opera – This interactive Flash-based site lets kids design every aspect of their own virtual production of Hansel & Gretel, including dancing, costumes, and scenery!
- Jonathan Dove’s The Adventures of Pinocchio – This classic children’s tale comes to life with Dove’s enchanting score, in a full-scale, HD filmed production from Opera North in the UK. (Requires a 30-day free trial to Marquee TV.)
Ages: 8 and up
- BachTrack’s Guide to Music Education Online – This wonderful article helps parents understand the importance and power of continuing children’s musical education during this extended time at home. It includes helpful videos, such as “George Meets The Orchestra,” as well as links to numerous other resources.
Ages: 3 and up
- Pensacola Opera presents Pinocchio – Watch our 2015 performance of Pinocchio below. John Davies’s fun, engaging production of this classic children’s story features music by some of opera’s favorite composers.
Ages: 3 to 12
- Pensacola Opera presents How Andy Found His Voice – Watch our 2015 performance of Caroline Altman’s How Andy Found His Voice below. This special piece follows Andy as he uncovers his voice–both physical and metaphorical.
Ages: 8 to 14
Resources for Adults
Stay sharp with video streams, backstage content, and more!
- OperaLIVE Interview Series – Take a look behind the scenes with Pensacola Opera, as we interview artists, designers, and community members about what opera and the arts mean to them. Hosted by Director of Education Cody Martin, these interactive interviews take place LIVE on our Facebook page every Tuesday at 5:00 PM CDT. For a playlist of all past interviews, click here.
Ages: 14 and up
- Metropolitan Opera Guild Education – Resources for at-home learning, including extensive video libraries, backstage looks, and more!
Marquee TV – Access HD video productions of opera, ballet, and behind the scenes features at Europe’s most prestigious performing arts companies, including the Royal Opera, Opera North, and Opernhaus Zürich. (Requires a free 30-day trial to access.)
Ages: 12 and up
MusicalAmerica’s Guide to Free Streams – This is a comprehensive resource of most of the performing arts organizations offering free streaming products in the upcoming weeks. It includes opera and orchestral performances.
Ages: 8 and up
- OPERA America on YouTube – OPERA America is a national organization that unites and works with virtually every professional opera company in the US. On their YouTube channel, you can find performances, interviews with experts, and more–all for free.
A Special Virtual Performance – Join us for a special, digital recital featuring Pensacola Opera favorites Corey McKern and Sheila Murphy Dunn, as they perform art songs by Poulenc, Vaughan Williams, and more. (video below)


In a previous post, we have discussed the Classification of Organisms. Now might be a good time to learn about some of the common plant families.
Learning the characteristics of common plant families can make identification of specific plants easier, plus gives us a sense of how plants are related. Most of us recognize the most common crop plants grown in fields and gardens, so let's start with those.
Important Note: You would think plant names would be stay the same once they were created, but it turns out that with advances in genetics and efforts to add consistency, many of the names are changing. Keep in mind that all these names could change next week.
- The Carrot Family - Apiaceae
This family used to be called the Umbelliferae. They are still characterized by having flat, clustered flowers called "umbels."
Examples of this family include:
2. The Sunflower Family - Asteraceae
This large plant family used to be called the Compositae. What appear to be single flowers are actually a "composite" or collection of tiny disk and/or ray flowers.
Examples of the sunflower family include:
3. The Bean Family -Fabaceae
Many common food plants belong to this family, including beans, peas, carob, lentils, mesquite, etc. The seeds are contained in pods. The flowers are complex.
4. The Mint Family - Lamiaceae
The members of this family include many common herbs. Most have square (four-sided) stems and many have similar tubular flowers.
This flower structure is from a spearmint plant.
These are the tubular flowers of Mexican oregano.
5. The Lily Family -
Liliaceae Edit: Now Amaryllidaceae
The plants of this family are known to have special swollen structures for storing food, such as bulbs or corms.
6. The Grass Family- Poaceae
Grasses are unique plants because they grow from the base instead of the tips. Many crops are members of this family including rice, corn, wheat and barley.
Grass flowers consist of spikelets.
7. The Rose Family - Rosaceae
The flowers of members of the rose family typically have five petals and five sepals. Many of the different types of fruit we eat come from plants that belong to the rose family.
8. The Nightshade Family - Solanaceae
Our final plant family contains crops such as potatoes, tomatoes, peppers and eggplants. The flower petals are often fused together rather than separate.
tomato flowers (public domain image)
Plant Family Quiz
A. To which plant family does dill belong based on its flower structure?
Want to learn more? Feel free to leave questions in the comments.
To see our complete plant science lessons, either visit the plant science category (newest posts to oldest posts) or the plant science section of our experiment archive page (links to posts in order).
For more activities, try our Gardening/Plant Science for Kids Pinterest board.
- a. Dill belongs to the carrot family, Apiaceae
- b. Sage belongs to the mint family, Lamiaceae
- c. The yellow flowers belong to the sunflower family, Asteraceae


The Suzuki Method
The Suzuki Method is a music education approach developed by the great Japanese humanitarian and educator Dr Shinichi Suzuki (1899-1999).
Suzuki Method is a way of learning music based on the way all children learn to speak, which is listening, repeating, imitating, practising and remembering words. This universal, no-fail educational approach is applied with great success to the learning of music.
Just as ALL children learn to speak in a language-rich environment Suzuki Method believes that a music-rich environment develops musical enjoyment and ability in ALL children. Musical talent is not inborn – it is created with the devoted assistance and encouragement of the child’s parents and teachers.
Our Mission is to nurture happy and successful future world citizens through music, using the guiding principles of the Suzuki Philosophy and Pedagogy.
Suzuki Music SA aims to create and develop a nuturing, vibrant, active and creative community of teachers, students and families for the study and performance of music in accord with the Suzuki Philosophy and Pedagogy. Through the study and performance of music, we seek to enrich student’s lives, enhancing their family relationships, encouraging them to strive for excellence in all areas of life.
Finding a qualified Suzuki Teacher
Our Upcoming Events & Activities
|1st November||Graduation Concert – Concordia College|
|29th November||All Comers Piano Concert – Concordia College TBA|


Part of the series Excel Early Skills - Maths.
Excel Early Skills workbooks are written for children aged 3-6 in preschool and the first year of primary school. The Maths workbooks offer many activities to improve early numeracy skills. By using these books your child will feel confident in a wide range of Maths skills, and will get a head start on primary school learning.
Books In This Series
- Maths Book 1 - Patterns, Sorting and Matching
- Maths Book 2 - Learning Numbers To 5
- Maths Book 3 - First Shapes and Measurement
- Maths Book 4 - Learning Numbers To 10
- Maths Book 5 - Add and Take Away To 10
- Maths Book 6 - Second Shapes and Measurement
- Maths Book 7 - Learning Numbers To 20
- Maths Book 8 - Add and Take Away To 20
- Maths Book 9 - Learning Numbers To 99
- Maths Book 10 - Multiply and Divide
Maths Book 5 - Add and Take Away To 10
Once your child has learned to count up to 10 and can recognise and write numbers 1 to 10, they can take the next step - adding and subtracting.
In this book, children will practise counting and writing numbers 1 to 10, and learn to add and subtract objects up to a total of 10. Using groups of pictures, they will learn how different numbers go together to make a total amount.
In Excel Early Skills - Maths Book 5 Add and Take Away To 10, your child will:
- Revise counting and writing numbers 1 to 10
- Add and subtract objects up to a total of 10
View Sample Pages
Click on the images to view sample pages
Also Available in the Excel Early Skills Series
Excel Early Skills - English
Excel Early Skills - English workbooks provide practice of early literacy skills.
|Product Type||Student Books,|
|Year Level||Early Years, Foundation, Year 1,|
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Yoga teaches children to become more self-aware of their bodies, minds and feelings.
Benefits of Yoga Yoga does more than burn calories and tone muscles. It's a total mind-body workout that combines strengthening and stretching poses with deep breathing and meditation or relaxation. Students of all ages and fitness levels can do the most basic yoga poses and stretches.
The benefits of Yoga in Kids and teens are scientifically proven by several researches made on schools that incorporated Yoga as part of their curriculum or as an After School Programs. And the positive results verify an increase of:
Higher Fitness Scores
Improving Behavior in School
Improving Academic Performance
Awareness of emotions
Motor Skill Development
Collaboration and Cooperation
Establish and Nurture Healthy Relationships
Respect for Different Perspectives and the Greater Community


The purpose of this study is to elucidate features of the Curriculum of “Fushizukuri” Music Education in Furukawa Elementary School, Gifu prefecture. In 1996, “Fushizukuri” was initiated in Furukawa Elementary School as a pilot school program of Gifu prefecture. After the end of the program, this method has been further developed. The “Fushizukuri” curriculum, named “Fushizukuri ipponmichi”, was elaborated on by all the teachers of the school, led by the chief music teacher, Toshihiro Yamazaki, under the educational policy of the head teacher, Ichiro Nakaya. This curriculum is comprised of 30 phases and 102 steps. The music lessons were composed of the “Nihondate” approach: gradual improvement of fundamental musical competency based on “Fushizukuri ipponmichi” and learning music as material. This approach implements two kinds of activities in parallel to a music lesson.
Activity-A: In order to enrich the students’ activities, it derives musical potential from students and teaching of singing, music appreciation and playing instruments.
Activity-B: To systematically teach fundamental competency for engaging in musical activities in step with the development of students. This curriculum is a landmark system aiming at systematic acquisition of music competency while maintaining music appreciation. Listening ability, musical sense and musical memory developed in activity-B enable comparison or analysis and distinguish different tones and kinds of music. Then, music knowledge, musical skills and fundamental musical competency obtained from the learning experience in the “Fushizukuri” is applied into learning by teaching material as activity-A. It enables students to realize and evaluate tone and music. All these lessons were implemented based on the students’ autonomy and cooperation with others. The features of “Fushizukuri” are consideration of autonomy, enhancement of self-esteem and the feeling of fulfi llment. Particularly, they enjoyed improved self-worth/self-efficacy, acceptance of others and self-determination with music. Therefore, “Fushizukuri” is an impressive and meaningful music lesson for students.


Old Town Lijiang Worksheet – FREE Printable Earth Science Worksheets
Old Town Lijiang Worksheet – Download our entertaining FREE printable earth science worksheet.
Our FREE worksheet on the Old Town Lijiang offers you a find the hidden words game along with a find-the-missing words game for your child.
This fun printable Geography worksheet about Old Town Lijiang is FREE to for your classroom kids or for your kids at home!
Our printable activity sheet on Old Town Lijiang is an easy way to keep kids interested and actively engaged while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while your kid is participating in early learning activities.
The FREE Old Town Lijiang printable science worksheet is suitable for kids in Junior school who are in Grades One to Five. However, younger kids in Kindergarten or even Pre-K kids will also easily learn from this fun Old Town Lijiang free worksheet for kids.
Your children will enjoy to learn fun facts all about Old Town Lijiang while playing the word games for kids.
Kids in Grade school from first Grade to Fifth Grade can use our Old Town Lijiang worksheet as a reading comprehension activity.
Kids will learn well and enhance their reading skills since the kids will end up needing to read more than once the Old Town Lijiang fun facts to uncover all the missing words. This free science worksheet isn’t merely a good way t increase your kids science knowledge, but also enhances the brain’s memory and also grows their reading skills.
Younger kids in Pre-K and Kindergarten who cannot yet read and write can benefit from the free fun facts Old Town Lijiang worksheet as a fun listening comprehension activity.
Parents or Teachers can read the fun facts about Old Town Lijiang. Next, they ask the kids to remember what they reckon are the missing words. Additionally, the kid learns to recognize words and find them in the Old Town Lijiang hidden words puzzle.
Parents doing early learning activities with their kids can use our Old Town Lijiang worksheet to awaken their kids in interest in science.
Teachers and private tutors are free to use our FREE Old Town Lijiang worksheet to add to the regular science classes at school and interest children in learning all about Old Town Lijiang. Most beneficial is to utilize our free earth science worksheet for children on Old Town Lijiang along with the free interactive online quiz with score on Old Town Lijiang.
Our Free Science Website offers a wide selection of additional FREE printable fun Geography worksheets for kids and hidden-missing-word search games. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about the Old Town Lijiang? What kind of houses can be found in Old Town Lijiang? Where can the town be found? What has the village experienced over 800 years?
Learn more easy science facts about Old Town Lijiang by downloading our free fun facts about the Old Town Lijiang worksheet for children!
Earth Science FREE Old Town Lijiang Worksheet
Cite This Page
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APA Style Citation
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Recognise the words by means of: Appearance: reader may recognise the word by its shape, length or by an outstanding feature of the word such as the tall “ lls” (as in wall) Association: with a familiar object, person, picture or action. E.g. if a picture of an apple is labelled apple, learners can recognise the word over a period of time, even of the picture of the apple is not present Context : e.g. learners would soon learn to recognise a new word such as “tail” in the context of “the dog wags his tail” Repetition : learn to recognise a word if they have seen it a number of time. Recognise its particular pattern A purely Whole Word approach would not include any phonics instruction. Instead, the focus would be on helping kids to understand how to recognize words in relation to other words, in their context, and as a representation of what the word means. Whole Word approaches always emphasize learning to read through the act of reading. 3.2 The language-experience approach The Language Experience Approach was designed to increase oral language skills and to build an understanding of the need for, and processes involved in, written language (reading and writing). The Language Experience Approach should be seen as part of a reading program with the other part consisting of systematic instruction in phonemic awareness and phonics. Teaching procedures that should be used with the Language Experience Approach: Procedure: Present the topic for discussion. This might be based on a previous field trip, as story that was read to the class, a video, or some other experience shared by the class. Write down the title on large lined chart paper with a marker. Encourage careful observations. 4
Unique number: 753814 Assignment no: 1 Elicit and extend oral language relating to the students' thoughts and observations. Encourage students to listen and respond to their peers' observations. As the discussion occurs write down students' statements on the chart paper, repeating what you write in the process and making note of the speaker's name. Make sure the students attend to this process. Read what you have written. The whole class reads what you have written. Individual readings, using a pointer to indicate the words as the student reads. Follow-up activities. 3.4 Which of these approaches would you prefer to use in your class? Provide reasons for your answer. The whole language approach to reading stresses the importance of children thinking about their thinking or being metacognitive. The whole language approach focuses on children making sense of skills used in reading and writing, as opposed to just memorizing letter sounds and symbols. The whole language approach to reading instruction focuses on children making important connections between reading and real life. It teaches children to memorize words. It stresses the importance of children learning and making sense of their emerging reading and language skills in relation to other words, not by letter-sound use.
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- Fall '19
- Writing, Dyslexia


'I have found Sally Raymond's worksheets ideally suited for use with pupils in need of focussed literacy development materials. They find them varied and accessible with opportunities to include personal interests and topics.
I use them to match specific learning needs to activities which introduce, explain, engage and assess individual targets and skills.'
Julia Smith B.Ed. SpLD APC (Patoss) - dyslexia assessor and tutor
This A4 resource book provides all the materials required to follow structured programmes of learning support for dyslexic pupils. Created by Sally Raymond, an experienced teacher of dyslexic pupils, this resource provides a wide variety of adaptable worksheets with lots of teaching advice and supportive guidance.
- are fully adaptable to meet the needs of different pupils
- support Department of Education recommendations and Ofsted advice and guidance
- encourage cross-curricula support and interventions to promote maximum access to a wide range of topics
- use varied, enjoyable, applications including games, quizzes and novel challenges designed to engage and stimulate thinking and learning
- develop the knowledge and skills of practitioners helping them identify and monitor progress and needs
Also available by Sally Raymond:
Extending Support for Key Stage 2 and 3 Dyslexic Pupils, their Teachers and Support Staff: The Dragonfly Games 978-1-13-877460-5
Spelling Rules, Riddles and Remedies 978-0-415-71000-8
Table of Contents
Introduction; Meeting the needs of dyslexic pupils; Support throughout the curriculum; Processing weaknesses found within the dyslexic profile; Organisation of delivery; The Dragonfly Worksheets.
Sally Raymond DipSpLD(Hornsby), PGDip(SEN) is an experienced dyslexia tutor and trainer living in Cornwall.


At Wales Street Primary School students are encouraged to develop their understanding of the proficiencies in mathematics of reasoning, understanding, fluency and problem solving. These capabilities help students to use mathematics to make informed decisions and solve problems.
Students develop their fluency and understanding of number and algebra, statistics and probability and measurement and geometry through using a range of hands on materials and digital technologies to help them work flexibly with numbers as they progress through their schooling. Teaching staff facilitate “number talks” that allow students to develop their reasoning skills and explain the mathematical strategies they are using to their peers. They are encouraged to recognise there is no one correct way to solve a math problem but that many possible processes can be used to arrive at an answer.
Students practise their problem solving skills by engaging in challenging math tasks that support and encourage students to work in “the zone of discomfort”. In doing so, students learn that deeper learning comes from working through problems both independently and collaboratively with their peers. Students have the opportunity to learn from their peers and teachers by working in both whole class and small group structures.
As students consolidate their knowledge of mathematics they are encouraged to see themselves as “mathematicians”, enabling them to develop an enthusiastic attitude when exploring and learning about mathematics. Through the PYP IB they are facilitated to engage in authentic experiences through the Program of Inquiry that allow them to construct meaning of their knowledge, apply their understanding and transfer this meaning to other areas.
The IB Mathematics curriculum
Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as lifelong learners, with the basis on which further study and research in mathematics and applications in many other fields are built. The Mathematics curriculum aims to ensure that students:
- develop useful mathematical and numeracy skills for everyday life, work and as active and critical citizens in a technological world
- see connections and apply mathematical concepts, skills and processes to pose and solve problems in mathematics and in other disciplines and contexts
- acquire specialist knowledge and skills in mathematics that provide for further study in the discipline
- appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy
Mathletics is a tool that is regularly used by teachers at Wales Street Primary School. Your child can participate in ‘Live Mathletics’ which encourages skill fluency, complete tasks set by the classroom teacher or consolidate their own learning by choosing lessons that they would like to complete.
The Mathletics website also has a fantastic parent blog with suggestions about how you can develop mathematical understandings and skills in every day life.
Tens frames games
These games are designed to help students develop their understanding of 10. There are also links to printable 10’s frames you can use at home.
30+ things to do with a hundreds chart
There are a range of activities here that are great for students who are developing their understanding of numbers to 100.


FREE Interactive Sea Birds Quiz – Fun Quizzes for Kids Online
Enjoy this Easy Science for Kids Sea Birds Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Sea Birds. You need to answer all the questions to be able to get your score. You can do this fun quiz about the Sea Birds again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Sea Birds.
About the Sea Birds Quiz & FREE Online Quizzes
Our general knowledge quiz for kids are a free to use online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Sea Birds quiz helps your kids learn fun facts about Sea Birds while enjoying this FREE science quiz questions for kids.
If your child is home-schooled by you, or is interested in learning about the world we live in, then this is a fun activity, with reading comprehension benefits for 1st – 5th grade kids. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun and free science quiz on Sea Birds.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or restrict the number of times they can read about the quiz topic, before they do the actual science quizzes for kids.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games for kids, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Sea Birds quiz answer they think is correct, and at the end you get the quiz score. Your child can try many times doing the Sea Birds quiz, till he or she gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
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Declan, Tobin. " FREE Interactive Sea Birds Quiz – Fun Quizzes for Kids Online - ." Easy Science for Kids, Oct 2020. Web. 28 Oct 2020. < https://easyscienceforkids.com/free-interactive-sea-birds-quiz-fun-quizzes-for-kids-online/ >.
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Tobin, Declan. (2020). FREE Interactive Sea Birds Quiz – Fun Quizzes for Kids Online -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/free-interactive-sea-birds-quiz-fun-quizzes-for-kids-online/
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Study tunes into musician concerns with hearing loss
Findings from a Western-led study into the biggest concerns faced by musicians with hearing loss should strike a chord with educators and conductors and result in new ways to lead ensembles, researchers explained.
While musical performance would be expected to top their list of concerns, musicians with hearing loss said they struggled most with tuning into the conductor’s instructions during rehearsals, as well as interacting with colleagues during social time.
“We were intrigued to see that was the most prevalent response – they failed to hear the conductor’s instructions and they didn’t feel they could meaningfully participate,” said study co-author Jonathan Vaisberg, who is working towards a combined degree in Audiology and a doctorate in Hearing-aid Research.
The study, A Qualitative Study of the Effects of Hearing Loss and Hearing Aid Use on Music Perception in Performing Musicians, was recently published in the Journal of the American Academy of Audiology.
Researchers studied members of the New Horizons Band, a Western ensemble made up of experienced, but non-professional, instrumentalists. Some study participants were also recruited through the National Centre for Audiology, based at Western.
For the study, researchers interviewed 49 musicians with hearing loss, including detailed interviews with 12 who ranged in age from 55-83 and wore hearing aids.
Band participation requires musical understanding, skills and auditory awareness, the study notes. Hearing loss can make it difficult to listen for a melody line, tune the instrument or tune as a section. Interestingly, Music Education professor Cathy Benedict, a study co-author, explained, being able to hear other sections of instruments, the melody, or even the person playing next to (them) did not emerge as a need.
Instead, some said they didn’t experience any issues in perceiving the music itself – only in hearing the conductor’s instructions during rehearsals.
At the same time, some participants noted hearing aids have limitations that may make music quality, balance, dynamics or fidelity an issue. To address those, some admitted to playing occasionally without their hearing aids, even during concerts.
Benedict, Director of Research at the Don Wright Faculty of Music, said the results have implications for how music instruction takes place and how conductors can shift the power dynamics of an ensemble.
The findings may prompt educators and conductors to become more aware of music participants’ priorities. They may also encourage conductors to adapt their directing style, by taking a more egalitarian approach to leadership, by facing the section they’re speaking to when giving instructions, and by having social gatherings in acoustically friendly environments.
But Benedict says that’s unsurprising, given the dominant role conductors play during rehearsals in many bands. “(We’d ask), ‘Are you worried about tuning up to the person next to you?’ and they’d say, ‘Well, yes, but that’s not my main concern right now.’ “
Vaisberg said the research was limited in that it included only active musicians with hearing loss; it did not survey those who might have been so affected by hearing loss or so disappointed with hearing-aid sound quality that they became frustrated and left the ensemble. Nor did the researchers examine whether professional musicians, for whom performance is not just part of their lives but their livelihood, might have similar priorities if they had hearing loss.
Source: Read Full Article


A great way for grandparents to help their grandchildren to read is to take a look at the website Sightwords.com .
This new website is a comprehensive sequence of teaching activities, techniques, and materials for one of the building blocks of early child literacy, and this collection of resources is designed to help teachers, parents, and caregivers teach a child how to read. They combine the latest literacy research with decades of teaching experience to bring you the best methods of instruction to make teaching easier, more effective, and more fun.
Sight words build speed and fluency when reading. Accuracy, speed, and fluency in reading increase reading comprehension. The sight words are a collection of words that a child should learn to recognize without sounding out the letters. The sight words are both common, frequently-used words and foundational words that a child can use to build a vocabulary. Combining sight words with phonics instruction increases a child’s speed and fluency in reading.
This website includes a detailed curriculum outline to give you an overview of how the individual lessons fit together. It provides detailed instructions and techniques to show you how to teach the material and how to help a child overcome common roadblocks. It also includes free teaching aids, games, and other materials that you can download and use with your lessons.
Ask Granny’s website choice of the week


Playing the drums is both a physical and mental activity. You need to move your whole body, including your hands, arms, legs and core. Playing the drums also works your brain as you keep the beat and a steady rhythm. Preparing to perform as a drummer means getting both your body and brain ready to go.
Taking the time to physically warm up before you sit down at your drum set is an important exercise in getting prepared for a good performance. When you warm up your muscles it brings them up their temperature and increases your blood flow. This will help your body move more easily, which, in turn, helps you keep rhythm.
Physical Warm-Up Exercises for Drummers
1. Shoulder Blade
Shoulder blade squeezes are a great warm up exercise for drummers. To do these, sit or stand with a straight back and squeeze your shoulder blades together. This helps to strengthen your back and open your chest. Start slowly with these and hold for increasingly longer amounts of time.
You will also want to stretch your hands by making a fist. Gripping the fingers tightly and then open them as far as they will go. Do this several times for each hand to strengthen your grip as well as your forearms.
Your shoulders need a lot of flexibility to play the drums. Help warm up your rotator cuffs by holding your arms in front of your with palms facing up. Then roll your shoulders so the palms face in and then out. Begin this rotation slowly and carefully focus on your shoulders.
4. Hips and Legs
Drummers also need flexibility in their hips and legs. Stretching the hip flexors can ensure that your feet and legs are fully engaged in your performance. Sit with the ankle of one leg on the opposite knee and gently press down on the knee of the raised leg. Then switch sides.
You can’t forget about your core. Drummers need strong abs to keep their bodies upright and engaged while playing. Crunches can be a great physical warm-up exercise for drummers.
Mental Warm-Up Exercises for Drummers
1. Practice Your Beat
As an experienced drummer, you probably know the most common drum exercises. You might start on a drum pad just practicing certain beats and rhythms. Start slowly with a particular pattern and keep your body loose. Speed up with the pattern until you feel tension and then back it down again. Running through drum exercises before a performance can help you focus on the task at hand.
Yoga is another part of a drummer’s warm up routine. Gentle yoga and meditation can help focus and clear the mind leading to a better performance. Drummers who use mental warm up exercises can leave other parts of their lives to the side while they are getting ready to perform.
When you join the Bachelor of Arts in Music Education-Instrumental: Brass, Woodwind, Percussion or Strings program at Grand Canyon University you will learn to prepare for all types of performances, including those as a drummer.


Provocations can be such a fun and educational part of the Early Learning Service or pre-school experience. Setting up provocation areas is easy, as long as you’re familiar with the concept and you know what you want to accomplish.
As winter sets in, it’s often not possible to make full use of outdoor spaces at childcare centres. Yet the challenge remains to keep children active whatever the weather. Physical activity is important for children’s cardiovascular fitness, building stronger muscles, motor skill development and maintaining a healthy weight. It’s also fun, develops social skills and promotes good sleep.
Early Education centres, Pre-schools & Kindergartens have a great opportunity to incorporate gardening into their learning processes, to aid child development and give little ones an important sense of accomplishment.
Going to a childcare or early learning centre is often a child’s first experience of being away from their family or carers. This can generate feelings of separation anxiety for the child, which can be distressing for parents and educators as well as the child. STEP4 looks at why separation anxiety occurs and how to manage it.
Easter is a joyful time of year for both children and educators, with its hat parades, egg hunts, chocolate wrappers, egg decorating and all sorts of other creative and engaging activities going on. It’s a great time for crafters but it’s so easy to run out of ideas. That’s why we’re dedicating this blog to Easter craft projects, showing you 5 different ways to express your passion for this wonderful celebration. Get creative with the coolest pre-school craft ever!
A strong sense of individual identity can be encouraged through engaging in activities that stimulate shared identities. Harmony day is an important time for children and educators to embrace the local community and engage in conversations about inclusion, respect & helping others. Thinking about children around the world and the need for us to all work together will ensure a healthy and happy world, and a sense of belonging for everyone.
The National Quality Standard (NQS), Early Years Learning Framework (EYLF) and My Time, Our Place (MTOP) have altered educators’ beliefs about outdoor play spaces in early childhood education and care settings. This includes how these spaces should look, how and when they should be used, the learning that occurs, and how each of these needs to be documented.


The present study analyses elementary school student insights of two school field trips to museums. Students were asked to assess their visit to the Picasso Museum in Barcelona (MPB), where the Visual Thinking Strat egies (VTS) teaching method was applied, and a previous non-VTS visit to another museum. Two items from a student survey were analyzed using quantitative and qualitative content-analysis techniques, in order to determine which aspects were related to positive or negative museum assessments and potential differences between the two visit types. The findings show that a large majority of students positively assessed both museum experiences, with the categories fun, interest, and collection resulting the most salient. Nevertheless, in the MPB students placed importance on the use of VTS and more emphasis on the visit as a learning experience. It is evident that the VTS method made an impression on students, even though some aspects generated controversy among the participants.
Keywords: Heritage education; museum; elementary education; student satisfaction; visual thinking strategies.


Good Shepherd School is dedicated to the development of the whole child. We offer a faith-based curriculum that provides a firm foundation for intellectual, emotional, social and spiritual growth. Our students benefit from 21st-century teaching methods and the progressive use of technology in the classroom. They gain the foundational skills they need to succeed at higher levels of education.
Educating the Whole Child
While focusing on core curriculum areas like reading, writing, math, social studies, science and physical education, Good Shepherd School also offers religion, art, music, foreign language, technology, and a science, technology, engineering and math (STEM) enrichment program.
Kindergarten can set the tone for your child’s future school years, so we pride ourselves on making it a positive experience. Since every child has different needs, Good Shepherd School offers a kindergarten program that includes large-group, small-group and self-directed learning activities. With a strong values-centered curriculum, our kindergarten program allows for extended study of academic subjects, plus time for social interaction, outdoor play, field trips, dramatic play, cooking and relaxation.
Grades 1 – 4
We want each student to reach his or her fullest potential, and we aim to provide a positive atmosphere in which students develop a sense of self-worth and a love of learning. Teaching strategies we employ include cooperative learning, team teaching, and large-group, small-group and individual instruction. These methods accommodate the individual needs of students and enhance their learning. Teachers of these grades work together to offer a continuous curriculum that enables students to build on their knowledge each year.
Grades 5 – 6
The fifth and sixth grades at Good Shepherd School follow a middle school philosophy, which promotes individual talents and uniqueness. This philosophy centers on the development of responsibility and leadership in preparation for junior high. Individual student needs are met through a homeroom base, which encourages positive relationships between classmates and the teacher. We help students hone their computing skills to prepare them for the future.
All students at Good Shepherd receive extra science, technology, engineering, and math (STEM) enrichment once a week in a program offered at our school by Curious Minds LLC. Students gain hands-on learning experiences to help them actively engage in grade-level content through 21st-century, inquiry-based learning.
Computer literacy is a vital part of any child’s education. Our students receive formal instruction in our computer lab twice each week and use technology regularly in their classrooms:
- Kindergarten – Grade 2: A 2:1 ratio of students to iPad tablets used to support language and math development.
- Grades 3-4: Access to iPads, and a 2:1 ratio of students to MacBook Pro laptop computers for students to start composing and sharing papers, spreadsheets and PowerPoint projects.
- Grades 5-6: A 1:1 ratio of students to MacBook Air laptops, so kids can share their work, research and develop ideas, and collaborate on larger projects.
- Upper grades: Opportunities to learn coding and video editing in class and in after-school camps and programs.
Students use Google Apps, and Apple and Microsoft software, preparing them for future PC or Mac environments.


EEF Blog: We live on a spinning Earth, so why don’t we see or feel it moving?
Think about it for a moment. How would you go about answering this? Most adults would guess that our planet rotates so slowly we just don’t notice it. But in reality the Earth rotates at 700mph – faster than the cruising speed of a jumbo jet.
One Year 5 pupil responded to this question by saying: “if everything is moving all the time, like all the trees and houses, you don’t feel anything different from anything else.”
That, in a nutshell, is relativity! You need to be able to see something that isn’t moving or is moving at a different speed in order to be aware of your own motion. Everything we see moves with us.
Questions like this and the thought processes they provoke are an integral part of Thinking, Doing, Talking Science, a creative approach to teaching science in primary schools that we have funded, trialled and evaluated in 42 primary schools across the UK.
Over a year, the programme provides five professional development sessions to two teachers from each school. The training sessions help the teachers to deliver lessons that include creative investigations and class discussions that develop their pupils’ higher order thinking.
The independent evaluation of our trial, published on the EEF website today, found that this approach improved pupils’ science scores by as much as an additional term over a school year. Their attitudes towards lessons were better too with half of pupils reporting they found science lessons interesting, compared with 37% of pupils who were not involved in the intervention.
It’s likely that Thinking, Doing, Talking Science is even more effective for disadvantaged children. At a cost of just £26 per pupil, this will be welcome news for teachers and school leaders looking for resourceful ways to spend their pupil premium funding.
We’ve published nine more reports today, the results of trials we have funded and evaluated. These include the results of Improving Numeracy and Literacy, another intervention centred on effective teaching. This programme of teacher training and teaching materials is accompanied by a series of computer games designed to help engage the pupils with their learning.
It focuses on promoting children’s mathematical reasoning and our evaluation found it to have a positive impact on primary pupils’ numeracy skills, with their attainment in this area improved by three months. Interestingly, there was an association between greater use of the computer games and greater impact of the intervention, suggesting the computer games are important.
It’s fantastic when our evaluations produce solid evidence that a particular approach has a positive impact on attainment. It’s especially rewarding when they boost children’s attitudes towards learning too. But the reality of robust educational research is that these results are the exception and not the rule: many evaluations, including some of the ten we’ve published today, produce results that are ‘inconclusive’ or have ‘no impact’.
But whether trials have a positive or negligible effect on attainment, each nugget of evidence we obtain is equally valuable in helping us to better understand how research can inform our approach to teaching and learning.


Paste Music is residence to the world’s largest live-music archive, covering every thing from rock and jazz to hip hop, country and pop. In widespread music and traditional music, the act of composing, which is usually known as songwriting, may involve the creation of a basic outline of the tune, referred to as the lead sheet , which units out the melody , lyrics and chord progression In classical music, the composer sometimes orchestrates his or her own compositions, but in musical theatre and in pop music, songwriters may rent an arranger to do the orchestration.
Individuals aiming to become professional musicians, singers, composers, songwriters, music teachers and practitioners of other music-related professions corresponding to music history professors, sound engineers , and so on research in specialized submit-secondary packages provided by faculties, universities and music conservatories Some establishments that train individuals for careers in music offer coaching in a variety of professions, as is the case with lots of the prime U.S. universities, which provide degrees in music efficiency (including singing and enjoying instruments), music history, music idea, music composition, music education (for individuals aiming to turn into elementary or high school music teachers) and, in some circumstances, conducting.
Whilst a single particular person, removed from social influences, might select to hearken to Artist A, the same particular person in real life is going to be launched to artists by means of their pals, both locally or on-line, and can as an alternative find yourself listening to Artists C and K, who may be of the same (and even inferior) high quality however that isn’t the real point.
All cultures embrace a mix of each, and performance might range from improvised solo playing to highly planned and organised performances reminiscent of the trendy classical live performance, non secular processions, classical music festivals or music competitions Chamber music , which is music for a small ensemble with only a few of each kind of instrument, is often seen as more intimate than large symphonic works.
Many forms of music, such as traditional blues and folk music weren’t written down in sheet music ; instead, they were initially preserved within the reminiscence of performers, and the songs were handed down orally , from one musician or singer to another, or aurally, by which a performer learns a tune ” by ear “. When the composer of a track or piece is now not recognized, this music is commonly categorised as “traditional” or as a “people tune”.


Physical activity can help kids cope with stress. It also promotes:
· Healthy growth and development
· Better self-esteem
· Stronger bones, muscles and joints
· Better posture and balance
· A stronger heart
· A healthier weight range
· Social interaction with friends
· Learning new skills while having fun
· Better focus and concentration during school
Ask if they want to be a part of a team or do an individual activity, enroll in a skill based or recreational class or do their activity with a friend or family member.
Parents can provide support and guidance about how to start and how much activity a child needs each day. They need to feel motivated and enjoy their activities. Keeping an activity log can help them chart their progress, while praise and rewards for each small step achieved
can help to keep them motivated.
Millions of children in schools enjoy music each day by singing a song during circle time, learning to play an instrument, or singing a part in a chorus. This month, musicians and music educators celebrate Music in Our Schools Month sponsored by the National Association for Music Education.
Music In Our Schools Month celebrates all the benefits of having quality music education programs in schools and encourages districts to maintain such programs at a time when many face tough budgetary constraints.
Music education supporters advocate the importance of exposing young children to a variety of instruments, choral arrangements, and styles of music to enhance their educational experience and foster their academic, social, and emotional growth.
Early childhood educators have long recognised the importance of creative activities and are passionate about promoting children's creativity. Most early childhood curricula have a strong focus on creative experiences – especially in music, movement and visual arts, because of their acknowledged role in enhancing children's intellectual, social and emotional development.
Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork
We feel that field trips are a very useful method of learning as well as play for our children. We visit Point Pelee, Ojibway Park, Science City, Zoo to You, Mad Science, Fire Safety Amherstburg Splash Pad and Park.
Before and After school busing is available for the following schools:
Lakeshore Discovery School
Pavillon des Jeunes