When we look at the typical scope and sequence used today in the education field, we may wonder how we are going to cover so many subjects in a single day. And if we have more than one student in more than one level, the number of “classes” is multiplied significantly.
There are two principles that if put in place in our homeschooling endeavors will keep us focused and on track:
- Recognize the difference between skill subjects and content subjects.
- Lean heavily on self-education.
The two really work hand in hand. First a few definitions.
- Skill subjects are those areas in which our children need to develop a set of skills to learn anything at all. They are fundamental to learning any subject. They include reading, writing, and thinking.
- Content subjects are those areas in which we use the skills we have developed early in life to learn any subject throughout our life. They include literature, history, and even lower-level science.
- Self-education takes advantage of the skills we have developed to teach ourselves any content subject area. There is also an advantage in having learned the basic skill of being able to teach ourselves new skills throughout life — whether those skills are artistic, musical, or scientific in nature.
Our children will need a basic set of skills to learn any subject. When they are very young, these foundational skills should be our focus. They need to learn to read, to practice and grow proficient at handwriting. During this growing skill period, we can simply read aloud history, geography, and science books to expand their world. But we don’t need to spend time studying something they don’t have the skills to use at this point.
When their basic reading and writing skills are coming along, then they can start using those skills on other content subjects. When their handwriting is perfected they can begin to write sentences, perhaps about a book they just read, or a period of history explored in a read-aloud. They can also begin developing their thinking skills by narrating.
As their basic reading, writing, and thinking skills become even more developed, they can begin to learn to teach themselves other content subjects. Perhaps they have a particular interest in medieval times. As they read, think, and write about medieval times they are learning history far more effectively than they would through a textbook alone. Science can begin to be studied in a more serious manner — when they have the math skills to support it.
The skill subjects will generally need to be learned skill upon skill (handwriting before worrying about writing mechanics). However, the content subjects can be learned in any order.
By developing their skills by using them in real life — real-time learning — children can see the value of the skill.
This is the key to simplifying homeschooling: Practice language skills in the content subjects and not in isolation separately in a language course. Remember that language skills include thinking as well as reading and writing.
A Biblical Home Education by Ruth Beechick
In short, the goal is to provide our children with the skill set they need to learn any subject for themselves. By focusing on what they need when they need it we are providing them with a very effective education that will lead to a lifetime of learning, while at the same time simplifying our tasks as mentors and tutors.
Language Arts the Natural Way
Natural ways to build fundamental skills!
Tips for making it work from an expert.


At the end of the course, students should be able to:
Identify contemporary ideas in visual art education: the concept, scopes and common practices.
Analyze the functions of art criticism in art and design education practices.
Apply the DBAE approach in art and design education.
Review art exhibition as a medium for the presentation of art.
The course will survey some major theory and practices in making visual art education practices by arrangement with specialists in Art Education field such as curriculum, museum art educators, visual art therapy, multimedia, craft education etc. It is intended that students should work at a serious level in a specialist area with the emphasis on the field that they are already familiar so that the work will exhibit a standard level of understanding in each specialized field.


Peter Sculthorpe, String quartet no. 16 / music resource kit by Lorraine Milne.
Australian Works Analysed in this Kit
||String quartet no. 16 (2005) by Peter Sculthorpe|
Peter Sculthorpe: String Quartet No. 16 music resource
kit investigates the creative process of musical composition and
the connection of this work to refugees in Australia's detention
centres. While the kit is particularly suitable for senior
students, it could also be used with young students, specifically
in relation to the broader issue of refugees in detention
becoming the impetus for musical composition.
Topics discussed in the kit include traditional songs or chants as the basis for a composition, characteristic techniques and special effects used by Peter Sculthorpe in his String Quartet No. 16, and extramusical ideas as inspiration for works of music.
The kit includes a music study guide, a full score of the String Quartet No. 16, and a CD containing a recording of the work by the Goldner String Quartet.
Contents note: Teacher's resource kit booklet -- score of String quartet no. 16 -- CD 'String quartets volume 3' performed by the Goldner String Quartet.
Commissioned by the Australian Society for Music Education and Associate Professor Neryl Jeanneret, Melbourne University Graduate School of Education.
ISBN for Teacher's booklet: 978-0-909168-83-4
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This is a cute subtraction worksheet for kindergarteners. You can download, print, or use it online.
This free printable nature scavenger hunt is a great way to spend time outdoors with your kids!
Teach Tally Marks with Sticks, an outdoor math activity for kids
Nature Hunt Bingo
this one’s for me….only for me ;)))))) love it to pieces (esp. the red button on the back ;)
Outlook.com - email@example.com
I would use this activity for a science lesson so that students could use drawing as a way to learn about different leaves and their specific features.
More Place Value Ideas - FREE printable - Example on extending learning beyond an ipad game with the use of FREE printable resource
The Organized Art Teacher: Organizing and Storing Art Projects | Deep Space Sparkle
Balloons, science for kids


Muhammad Ali was one of the greatest boxers of all time. He was born on January 17, 1942, in Louisville, Kentucky. His original name was Cassius Clay as he was named after a white abolitionist Cassius Marcellus Clay. When he was only 12 years old, his bicycle was stolen. A police officer, Joe E. Martin who was also a boxing trainer encouraged him to learn how to fight so that he can stand up to himself. In 1964, Cassius Clay converted and joined the Nation of Islam. It was the time when he changed his name to Muhammad Ali.
Quick Facts: –
- He was the first ever heavyweight fighter who won the crown for three times.
- He made his professional debut with a win over Tunney Hunsaker on October 29, 1960.
- He was banned from boxing for 3 years because he refused to serve in the U.S. Military during the Vietnam War.
- In 1996, he was honored with a great responsibility of lighting the Olympic fire.
- Muhammad Ali’s fight on March 8, 1971, at Madison Square Garden against Joe Frazier is known as ‘Fight of the Century’.
- This fight lasted full 12 rounds. It was his first professional defeat.
- He retired from boxing in 1981 with a 56-5 record.
- Muhammad Ali has various nicknames like the Greatest, the Champ, and the Louisville Lip.
- He was afraid of flying and skipped the 1960 Rome Olympics.
- He died on June 3, 2016, at the age of 74 years after a long battle with Parkinson disease.
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by Munia Ahmed, Principal of EtonHouse Pre-School Vanda
Research continues to prove beyond any doubt that play is vitally important to the healthy development of a child; physical, cognitive, social, emotional and language. More parents and educators are now subscribing to the belief that play is one of the best ways children learn.
Why is play such an important part of children’s development, and how do children learn through play?
Johnson (1993) describes play as both a window of development and opportunity for learning. Play is the natural way in which children learn and connect with, and build an understanding of the world and people around them. Through play, children develop critical thinking, problem solving, creativity, imagination, perseverance and resilience – essential skills for the 21st century.
How does play benefit children’s development in the early years?
1. Socio-Emotional Development
Playful social interaction begins at birth (Bergen, 2002; Bredecamp & Copple, 1997). As children grow older, they engage in pretend play and dramatic play. As children interact with one another, they learn how to cooperate, listen to others, cope with frustration, and empathise with others – all of which are important in the development of self-regulation and social negotiation.
2. Literacy Development
Play and literacy are interrelated. Play is enhanced when children draw from their knowledge and prior experiences with stories and topics they have been exposed to through books and conversation. Pretend play also allows children to develop oral language skills, expand their vocabulary, and explore the function of written language as a means of early literacy.
3. Mathematical development
Play contributes to the development of logical and mathematical thinking. Through hands-on and fun experiences, children participate in problem-solving, discovery and exploration of cause and effect. For example, a child building with blocks is learning both classifying and seriating (arranging items in a sequence).
4. Physical development
Play contributes to children’s fine and gross motor development and body awareness as they actively use their bodies. Learning to use a writing tool, such as a marker, is an example of fine motor development through play. There is a natural progression in small motor development from scribbling to drawing shapes and forming representational pictures. Playing with writing tools help children refine their fine motor skills.
Gross motor development, such as hopping and skipping, develops in a similar fashion. When children learn to hop, they practise hopping on different feet. As they grow up, they integrate hopping skills into many games, such as hopscotch and jump rope games. Using their bodies during play also enables children to feel physically confident, secure, and self-assured (Isenberg & Quisenberry, 2002).
5. Creative development
Play is ideal for supporting children’s creativity and imagination because it offers a risk-free environment. Research supports the notion that play and creative thought are related behaviours because they both rely on children’s ability to use symbols (Johnson, Christie, et al., 1999; Singer & Singer, 1998; Spodek & Saracho, 1998). Creative thought can also be viewed as an aspect of problem solving, which has its roots in play. When young children use their imaginations in play, they are more creative, perform better at school tasks, and develop a problem-solving approach to learning.
Problem-based play programmes optimise development of neural pathway during all period of early childhood.
According to Dr. Fraser Mustard of the Council for Early Development, “problem-based play programmes optimise development of neural pathway during all period of early childhood.” Recent research on neurological development confirms that exploring the world through play, movement, language, and hands-on activities are essential to a healthy childhood.
This article was first published on the EtonHouse Blog.


This series features six-year old Daniel Cook. Well-mannered, inquisitive and intelligent Daniel explores the world around him through his own candid questions. Simple, pure, and honest, this is a series that allows children to view everything from Daniel's perspective, seeing what he sees and learning what he learns.
Each segment is six minutes long and they have been aggregated thematically into 13 half-hour episodes, each with 5 separate segments.
There is a companion interactive website to enhance and further the Daniel Cook experience.
The five 6 minute segments in Environment are:
1) THIS IS DANIEL COOK COMPOSTING - Daniel learns to sort and identify what can go in a composter. Daniel learns about the different insects that work in compost heaps and how to start composting at home.
2) THIS IS DANIEL COOK IN A RAINFOREST - Daniel experiences first hand what it feels like to be in a rainforest when he visits the Science Centre.
3) THIS IS DANIEL COOK LEARNING ABOUT PONDS - Daniel explores a pond and discovers the animals and insects that live there. Daniel learns about snails and turtles before getting to see and touch some animals up close.
4) THIS IS DANIEL COOK LEARNING ABOUT BEE KEEPING - Daniel visits a beehive and learns how bees use flowers to make honey. Daniel assists the beekeeper to open up the hive, take out the panels and watch the honey ooze out.
5) THIS IS DANIEL COOK HIKING - Daniel takes a guided tour through a forest and learns about the different animals and plants that live there.
The other 12 episodes are:
1. My Community - Part 1 - Daniel at the police station, at the fire station, at the market, building a sidewalk, and on a train.
2. My Community - Part 2 - Daniel at a street festival, at the doctor, at the dentist, at the zoo, and with the Earth Rangers.
3. Creating Food - Daniel makes chocolate, ice cream, a pie, cookies, and pizza.
4. Creating Art - Daniel at an art gallery, making plasticine art, painting giraffes, drawing dragons, and making a clay dragon.
5. Performing - Daniel learns about busking, clowning, doing magic, learning yo-yo tricks, and visits the Famous People Players.
6. Animals - Daniel milks a cow, learns about raptors, feeds giraffes, trains puppies, and visits a farm.
7. Science - Daniel makes paper, learns about electricity, visits a science center, learns about dinosaurs, and taking pictures.
9. Language Arts - Daniel creates stories, visits the library, writes poetry, makes a book, and learns about the production of "This is Daniel Cook."
10. Sports - Daniel at a pool, rock climbing, learning Tae Kwon Do, lawn bowling, and skating.
11. Fitness/Movement - Daniel learns gymnastics, does ballet, learns to break dance, tap dance, and exercise.
12. Connecting with Our World - Part I - Daniel learns to bowl, plays the drums, goes horseback riding, canoeing, and flies a plane.
13. Connecting with Our World - Part 2 - Daniel goes on a tall ship, tastes new fruits, visits Medieval Times, learns about Egypt, and makes a gingerbread house.
Grade Level: Pre-K - Grade 2
US Release Date: 2005
Copyright Date: 2004
DVD ISBN: 1-59458-310-2
VHS ISBN: 1-59458-309-9
"As enjoyable as it is educational, This is Daniel Cook: Creating--Food is an excellent addition to public library children's DVD collections, whether by itself or along with the rest of the captivating This is Daniel Cook series...Also highly recommended is the equally educational thirteen-part documentary series This is Emily Yeung."
The Midwest Book Review
"What a delightful collection! It is a terrific variety of appropriate topics nicely grouped and with distinct parallels to the primary curriculum. Besides the value for children, I think the positive modeling of channeling the energy, focusing the interest and taking advantage of the curiosity is terrific! There is a lot for parents, caregivers, and teachers to learn from this series."
Sandi Zwaan, Educational Consultant
"[This is Daniel Cook] is a fun, entertaining, and quite interesting set of adventures... These videos are great for pre-K levels. Additionally, kids from fourth grade and under might find them somewhat intriguing. The ideal library niche for this set is a public library or early childhood learning center that might use them for both entertainment and inspiration."
Educational Media Reviews Online


to Find Stories to Tell
If you are among those very
fortunate people whose older relatives handed down a complete
repertoire of family stories, folktales, and more, lucky you –
you can stop reading this article right now.
However, if you are more like me
– a lover of stories who was not raised on an oral diet of
retold folktales, it’s time to visit your public library.
In the mid-1870s Melvil Dewey created a classification system for
organizing the books and catalog of the library at Amherst College.
The Dewey Decimal
System, now used in libraries worldwide, organizes books by subject.
However, this does not mean books of interest to storytellers will
all show up side-by-side on library shelves. Why? Because storytellers
have broad interests and because storytelling is useful in many
Here’s a list to help you browse
the nonfiction section of your public library. Just as
car sales stickers state, “your mileage may vary,” your
library may not have made these exact decisions, so if you aren’t
finding something, ask your librarians.
027.6 In this section are books
about libraries for children, so some storytelling resources may
be found here.
133.1 Ghosts and other hauntings
220 Bibles and Bible Stories
282 My public library shelves
stories about the saints in this section on Roman Catholicism. Your
library may use 922.22, in the collected biographies
290s This is where you will find
information on religions, other than Christianity. You’ll
find Greek and Roman mythology in 292. You’ll
also find the faith stories of many, many religions. (Yes, the Dewey
Decimal system is a bit biased with 201—289
allocated to Christianity and all other religions in the 290s.)
372.642 Books on storytelling
can be found here amidst books about elementary education.
398 Folklore -- If you go nowhere
else, go here. 398.2 for folktales, fairy tales,
and other narratives. 398.6 for riddles. 398.8
for rhymes. 398.9 for proverbs.
649.58 Books on storytelling
can be found here with books on child rearing.
782.1 Opera, including books
with the plots/stories told in operas.
792.8 Ballet, including books
with the plots/stories told in ballets.
808.543 Books on storytelling
can be found here with books on creating speeches.
808.83 Ghost and horror stories.
817 & 818 In my public library,
these sections include such diverse literary offerings as short
stories by Mark Twain and Saki and collections of Appalachian humor
by Billy Edd Wheeler and Loyal Jones.
920s Biographies. Your library
may shelve biographies with other nonfiction books or in a separate
location. Biographies are arranged by the last name of the person
whose life is the subject of the biography. Collected biographies,
biographies containing information about more than one person, are
shelved according to Dewey Decimal number.
Don’t forget to use these same Dewey
Decimal numbers to explore the reference section and the children’s
and young adult sections of your library. Enjoy your library tour.
Good luck with your browsing.
back to top
Mary Hamilton has earned her living telling stories and pondering
how the art of storytelling works since 1983. Learn more about
work at http://www.maryhamilton.info
Hamilton, Professional Storyteller
65 Springhill Road, Frankfort, KY 40601-9211


Presentation on theme: "A role of the family in the media education of the preschool children in Poland: a case study of Lodz Agata Walczak-Niewiadomska Ewelina Makowska University."— Presentation transcript:
A role of the family in the media education of the preschool children in Poland: a case study of Lodz Agata Walczak-Niewiadomska Ewelina Makowska University of Lodz My Media Playground 2nd biannual seminar on media education in childhood, 14.–15.2.2013 Tampere, Finland
Outline Introduction Research Questions & Methodology Results Conclusions
The research conducted in March/April 2012 by Interactive Research Center showed: - 60,5 % Polish children watch TV few hours a day - 95,1 % watch TV almost everyday - only 20% watch TV with parent's accompany Introduction Source: http://wirtualnemedia.pl [21.05.2012]
Research Questions How big is the potential influence on the children media literacy development through parental guidance? How Polish kindergartens support media literacy education among children?
Population in Lodz (in 2011) - 725 055 Density (pop. per km²) - 2472
For more information visit: http://www.allofpolandreadstokids.org/ All of Poland Reads to Kids 97 % of the parents is familiar with the social campaign:
Get familiar with Necio.pl – its a great web page for your children (11,2% of the parents know it).
Conclusions Media culture became a big part of childrens lives in Poland. Children at the age of six and under spend an average of 1 hour daily with screen media, mostly TV. Not only parents, but also kindergarten can shape the understanding of the role of media and technology among children. Most of the kindergartens implement the elements of media education through special classes, mostly for the 5-6-year-olds Closer cooperation between kindergarten and parents is needed.
Promotion. Reading still rocks! Great chance and challenge for the Polish libraries Conclusions
Thank you for attention Contact: awniewiadomska[at]uni.lodz.pl evelina.makowska[at]gmail.com


Top Ten Advocacy Points for Parents
Music Education Advocacy Resources on amazon.com
1. In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems.
– Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.
2. Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills
– Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.
3. A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background.
– Dr. James Catterall, UCLA.
4. A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased.
– “Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998.
5. First-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction.
– K.L. Wolff, The Effects of General Music Education on the Academeic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First-Grade Children, 1992.
6. In a Scottish study, one group of elementary students received musical training, while another other group received an equal amount of discussion skills training. After six (6) months, the students in the music group achieved a significant increase in reading test scores, while the reading test scores of the discussion skills group did not change.
– Sheila Douglas and Peter Willatts, Journal of Research in Reading, 1994.
7. According to a 1991 study, students in schools with arts-focused curriculums reported significantly more positive perceptions about their academic abilities than students in a comparison group.
– Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.
8. Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives.
– “Cassily Column,” TCAMS Professional Resource Center, 2000.
9. In a 1999 Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. These benefits exist across socioeconomic levels.
– The Arts Education Partnership, 1999.
10. College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.
– Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999.


Free Reading is literally a free reading program for students who are learning to read, specifically children in grades K-3rd. This is not an online, interactive program for the student to do alone. Instead, it is is a teacher-driven program full of hands-on activities and detailed lesson plans. The program runs 40 weeks, 5 days per week, with one 30-minute lesson each day.
Here is a description of Free Reading, from the site:
FreeReading is a high-quality, open-source, free reading intervention program addressing literacy development for grades K-3. Schools and teachers everywhere can use the complete, research-based 40-week program for K-1 students, or use the library of lessons to supplement existing curricula in phonological awareness, phonics, vocabulary, comprehension, and writing. The site is also filled with free, downloadable supplemental materials including flashcards, graphical organizers, illustrated readers, decodable texts, audio files, videos and more.
Free Reading follows Florida state standards.
How to Learn More:
The first week of lessons can be viewed, here.
Visit the FAQ page to learn more about the program
How to Get This Freebie: Visit Free Reading, where you can begin right away
Our Facebook community has over 1200 members who love to share advice. Come ask a question or share a tip with us!
Keep up with FreelyEducate tweets (Twitter) here: @freelyeducate


Before we jump into reading comprehension or paragraph writing, let’s scale WAY back. Let’s do a quick refresher on where to begin. There are a few important steps to take before we start increasing the complexity of the literacy tasks we are working on with our students. First, we want to get their attention. We want to get them to table. And by table I mean table, desk, carpet, bean bag, playground – wherever learning is going to occur. We need to make sure they are ready to learn.
There are some essential foundational skills that our kids need to know how to do. They need to know to attend to an adult. They need to know how to imitate, wait, respond to prompts, and changing responses based on feedback. Often times when we see our students struggling with more complex tasks, there can be a deficiency here. So today let’s get back to the basics and look at these attending skills.
It's ALL About that Reinforcer
I’m like a broken record sometimes on here but I can’t help myself. The reinforcer is the root of everything. A reinforcer consists of any item, person, or activity that increases the future likelihood of a certain behavior occurring. This first step of identifying a reinforcer is critical. If you forget it, you may have a hard time teaching that new skill. Once you identify those reinforcers, USE THEM. Every time the child gets a correct answer, engages in a correct response, or displays a new skill – it’s a fiesta in your classroom. The goal is to create the connection: I do this behavior -> something awesome happens. That something awesome is reinforcement!
Pairing yourself as a reinforcer refers to associating yourself with items or activities that the individual finds enjoyable. You should work on establishing yourself as someone that the individual enjoys coming to. In the start of the school year, I am constantly saying, “be a chocolate chip cookie.” Everyone loves a chocolate chip cookie. I’d eat chocolate chip cookies all day if I could. So embrace that. Be that cookie. Check out this post for more information on pairing. And remember pairing is a process. It’s no one-and-done. In the start of the school year, you will likely need to do some pairing again. Some students benefit from use of pairing on a regular basis.
We really want our students to start having shared attention with us. Joint attention is the ability to share a common focus on something (people, objects, a concept, an event, etc.) with someone else. It involves the ability to gain, maintain, and shift attention. When working on any academic task, the student and teacher both share their attention to the same learning material. Joint attention is nothing something that is learned overnight. Begin to assess if your student is struggling with this skill. Practice activities where your student both responds to requests for joint attention and requests joint attention himself.
Sometimes - Be Speedy & Easy
This sometimes goes against our instincts but you may want to try being speedy and easy. Keep your instruction fast paced with previously mastered tasks. Working on unmastered activities that require a lot of prompting may actually decrease attending. The student isn’t required to attend to complete the task because he is being prompted through most of the steps. Amongst all of these fast paced easy tasks, you can also sneak in a slightly tricky task with some success. This concept is called behavioral momentum and is an evidence based practice. If you want to get fancy it means “A sequence of high-probability requests issued immediately prior to a task-related request established a momentum of compliance that increased compliance with task-related demands.”
Latest posts by Sasha Long (see all)
- Using a Rubrics & Visuals for Paragraph Writing Skills - July 20, 2017
- Tips for Teaching Sentence Structure - July 19, 2017
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Martin Fautley, Professor of Education, Victoria Kinsella, Research Fellow in Education (Creativity), Phil Taylor, MA Education and Masters in Teaching and Learning Course Director, Jane O’Connor, Reader in Childhood Studies
The National Foundation for Youth Music has awarded grants to support 10 Exchanging Notes projects across England. Each project (a partnership between a school and specialist music provider) works with young people at risk of low attainment, disengagement, or educational exclusion to see how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes. Researchers in the School of Education are supporting the project over a four-year period through the evaluation of the educational and musical outcomes of these new models.
Aim of research
This project aims to:
- See how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes
- Explore these benefits across a variety of different musical approaches and styles
- Stimulate fresh thinking and support the aspirations set out in the National Plan for Music Education.
Read more here: http://www.bcu.ac.uk/research/stories/exchanging-notes
Name: Dr. Victoria Kinsella
Role at BCU: Research Fellow in the school of Education
- Creativity in Education
- Activity theory
- Teaching and Learning
- Music Education
- Art and Design Education
Research you are currently working on: I am lead and co-researcher on a number of arts and creativity projects:
- Youth Music Exchanging Notes Evaluation
- Koestler Trust Arts Gateway Mentoring Scheme
- One Handed Musical Instrument Teaching Project
- Saatchi Gallery/ Deutsche Bank Art Prize for Schools External Project Evaluation.
- Stringcredibles Evaluation Project.
Research methodologies you are using: The research and evaluation projects consists of a mixed method research design which involves both qualitative and quantitative methods allowing a wide range of data to be collected. This enables the resulting research and evaluation to be as valid and reliable as possible. Engaging in the complex teaching and learning environment requires not just one way of knowing but methods that take into account diversity and difference.
Current issues, thoughts and reflections on education & research: In England, the development of creativity in education is in a state of flux. The omission of the arts from the English Baccalaureate and challenges posed by school assessment and performativity measures can be viewed as indicative of discrimination against creative and cultural forms of intelligence.
Most influential research you have read/seen: Engeström’s (1999) activity theory has been most influential for my research. It provides an ideal framework through which a more holistic view of learning is possible. It accounts for different identities, intelligences, modes of learning, and pedagogical processes.
Engeström, Y. (1999) Activity theory and individual and social transformation. In Engeström, Y. Miettinen, R. & Punamäki R. L. (Eds) Perspectives on activity theory .Cambridge: Cambridge University Press, pp. 19-38.
Advice for new researchers: To talk about your work with your peers. I found casual discussions with colleagues often illuminated something about my work that I had not previously considered. This was most effective whilst drinking coffee!
Mini fact about you: I love going to rock concerts!


The Federal Government has released the results from last year’s test that assessed the skills of new teachers – and it is good news.
The results showed that out of 13,000 teaching students who sat the Federal Government’s new Literacy and Numeracy Test for Initial Teacher Education Students, 95% demonstrated ‘up to scratch’ literacy and numeracy skills.
The figures revealed an average 92.6% pass rate for the literacy component of the test and 91% pass rate for the numeracy component, compared to 92% and 90% in the trials of the Test in 2015.
However, those numbers jump to a 95% pass rate for literacy and 94.2% pass rate for the numeracy component when the data is adjusted for those students who sat the test more than once.
Federal Education Minister, Simon Birmingham, said this was good news for Australian students and their families and “a credit to our new teachers”.
“A pass rate of approximately 95% for overall students shows this test is driving excellence. Those students, who have initially failed, have worked with their university to bring their skills up to scratch,” Birmingham said in a statement.
“While there have been improvements in the numbers of people passing the test, the results also show why the test is necessary to stop under-skilled graduates being able to be registered to teach this and future generations of children.”
Birmingham added that while many different skills and competencies make up a great teacher, “a solid grounding in literacy and numeracy” is essential for all prospective teachers to be able to foster the development of these critical skills in students.
“We know that skilled teachers are essential to lifting student outcomes and this Test helps ensure we have educators in our classrooms with strong levels of literacy and numeracy skills,” he said.
The test was one of the Federal Government’s teacher education reforms designed to boost the quality of graduates.
“Our teacher education changes are designed to improve the quality of teaching courses and align them to the expectations of principals and school leaders, as well as to lift the standards of those courses with the students they accept and graduate,” Birmingham said.
“At a classroom level, we’re also working to implement more than a dozen reforms in schools that focus on outcomes in literacy, numeracy and STEM subjects, ensure the best teaching practices are being used and better preparing our children for life after school.”
Are our trainee teachers up to the task?
How peer observation is improving teacher quality
Don’t skimp on teacher quality – top private school principal


National Achievement Test
The National Achievement Test (NAT) is an examination given annually in March to assess the competency of both public and private school students. The students’ knowledge and skills are tested in the subjects of Mathematics, English, Science, Filipino, and HEKASI for grade school and Mathematics, English, Science, Filipino, and Araling Panlipunan for high school. The test is administered by the Department of Education's National Education Testing and Research Center (NETRC). The results are intended to guide the Department of Education in its efforts towards the improvement of the quality of education in public schools and to provide appropriate intervention for the students. A score of 75% and up indicates mastery of the subject and 50% to less than 75%, near mastery; while a score of below 50% indicates low mastery.
NCEE, NEAT, NSAT
The NAT used to be called the National Elementary Achievement Test (NEAT) for the grade school level and the National Secondary Achievement Test (NSAT) for the high school level. Both NEAT and NSAT were precursors of the National College Entrance Examination (NCEE), an examination administered to gauge the competency of students entering college. The NCEE was abolished in 1994 through Executive Order no. 632 by then education secretary Raul Roco who stated that all high school students should be able to enter college and be given a chance of a better career in the future. It was replaced by NEAT and NSAT.
When the Department of Education Culture and Sports (DECS) was officially converted into the Department of Education (DepEd), NEAT and NSAT were also abolished and replaced by the National Achievement Test. Both the public and private elementary schools take this exam.
Assessment of School Performance
Since school year 2002-2003, the test has been given to grade 3, grade 6, and 2nd year high school students. From 2004 – 2006, the NAT was also given to high school seniors under the direction of Secretary Edilberto De Jesus as a special measure to further aid in the assessment of school performance.
The schools of Eastern Visayas and CARAGA made it to the top 2 for school years 2004-2005 and 2005-2006 while the schools of ARMM, NCR and Western Visayas were in the bottom 3. Science was found to be the subject of lowest competence for both elementary and high school students. There was general deterioration seen in the results from school years 2004 to 2006 but by 2008 an improvement was seen, especially in the subject of science, with the number of students found to have low mastery of each subject consistently decreasing.
Citing an unhealthy competition among schools, the Federation of Association of Private Schools and Administrators (FAPSA) criticizes and lobbies for the abolition of the program. The conduct of the test, according to the group, paves the way for ingenious access to leakage.
Through this exam, the National Education Testing and Research Center — the DepEd’s testing arm — seeks to determine each student’s competency level under the department’s regular and bridge education program. Under the bridge program, parents can have their sixth-grade children undergo one more year of elementary education to hone their skills in English, Filipino, math and science. However, assurances from the Philippine government stated that the exam will not be a basis for public schools to accept incoming high school or college freshmen since the government’s policy is to accept all students at any public school so long as they complete all their requirements at the previous level.
- “Education Office Slates Achievement Test." In SunStar, January 30, 2008.
- "Students’ scores in achievement tests deteriorating; CARAGA and Eastern Visayas rank highest." DepEd.gov.ph
- "Grade 6 Pupils’ National Score Up." In Philippine Daily Inquirer, June 25, 2008.
- "NSCB- 2007 Factsheet." NSCB website


Science for Kids, Science Experiments, Educational Toys, Science Kits,Teacher Supplies, Classroom Supplies
From the Aye-Aye to the Zorilla, this delightful text and richly detailed illustrations introduce not only the alphabet but also the wonders of the mammal world.
What mammal jumps ten feet high to avoid hungry lions? What monkey almost always gives birth to twins? What mammal has a nose so large that it has to be moved out the way just to eat? What mammal has eyes that are bigger than its brain? Jerry Pallotta and Edgar Stewart deliver
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The Piano Pedagogy major in the Bachelor of Music degree develops the student's skill in both playing and teaching piano. The program offers a comprehensive degree program with many opportunities for valuable teaching experiences. Classes prepare future teachers to work with all levels and ages of students in both group and private settings. Areas of study include:
All students desiring to pursue a Bachelor of Music, Bachelor of Music Education, or Bachelor of Arts in Music degree must audition. Music faculty review auditions for acceptance into each music degree program.
Through courses and internships, students take part in the teaching of the Piano Laboratory Program. This program helps elementary-age students from the community receive their first piano lessons. Graduating students have chosen diverse career paths such as operating independent studios and teaching in large music schools, elementary schools and at the college level.
The Bachelor of Music Education degree requires ensemble participation each semester. The Music School offers a variety of ensemble opportunities including Band, Choir, Early Music Ensemble, Handbells, Jazz, Opera Theater, Orchestra and Chamber Music. The School of Music presents more than 300 concerts every year.
For more information: Piano Pedagogy


Scottish Study Finds Phonics Helped Pupils’ Achievement
A study of 300 Scottish primary school pupils suggests that those taught with explicit, systematic phonics—the letters and letter sounds that make up words—learn to read more quickly than their peers who are taught to read through less stringent methods.
The study followed 300 students over seven years. Those who received traditional phonics instruction advanced at least seven months ahead of others in their grade in spelling and word reading. Results were mixed, however, in reading comprehension. While by the 2nd grade the pupils learning sequential phonics performed some seven months above what is expected for their age in reading comprehension, those gains diminished by half by the 3rd grade.
Vol. 24, Issue 27, Page 12


Today we had the pleasure of meeting your child and giving them an opportunity to spend some time in their new classroom. We also had some time to discuss the fun and exciting learning opportunities that they will continue to be involved in as they make the move to Year 6!
Our first learning context in Year 6 is ‘World War 2’ and we will be looking at the events, causes and consequences of World War 2. During the summer holiday we would like your child to do a little research into the topic as this will help with our context work. There are many really useful websites and books to be found! They can present this research in anyway they deem appropriate.
Alongside this, it is very important that your child continues with their reading. After you have read a book, your child can complete a book review or a short summary of something they have read. We really look forward to seeing their efforts!
We really hope that you have a wonderful and enjoyable summer break and can’t wait to hear about your child’s adventures!
See you in September,
Mrs Doyle and Mr Morgan
Welcome to Year 6!
The Year 6 teachers are Mrs Doyle and Mr Morgan.
We also receive extra support from Miss Evered, and are taught every Wednesday afternoon by Mrs Greig and Miss Spriggs.
Success for All
This term we will be reading and interpreting a variety of texts, and producing extended writing as part of our Success for All lessons. We are focusing on Persuasive Language and Non-Chronological reports. Remember, both classes have lots of books for you to borrow and read at home, and you’re welcome to do so whenever you like! Both classes have a Reading Challenge happening to encourage you to read as much as possible. We have a new spelling rule to learn each week so remember your spelling book each Monday.
Maths and Big Maths
In Mathematics it is important to keep practicing our number skills so keep learning those times-tables; as well as fact families, place value and strategies for multiplication, division, addition and subtraction!. Homework is provided most weeks online through Active Learn. We are continuing to work on ‘Big Maths’ so ask your child(ren) what they do on their whiteboards.
This year we have taken on a new maths scheme that the children seem to be really enjoying, with this comes an online world for each child to develop in anyway they wish. Please log on to ‘ActiveLearn’ with your child to access many fun maths activities to continue their learning at home
Our context this term is “What a Wonderful World”. We will be looking at Fairtrade and UNESCO sites. We are focusing on looking after our world and being a Global Citizen. We will be using our Literacy and Numeracy skills to investigate different localities, their cultures and their place in the world. We encourage you to find out as much as you can about Fairtrade, UNESCO and your groups chosen country at home and encourage you to bring in anything you find-no matter how big or small!
In Science our topic will be ‘Electricity and Forces’, we will continue to develop our investigative skills through a range of experiments that encourage scientific thinking. We will be planning a trip to Techniquest to support and extend our learning.
Our P.E. lessons are every Monday afternoon. Please ensure children bring suitable P.E. kit (e.g. jogging bottoms or shorts, t-shirt, jumper and trainers) to change into. Please note, that if it is raining, P.E. lessons still go ahead in the hall. After half term, we will be having rugby coaching from Cardiff Blues and football training from CCFC!
Any queries, please do not hesitate to ask Mr Morgan or Mrs Doyle.
Good luck and welcome back!
Click here for more information.


What is the SAT?
The Scholastic Achievement Test, or SAT, is a three-hour exam that was designed by College Board and is administered by the Educational Testing Service (ETS). The SAT is given nationally 7 times per year.
Most people mean SAT I when they refer to taking the SAT. SAT I is a standardized test that measures intellectual ability through math problem-solving, verbal reasoning and critical reading. It tells students how well they use the skills and knowledge learned so far. Its purpose is to provide standardized criteria so admissions officers at colleges can compare students.
SAT II are subject tests to show mastery of specific subjects, such as English, math, social studies, sciences and languages. Colleges use scores from the subject tests to make admission decisions and to determine students' level of preparedness for college programs. Some students are placed in higher levels of courses if they have high scores on the SAT II.
How is the test designed?
Test developers produce questions, which are reviewed by a committee of high school and college teachers. The questions are designed to test math and verbal reasoning ability regardless of the type of instruction a student has received.
The SAT I is a 7-section, 3-hour exam. Each test has the sections appearing in a slightly different order. There are three verbal sections, three math sections, and one experimental, which is either verbal or math. The experimental section is not graded, and students won't know which section it is.
How is the SAT scored?
There are two scores, one for math and one for verbal. Each are scored on a scale of 200 to 800. The national average for each subject is 500, or 1000 combined. Students should also remember that scores can be canceled by sending a Request to Cancel Test Scores form to ETS, who must receive it no later than the Wednesday after the test.
Want to know more? Read Preparing for the SAT!


Throughout Year 7 and 8 students will complete one project each term. Within each project students will look at the work of others, observational drawing skills, use of imagination, experimentation of materials , development of ideas and a final piece bringing together what they have learnt.
We try to be as varied as possible throughout KS3 through the topics and use of materials to give our students a broad art education.
In Year 7 students will begin the term by looking at themselves and their hobbies and interests through a portraiture project. This gives us an insight into our students so we can get to know them. Students will then look at the work of another culture by looking at symbolism and pattern in our African art project. Students end Year 7 by completing an illustration project that not only focuses on their art and design skills but also their literacy skills as we look at poetry and short stories.
In Year 8 students begin the term by looking at a darker side of art by focusing on their fears in a nightmares project; again enabling us to get to know our students better whilst developing their skills and enquiring minds. Students will then move onto looking at sculpture and healthy eating through Pop Art; students are given the choice about materials they wish to use building on their independent learning. Finally students end Year 8 by building on their observational drawing skills and painting skills through looking at Futurist artists.
We work towards the AQA Art and Design specification at GCSE level. Students will complete 5 projects over their GCSE course up to the December of Year 11. Students will choose at least 2 projects for their portfolio submission for unit 1 which is worth 60% of their GCSE. Throughout each project students will cover the four assessment objectives as set out by AQA which are looking at contextual influences, experimentation of materials, observational skills and realising their intensions. We make each project different through subject matter and use of materials to enable all students to reach their full potential.
Students begin their unit 2 from January in Year 11. Students will pick a starting point given by AQA and will then ensure all assessment objectives are covered in their preparatory work. This work is guided by their teacher but students will be able to choose the direction they want to go in. Unit 2 culminates in a 10 hour exam where all aspects from their preparatory work is brought together in a final piece.
Throughout KS4 students are given support through thorough verbal and written feedback by their teachers, peer assessment, additional support given in art clubs afterschool and at lunchtimes.
We currently study towards the AQA Fine Art specification.
In year 12 students begin their course by completing two skills based projects to build up their observational skills and experimentation. By term 2 students begin their final project based on an open starting point. Students are encouraged to work independently and choose their own direction to make their project as personal and individual as possible. Students will create a portfolio of work based on their projects. Students will be expected to look at the work of others, experiment with materials, draw from observation and realise their intensions. In term 3 they will start the personal investigation which will continue into year 13.
In year 13 the personal investigation is a extended portfolio project with a number of personal outcomes supported by extended writing. On the 1st February in year 13 students will start a externally set project with a 15 hour exam at the end in May. Students will be able to use materials of their choice and will work towards their strengths developed throughout Year 12.
Students are supported additionally through support sessions afterschool and at lunchtimes, holiday support days, verbal and written feedback by their teachers and peer assessment.


Art programs, such as art appreciation, drama, theater and music, have been suffering across the nation for 30 years, as school officials concentrate on the basics of learning. With federal programs, such as No Child Left Behind, even much more concentrate has been placed on basic understanding competencies, which excludes the arts. This also means that any added funding is funneled into these standard mastering programs in order to meet state and federal-set standards. Arts education is a single of the standards that ought to be met by schools within the state of California, but the state does not impose penalties on schools that do not met these particular standards.
A statewide survey by SRI International concluded that of the 1,123 schools surveyed:
89 percent failed to meet state standards for arts education
Almost 1/3 offered no art education coursework that met state standards
61 percent had no full-time arts specialist, with classroom teachers with out sufficient education teaching arts education at the elementary level
Kindergarten by way of 12 enrollment in music classes declined by 37 percent more than a 5-year period, ending final June and
Poor schools have the least access to arts education whereas greater income schools (where parents can afford private lessons) are much more apt to have it.
Chris Funk is the San Jose schools principal of Lincoln High School, a stellar magnet arts school. To get alternative viewpoints, we recommend people check out: loret de mola gomory. He believes that the more San Jose schools students are exposed to the arts the greater they will do in testing inside other coursework.
Research have verified that a powerful arts system can be linked to improvement in every little thing from math skills to truancy. Arts education in elementary and secondary schools produce skilled sculptors, actors, musicians, singers and so several other arts-associated careers. The arts also boost the socialization capabilities of students.
Bill Eriendson, assistant superintendent of the San Jose schools, stated that the level of funding for the arts is inadequate. Final year, the state budgeted $500 million for the arts and physical education nevertheless, this amount was a 1-time deal. The norm is $105 million, which is about $15 per student. Be taught more on loret de mola gomory by browsing our grand web resource. According to Eriendson, the San Jose schools needs about $800,000 to restore just their music programs at the elementary San Jose schools. This figure does not contain the purchase of instruments.
San Jose schools are a good representation of the statewide findings. Besides trying to meet state and federal standards in the basic coursework, the San Jose schools had been hit with Proposition 13 that was passed in 1978, which imposed tax cuts for Californians and drastically decreased funding for arts education. Browse here at the link loret de mola gomory to study the purpose of this view. The arts had been initial cut in the secondary San Jose schools and then in the elementary San Jose schools. By the late 1980s, arts education was all but gone in the San Jose schools.
According to Funk, there at the moment is a waiting list of 225 San Jose schools students. He finds San Jose schools students are drawn to the dance, theater, music and visual arts programs supplied by his school. Without having the assistance of the Lincoln Foundation, which donated $75,000 for this school year, this San Jose schools arts magnet would not exist..


Comets Meteors and Asteroids Worksheet – Free Printable Hidden Words Puzzle
The Comets Meteors and Asteroids Worksheet – Download our fun and interesting FREE printable hidden words puzzle for kids. Our free easy science worksheet has a fun word seek game along with a find the hidden missing hidden words game for kids. You can print and use this free worksheet as often as you like for kids at school or at home.
Our free hidden words puzzle is appropriate for Primary school kids in Grades One to Five and kids in Kindergarten and kids in Pre-K. Children will have fun playing the word search puzzle and learn fun facts about Comets, Meteors and Asteroids through this worksheet.
This free printable worksheet all about Comets, Asteroids and Meteors is a fun and and easy way to gain your kid’s interest and attention during science enrichment classes or homeschooling.
Kids in Elementary school from 1st Grade to 5th Grade can use this free hidden words puzzle game as a reading comprehension game. Your children will learn well about Comets, Meteors and Asteroids and remember what they read, due to the fact your children will most likely need to read more than once the facts about Comets, Meteors and Asteroids to find what the missing words are.
This exercise will improve your kids skills to remember facts they read as well as improve their reading comprehension skills.
Preschoolers and Kindergarten kids who haven’t learned to read can use this fun facts about comets meteors and asteroids worksheet as a fun listening comprehension game.
Parents and Educators can read to the kids the fun facts about Comets, Meteors and Asteroids and then ask the kids to recall what the missing words are.
Educators can also play the hidden words game with the kids and help them find the missing words in the words puzzle.
Parents can use this fun science worksheet about Comets Meteors and Asteroids to develop their kids interest in science and spend quality fun time educating their kids about Comets, Meteors and Asteroids.
Comets, meteors and asteroids come in different sizes and shapes. They can cause damage when they land on houses or cars. Comets are mostly made of ice. They are very old. When a Comet travels too close to the Sun, some of the ice melts and turns into a gas. What are Meteors and Asteroids made of?
Learn more about these outer space rocks by downloading the fun facts about Comets, Meteors and Asteroids worksheet!
Free Comets Meteors and Asteroids Worksheet
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UniversalGiving recognizes the importance of educating children worldwide. This post is by UG team member, Sarah Kenkel, who is an educator herself.
The world had its arms race, space race, and now we’re in the education race. As an English educator for nine years in the USA, South Korea, and Turkey, I have seen a wide variety of tactics and methods used to increase literacy amongst students and they all share a focus on results.
In education as in philanthropy, the people you serve must come first and you must cater your service to best suit their needs. Data collection to show your accomplishments and progress must not overtake the basic principle that the people come first. However, in this education race, as a country, we have reversed that basic structure. Test scores and reading levels are now placed as priority and the student-centered focus suffers because of it. Many students don’t read a chapter book with a teacher’s guidance as part of their curriculum until high school, because smaller, leveled readers or sections of books hit the vocabulary, grammar, and reading comprehension strategies in less time and fewer pages. Two weeks ago I taught kindergarteners the geometric terms ‘rhombus’ and ‘trapezoid’ because they are their key vocabulary terms for that week. Trapezoid…in kindergarten – and our English language learners are supposed to catch up to that. The USA has gone from a curriculum focused on quality to one of quantity.
National educational standards and the adoption of statewide curriculums by more and more districts forces them to compete in this education race. Teachers are doing a phenomenal job with the standards they have been given. It is not that the standards are too high; it is that the education offered is not meeting the needs of the local student population it serves. Not that long ago in the USA, the educated teachers and administrators of districts created their own curriculums that were specifically catered to the needs of their community. Urban districts generally do not need the Agricultural Education classes, yet the rural ones do. District choice in curriculum still exists to an extent; however, the allocation of funds towards areas that meet national standards has created budget cuts and therefore taken away much local decision-making and spending power.
So, who is doing it right? Finland. Finland is doing the exact opposite of the Western world in education and they are succeeding in vastly greater strides.
So, we just copy the Finnish system, right? Per the USA’s work week, high cost and sometimes low availability in childcare, it would be difficult to implement all areas of their plan. However, we can copy, or return to the USA’s original model which was created from the bottom-up and student centered – just as we do in grassroots-initiated philanthropy.


Submitted by Janet Thomson
The Learning Gains Through Play project's ultimate outcome is that "learners are equipped with foundational skills and attitudes for future academic success". The targeted skills are visual literacy skills including emotional literacy, English oral communication skills, numeracy skills, gross-motor skills and fine-motor skills. The attitudes of motivation to learn, enjoyment of learning and confidence in learning are also sought but the focus throughout is on the use of play. The purpose of sharing this learning brief is to outline the difference between the gamification design elements of the project as opposed to the focus of the project on learning through play and to explain how the two concepts have complemented each other in this Learning Gains through Play project which has equipped ten primary schools with the Xbox Kinect and 20 android tablets. This brief is intended to provide some insight into a renewed enthusiasm displayed by teachers as well as the way in which some teachers are starting to adapt their teaching strategies.
Read the full report on our website here


Kindergarten has truly changed over the years, evolving into a program that focuses on strong academic, social, and emotional skills that young learners will need to succeed in school and in the future.
The best kindergarten programs balance high academic expectations with “brain breaks” that encourage the development of creativity. Parents have come to expect and love the Deer Valley kindergarten program that focuses on nurturing the youngest learners.
“I absolutely love the healthy, nurturing, and fun learning environment in the kindergarten program. By the end of the year, my daughter not only knew how to read well, but she now enjoys reading. She is excelling in Math. It was so amazing to watch my daughter’s progress and know that she was excited about school and learning,” said parent Amy Kearney.
One of the ways that Deer Valley Unified School District (DVUSD) balances learning is by providing specials, including art, music, and PE classes every day for kindergarten students at all of the DVUSD K-6 and K-8 schools to enhance overall learning, growth, creativity, and physical development.
“My child participated in specials each day, and these classes are beneficial and important for all students. These classes can be emotionally therapeutic for students and allow them to recharge to get through their academic day. They promote creativity and allow our children to use their imagination to create while building skills. They open the door for lifelong appreciation of the arts and for maintaining a healthy lifestyle through exercise,” said another kindergarten parent, Diesta Kiesling.
Several studies have shown that these types of classes increase achievement in literacy and mathematics, including a 2006 Solomon R. Guggenheim Museum study on art education, which showed a link between arts education and improved literacy skills.
Another way that kindergarten has changed is the increase in communication from school to home. “We were continuously informed about upcoming lessons, progress that was made with reading, homework expectations, and friendly reminders that helped us stay organized at home, said Kearney.
“I love the consistent and open communication regarding academic, developmental, and behavioral progress of my child,” added Kiesling. “In addition, I believe full-day kindergarten improves overall success by providing the time needed to learn the skills necessary to move onto first grade.”
Deer Valley Unified School District has offered free full-day kindergarten since 2014 and this is the second year that special classes are offered every day. For more information about the kindergarten program including registration forms, visit www.dvusd.org/kindergarten.


The emphasis at Acorns is on the all round development of the child through group and individual teaching in an atmosphere of happiness and mutual respect. The staff to child ratio is excellent and ensures a secure environment and individual attention for the children where each child has the opportunity to reach their full potential whilst having enormous fun.
The areas of learning and development
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
- communication and language;
- physical development; and
- personal, social and emotional development.
We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
- understanding the world; and
- expressive arts and design.
These are explained in more detail below:
• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Meeting the children’s needs
We ensure that the children have a wide range of opportunities to develop in all of the areas of learning, we understand that children learn in different ways; these are called the characteristics of effective learning and we plan activities which allow them to learn in their own chosen way.
Unless a child has a high sense of wellbeing and involvement, the opportunities to learn and flourish are restricted. We monitor how “at home” they feel in the environment and how involved they are in their play to ensure that their learning can progress. Children’s progress is recorded regularly, allowing us to identify any issues. Parents are offered regular opportunities to discuss their child’s progress and we have an open door policy.
When our children leave our setting, we ensure that the transition is as smooth as possible whether they are moving onto primary school or to another setting. We have close links with Helmdon Primary School and plan transition programs carefully. We also liaise with other schools and settings where appropriate.


On the outside, Erin Shank looked every bit the fit athlete.
The 17-year-old runner took pride in the muscles and toned look she gained from track and cross-country training.
Inside, however, she had the bones of a 60-year-old woman.
When doctors treated Shank for stress fractures--five in all--they found she had osteoporosis, or brittle bones. The condition is common in women past menopause but rare in teens.
Asking more questions, they found that Shank fit the profile of a syndrome called female athlete triad, a combination of health conditions that can leave a woman with permanent bone loss and, some doctors believe, fertility problems.
The triad describes three distinct but interrelated conditions: eating problems, a suspended menstrual cycle known as amenorrhea and bone loss.
It starts with eating or the lack of eating.
Many women athletes are obsessed with losing weight. By burning more energy than they take in over a long period of time, their body fat drops below healthy levels, triggering a hormonal reaction in the brain that stops the ovaries from producing estrogen. Without estrogen, a woman's body doesn't absorb enough calcium to maintain healthy bones.
"It's always such a shock to see girls who appear to be in such good condition have this problem," said Dr. Joseph Congeni, who heads the sports medicine department at Children's Hospital Medical Center of Akron. "The brittle bones we see in a woman going through the change of life we see in teenage girls."
As doctor to UA's dance program and women's club soccer team, Congeni has the authority to bench women whose weight is too low or whose body fat percentage falls below the safe range of 10 percent to 13 percent.
No hard statistics exist on how many female athletes may have the triad. But some surveys suggest that between 15 percent and 60 percent of women athletes have some form of eating problems that serve as the starting point to the syndrome.
In mild forms, disordered eating might mean a fixation on losing weight or simply poor nutrition. In more serious forms it becomes an eating disorder, such as anorexia nervosa or bulimia.
Anorexia is a disorder marked by extreme fear of gaining weight that leads to self-starvation. Bulimia is marked by often-secret binge eating followed by self-induced vomiting or the ingestion of large amounts of laxatives or diuretics. Both have large psychological components, often family-related, that defy easy treatment.
Athletes who suffer from the triad are found most often in sports where performance is judged by others or where a slim physique helps--gymnastics, ballet, diving and long-distance running.
Attention given to eating issues and amenorrhea or suspended menstrual cycle over the past decade has raised awareness in women's sports at the college level. Few women who have the syndrome have the stamina to make the cut at the college level anyway, said Marylin Bowman, director of sports medicine at the University of Akron.
Treatment for the triad includes large doses of counseling, estrogen and calcium. Despite aggressive treatment to stop bone loss, girls with the syndrome aren't likely ever to achieve their previous peak bone health potential, Congeni said.
For women such as Shank, the treatment can be more stressful than the syndrome.
The triad delayed Shank's puberty. When her period, never regular, stopped, she was almost glad, because it was simply one less hassle. She didn't associate it with running.
Through high school, "I still had the body of a little girl," she said.
In running, Shank found a way to banish the stress she felt from school, her job and the anxieties of adolescence. Like many girls, the 5-foot-3-inch Shank also was self-conscious about her body. Running helped that way too, by keeping her body toned.
Her weight never dropped below 110 pounds. With the running, her body fat turned to muscle, which weighs more.
Now she's been forced to stop running. Her weight has climbed to 130 pounds. With time on her hands, she started eating more calories than she once burned off running. Shank's body fat level quickly increased to within the normal range.
"It bugs me," Shank said. "I actually went into a pretty bad depression because I was losing everything I'd worked for."
With the added effects of the estrogen treatment, Shank developed the curves of a woman. But Shank said her bones are not improving quickly, and she'll be taking estrogen and calcium for the rest of her life.
"I wouldn't wish this on anybody."
Now 19, Shank is moving on with a different life. After two years at the University of Akron branch campus in Orrville, Shank will start at the University of Cincinnati, where she plans to major in elementary education.
"I think this has made me stronger emotionally."


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Foundational Skills Kindergarten Kindergarten: rhyme, count, blend, isolate and pronounce the initial, medial vowel, and final sounds in CVC) words.
1st grade: long vs short vowels, blend syllables, segment syllables.
2nd grade and 3rd grade: NA Print Concepts Kindergarten: Follow words left to right, top to bottom, left to right, spacing, lower and capital letters, words are spoken.
1st Grade: Recognize the distinguishing features of a sentence.
2nd and 3rd: NA First Grade First Grade Phonics and Word Recognition kindergarten: letter sounds, long
and short vowels, high frequency words.
First grade: decode one syllable words, final "e",
inflectional endings, recognize spelling words
2nd grade: phonics and word analysis skills in decoding words, decode words with common prefixes and suffixes, identify words with inconsistent but common spelling-sound correspondences.
3rd grade: Identify and meaning of prefixes and derivational suffixes, Latin suffixes,multisyllable words. Kindergarten: First Grade: Second Grade: Third Grade: Fluency Kindergarten: Read emergent-reader texts
First grade: Use context to confirm or self-correct word recognition and understanding, rereading as necessary,Read orally with accuracy, appropriate rate, and expression on successive readings.
2nd grade: Read with sufficient accuracy and fluency to support comprehension
3rd grade: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings Evolution of Fluency Why does this all matter?! It's the foundation for everything!!! as discussed... Prior Knowledge is KEY! Behavior Theorist such as skinner say PRACTICE! PRACTICE! PRACTICE!!! Nativity Theorists such as Chomsky, say to expose students to literature! Kindergarten:


Russian I: By this point in the course you should know the following concepts -
- nominative and prepositional cases
- possessive pronouns
- subject pronouns
- verb conjugation
- basic sentence structure "This is..."
- vocabulary in Chapter One
Make sure that you have studied and reviewed these concepts so that you are solid and sure coming back from the break. If you haven't done your family writing, you should take care of that. When we come back from break we will move through the other cases - know the prepositional so that you are able to learn the others quickly.
Also, practice your singing.
Russian II/III: I identified skills or objectives for each of you to practice/study over the break. Make sure that you are using these cards to follow through on your studying and practice over the long break. Verbs and cases are good to review for all of you since those foundational skills are so important. Make sure that you have notes on the first questions which we watched today in our film - we'll finish the rest of the film at the end of Thanksgiving break.
English II: If you did not turn in your project today make sure that it gets in to me tomorrow. If you need to email it, please send it to daniel (dot) miller (at) dpsnc (dot) net. I'll confirm that I got your project. Make sure that you don't miss the chance to turn in this project since it's a major grade for the quarter.
Outside of this, you will want to make sure to finish any make up work that you may have. Many of you are missing the paragraph where you should be comparing your childhood to Marji's childhood. If you don't have that, get it to us after the break or email it in. Lastly there is the extra credit which is also due after Thanksgiving - make sure to complete that if you want those points!


I have used blogs in previous classes and I find that they are very beneficial for reflecting on activities done in class. A blog lets the teacher look into the students thinking. A blog can be better than just a written assignment on paper because you can see the progress throughout the time that the blog is used. The blog provides one place to look up multiple writings over a time period. If I used this in my classroom for writing it would be nice to see how my students improved throughout the year in their composition. Another practical use of a blog could be for students book clubs. Students could post about books on their blogs and comment to other students about books they have read. Blogging makes it simple to add pictures, videos, slideshows, buttons, and other add ons. A drawback of blogs are that some students might not have access to wireless internet at home or devices to blog on. A teacher would have to be conscientious of the students needs before assigning a big project like a blog.
The character I picked is Cory Matthews from the TV show Boy Meets World.
Cory is a middle-class student who is interested in baseball and girls, specifically Topanga. Cory likes to goof off in class and can be a distraction to others. He often distracts his fellow classmates with humor. He is a smart boy that doesn't always apply himself to the material. Cory's parents are involved in his education and encourage him to do well in school. Cory develops good morals throughout the show.
If Cory were in my class I would find a way to get him more interested in his school work. I would assign him projects that are about sports so that he would be more interested in the material. I would also introduce him to sports magazines and biographies by baseball players to get him interested in reading. I would try to get Cory interested in sports statistics and research. Maybe this would include using technology which would probably amaze him because there is not much technology in the classroom he is in, in 1993. He could use the computer to research athletes and report statistics about them. Maybe I would have him present this project to the class. I think some interactive learning games would benefit Cory's engagement.
In the first few seasons I would say that Cory is not yet ready for college. Which is understandable because he is in middle school and beginning high school in those seasons. However in the last 2 seasons Cory does attend college at Pennbrook University.
Hi! I am Erin Francis. This is my fourth year here at Grand Valley and I am studying Elementary Education with an emphasis in Mathematics. I like math because it has always come pretty easy to me, but now not so much. College math classes can be really hard! I hope I can be a teacher than encourages students to love math.
I like to be active and do a lot of things outside. In the summer this means swimming, tubing, kayaking, paddle boarding, hiking, golfing and much more. This past summer I visited my parents who live in Washington and we did some hiking to beautiful waterfalls. I posted a video below of one of the hikes we did to Panther Creek, WA.
In the winter I love to snow ski and ice skate. The last two winters I was able to go to Colorado and ski in the mountains with some friends of mine. These adventures have been the highlights of my college experience. It is so fun to ski in the powder all day long and the mountains are so amazingly beautiful. Below is a picture on the mountains with some of my friends.
I do not have much experience with technology in the classroom. I have used a document camera before but I can't say I have mastered the skill yet. I also know how to make power points and use Prezi. I have taught a lesson with a power point before. I would like to learn more about how to make assessments that students can do on iPads or computers. I would also like to learn about a variety of educational websites and applications for students. I also would like to learn more about smart boards and how to use them well in the classroom.


Wikis for Education How to enhance peer communication? What kinds of collaboration occur? Digital literacy needs of students?
Focus group interviews - collaboration …we met before, wrote down everything we would do […] and Tom typed it out. Then he sent us an email of what we would do as individuals, then we […] branched off and […] edited it on our own (Jimmy) …they had already put something about media on and I searched for additional information and I tried to fit the stuff I found out … (Su Ling)
Focus group interviews – digital literacy I thought it was actually pretty easy [Jimmy: yeah] for us because the questions you gave us, what you were looking for… (Max) …if you want to say anything else, go to their page and maybe leave a comment. Because it is a debate, and those comment boards that you see are usually debates… (Paul) It would be “in the article according to… USA Today” and then you could click it and you could go to their website (Jimmy)
Redesign 1.Extend the peer communication cycle by increasing the range of opportunities to give and receive peer feedback via the wiki 2.Academic quality - support students’ digital literacy development by requiring referencing/ hyperlinking to resources 3.Develop peer assessment template to help support reflection on relationship between comments and grades
evaluated with teacher used with new cohort the more you ask of students the more you need to support... If the students are talking to each other about the class, then it helps them understand the class as a whole (Paul)


Posted on: 01/12/2008 Children, Radio Region: Worldwide
A German-based youth radio program for kids ages 3 -13 worldwide called Radijojo is inviting radio journalists from around the world to contribute and become part of its network.
Radijojo, which invites children to make their own shows, currently produces educational and cultural content with the contributions of schools, communities, radio stations and child projects from countries in five continents.
Programs are focused on early music education, transnational understanding, health education, ethics, environmental education, science programs, language learning, promotion of peace, political awareness, children's literature, etc.
Interested journalists should contribute radio productions in English, French, Spanish or German. Technical support is also needed for regional parts of the network, such as local radio stations and children projects.
To learn more, go to http://www.radijojo.de/. To join or listen to Radiojojo's programs, go to http://www.global-radio-kids.org/ or http://www.world-childrens-radio.net/a_test/english/index.php,, or contact firstname.lastname@example.org.


I recently read the 1980s science fiction classic Ender’s Game by Orson Scott Card and found it to be a thoroughly enjoyable story despite the author’s personal view point on the subject of same sex marriage, which admittedly colored my reading and interpretations of some of the finer points of the story. Regardless of Mr. Card’s personal politics, I found many parallels or at least reasonable shadows of my professional world in many of the plot points and trappings of the book. What is interesting about the world of the story is the high stakes conditions in which some of the children in the world are reared and groomed, with little-to-no objection by the parents, by the military and the government. The eponymous character of Ender Wiggins has been earmarked from birth to be the leader of Earth’s Interstellar Army against the ubiquitous threat of the deadly “Bugger” race. Ender happens to be the smartest and most tactical person alive in his generation, and even so the level of stress that he is under through imposed social isolation and a series of engineered toughening experiences, the head honchos of the military are concerned that he is going to end up cracking like his brother Peter, who became a maniacal and murderous sociopath (whom parents and adults seem to adore).
As I read through the text, which incidentally is suggested reading for the Marine Corps., I couldn’t help but think of my own students in my elementary school classroom. The world is thrust upon the shoulders of young Ender at the age of six, and by nine years old he is the leader of a squad of students at Battle School. My students are about eight and nine years old and the thought of them leading each other into null gravity mock battle situations and studying trigonometry in their barracks is confounding. Understandably, Ender’s experience is a work of fiction—and science fiction—at that so I have to frame my thought with the qualification that the this fictional student, exceptional as he may be, does not in any way relate to the students of third and fourth grade age in the real world. My students are currently in the process of taking high stakes standardized examinations in Math and English Language Arts and they can’t handle the pressure of paper and pencils. The schism has me unnerved as the world that we live in doesn’t have a “Bugger” extraterrestrial threat, however our students are being afflicted with higher and higher educational standards that could only reasonably be developed to discover which students will crack, and which students will rise to the occasion. Of course, without the benefit of genetic culling, and advanced (nee fictional) technology to ascertain which parental matches and developing zygotes will become abnormally super-intelligent and capable, what I find is that my students are all too real, all too fragile, and all too crushed under the weight of expectations that have not been properly supported from foundational skills acquisition.


WASHINGTON, Jan. 22, 2016 /PRNewswire/ -- In Snoozby and the Great Big Bedtime Battle, by Terry Cralle, RN and Dr. W. David Brown, Sam "fights" bedtime to stay awake and play. Snoozby, an animated pillow, does his very best to "defend" sleep – to no avail. While Sam may win the bedtime battle, he loses the war when the following day at school is completely disrupted due to his lack of sleep.
Dr. Brown states, "I am constantly amazed at how many children know so little about sleep, have no set bedtime, no bedtime routine, and no media curfew. We know that sufficient sleep is important for all age groups, but it is particularly important for our children."
Sleep clinicians Cralle and Brown noted a glaring knowledge gap in information about sleep directed to children ages 4 – 10 and set out to do something about it. Cralle notes that in many elementary schools, diet and exercise are addressed – but the topic of sleep health has been virtually neglected, resulting in a significant knowledge gap about the overall importance of sleep.
During childhood, the brain is learning at a rate that is never achieved again during the life cycle. Lack of sleep not only compromises physical health; it impairs a child's ability to learn and may even affect the way the brain is wired during this critical time of development. Malnourished bodies fail to grow. So too, sleep deprived brains fail to thrive.
The very first of its kind, Snoozby is a book for young children that clearly illustrates the benefits of a good night's sleep. Written by sleep clinicians in conjunction with elementary education consultants, the book achieves the dual task of being informative yet entertaining; serving as the perfect catalyst to prompt the dialogue about the importance of sleep – in an age group where good sleep habits are critical. To this end, Cralle and Brown are making an unprecedented effort to inform children that sufficient sleep is vital for health, well-being and achievement.
"At our Children's sleep clinic, we have a great deal of written material for parents but nothing for the children themselves," stated Dr. Brown. Snoozby is a book that is written specifically for children to impress on them the important role sleep plays in their daily lives. The earlier children develop good sleep habits, the greater the positive impact it has on their lives – in the present and well into adulthood.
About the Authors
Terry Cralle is a Registered Nurse, Certified Clinical Sleep Educator and Certified Professional in Healthcare Quality. Terry serves as a consultant and speaker to a wide variety of organizations and clients. She is a national spokesperson for the Better Sleep Council and also works closely with the International Sleep Products Association, Start School Later, Inc. and the Pajama Program.
Dr. W. David Brown is a Sleep Psychologist at Children's Medical Center in Dallas, Texas and an Assistant Professor in Psychiatry at University of Texas Southwestern Medical School in Dallas. He is a Diplomate of the American Board of Sleep Medicine, a Fellow of the American Academy of Sleep Medicine and is certified in Behavioral Sleep Medicine. Dr. Brown is the co-author or editor of several books and book chapters on various aspects of sleep medicine.
To learn more about Snoozby and the Great Big Bedtime Battle, visit Rowe Publishing. Buy Snoozby today anywhere books are sold, including through Rowe Publishing and via online retailers like Amazon, Barnes & Noble.
Deb Bailey at Power You Media
SOURCE Terry Cralle, R.N., M.S.


Familiarity with Ludwig van Beethoven is a must for music students of all ages. The Beethoven Bulletin Board Poster Bundle provides an attractive and memorable overview of the composer’s life, works, era, and fun facts. Perfect as a focal point for a composer of the month program or any lesson involving the composer, this ready-to-use display bundle instantly enhances your learning space.
One large Beethoven poster (11 x 14.5)
Five bulletin board posters (8.5 x 11)
Digital Print/ PDF published by MakingMusicFun.net
These visual aids sport a clean-cut, simple design to emphasize key points without distraction. Their style is appropriate for a variety of age levels, from 2nd to 6th grade. Repetition of information in different formats contributes to long-term retention, and these posters will reinforce the facts every time students see them.
A large image of the composer helps students put a face to the famous name, and a poster of the era helps students place him in his context in Germany at the turn of the 19th century. The composer won’t seem so distant, though, when students see (and hear) the pieces on the poster of his most famous works. Many will have heard the well-known melodies of Beethoven’s Fifth Symphony, Ode to Joy, or Für Elise. A fun fact poster helps humanize the musical legend and gives kids something to remember. (Hint: Some students may find they share a surprising favorite food with Beethoven!)
In addition to leaving us immortal music, Beethoven’s life story also offers students a valuable example overcoming adversity. The remarkable fact that Beethoven suffered from increasing deafness throughout his career is something students won’t soon forget. Even when he lost his hearing entirely, he continued to compose great works. Imagine the perseverance and dedication it would take to work so diligently crafting beautiful pieces he could never hear.
Music teachers have a lot to cover, between musical skills, facts, terminology, history, and more. This poster bundle can help you bring composer studies into the mix in an easy yet effective way. As a stand-alone composer study or a featured “Composer of the Month,” Beethoven deserves a place in your music curriculum, and this Beethoven poster bundle is the perfect reinforcement.
Handel │ Composer of the Month Music Lesson and Bulletin Board Bundle
Meet Beethoven │ iPad App for Kids
Walls That Teach │ Intentional Decisions for Music Education
Beethoven’s Ode to Joy │ Easy Sheet Music
Beethoven │Meet the Composer Series Piano Book, Vol. 1


Classics Into the Classroom: How to Enhance Authentic
Listening and Extended Literature Response in Middle
School Through Music|
by Daisy T. Lu, Ph.D.
Music Specialist, Cascade View Elementary School, Tukwila School District, WA
Adjunct Faculty Member, Seattle Pacific University, Seattle, WA
RationaleListening is the very first sense that develops in a young fetus. It is also the very last sense to leave the body of a dying person. My recent article on Music Education Beyond the Mozart Effect explains that all music has rhythm which can be felt and seen as well as heard. Complex elements of rhythm provide cohesion by embodying beat, pulse, accent, meter, duration, tempo, density, texture, form, and patterns.
The brain is stimulated by musical qualities including rhythm, melody, harmony, timbre, style, dynamics, meaning and emotion. This unit on the sounds of water is designed to increase the long term effects of attentive listening through the engagement of musical activities. It is intended to lead students to perceive and respond to the expressiveness of music as it moves out of the realm of affect to the realm of cognition.
Unit Theme: Water
Selected Music 1
Selected Music 2
"Twas in eighteen hundred and fifty-three|
And on June the 13th day,
That our gallant ship her anchor weighed,
And for Greenland bore away, brave boys,
And for Greenland bore away."
Source (five verses): The Music Connection 4, Silver Burdett
Selected Music 3
by Woody Guthrie
Green douglas fir where the waters cut through,|
Down her wild mountains and canyons she flew.
Canadian Northwest to the ocean so blue,
Roll on, Columbia, roll on.
Source (four verses): The Music Connection 6, Silver Burdett
Selected Music 4
Words by Kokei Hayashi, Music by Tamezo Narita, English words by
|I love to roam alone along the beach at break of day,|
My old sweet memories return in my heart to stay.
The sighing of the sea wind, the clouds in the sky,
The rolling waves that dance and leap.
My heart for joy does cry!
Ashita hamabe o samayoeba
Source (with two additional verses in Japanese): The Music Connection 8, Silver Burdett
Selected Music 5
Words by Alice Firgau - from Chile
How wide and deep is the river?|
How swiftly it flows to the sea?
If my tears should meet its water,
Oh, how deep it then would be.
If my tears should meet its waters,
Oh, how deep it then would be.
Que grande, que viene el rio?
Source (with a Spanish verse): The Music Connection 8, Silver Burdett
What instruments do you hear? What emotions do they provoke?
(guitar, tambourine, triangle)
Emphasize both solo and group performance. Can you sing and accompany yourself? Try a simple arrangement using rhythm or an ostinato.
Other suggested music on the theme of "water:"Over the Sea to Skye - music by Annie McLeod, words by Robert L. Stevenson - Source: Music and You, Grade 8, MacMillan
Fifty Percent Chance of Rain - music and words by Carl Nygard, Jr. - Source: Music and You, Grade 7, MacMillan
Wade in the Water - An African-American spiritual - Source: Music Connection 8, Silver Burdett
Appalachian Spring Suite, "Theme and Variations" - A native-American piece by Aaron Copland
La Mer - A symphony by Claude Debussy
Under the Sea - from Disney's Little Mermaid; music by Alan Menken, words by Howard Ashman.
Ol' Man River - From Broadway musical, Showboat, by Kern and Hammerstein.
Song of the Water (Canto del Agua) - By Joropo from Venezuela, English words by Alice Firgau, Source: Music connection 8, Silver Burdett.
Each piece has its own focus and specific learning objectives. All relate to the sense of hearing/listening and specific music elements, in addition to highlighting cognitive and metacognitive functions.
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