Every student at every grade level receives a rich and varied fine art education. In the early grades, art lessons are taught by the class teacher to elaborate upon curricular themes. Watercolor paints, colored pencils, and colored crayons are employed to bring the curriculum to life. The middle school art teacher works out of the academic curriculum addressing topics in charcoal, colored pencil, pastel, watercolor, and clay. Our middle school students learn perspective drawing, master artist portraiture, and more. In high school, a comprehensive array of mandatory fine arts classes are offered quarterly, including intensive coursework in the following media: drawing, achromatic painting, overshot weaving, clay modeling, printmaking, watercolor painting, book arts, oil painting, and stone carving. Classes are taught by the department chair and professional adjuncts in 90-minute classes scheduled twice each week.
Kindergarten through Grade 8 students are exposed to a rich and varied handwork curriculum. Our students receive in-depth instruction on knitting, crochet, embroidery, hand-sewing, and machine sewed projects. Projects range from flute cases, scarves, and mittens, to three dimensional sculpture.
Woodworking and Hard Crafts
The students meet the essence of common natural materials when they do woodworking, blacksmithing, copper and enamel-work. In these classes they develop craftsmanship and a sense for quality through the use of many different tools and a variety of projects. Because the materials are hard and resist easy transformation the students have time to make mistakes and fix them and to add artistry to their designs. Our crafts programs are ambitious and build a quiet confidence that allows our students to face new challenges with a resounding: “I haven’t done that before, but let me try!”


Mozart for Babies Intelligence Stimulation ???????????? Music for Babies Sleep ????Classical Music
Mozart for Babies Intelligence Stimulation ???????????? Music for Babies Sleep ????Classical Music for Babies✔
Welcome to Beautiful Baby Lullabies
- Best Lullabies Channel to Soothe Your Baby to Sleep!
Music has many benefits for children, including music for good sleep.
If the music is soothing and relaxing, it will have the same effect on young children. When you hear a soft and melodious melody, you will easily fall asleep and your baby will too.
Music is very essential for babies, it can even help babies to improve their weight. Not only is it good for your baby, but music also provides mothers with many benefits, such as reducing stress and helping them overcome difficulties.
Music can help children to be smarter
The benefits of music help your baby sleep well
Music has a profound effect on children's brain development. Children can distinguish between their mother tongue and another language by listening to sounds and rhythms. By 2 months of age, babies can remember short melodies.
In addition, music can also reduce the risk of certain diseases in children.
The music that has positive effects on babies and children is very diverse, promoting children's development both physically and mentally. Playing music for your baby can activate neurons that develop different abilities, such as promoting general abilities such as creativity or more specific abilities such as spatial intelligence.
Creativity: Children 3 to 4 years old who were exposed to music scored higher in creativity than children of the same age who had no musical training.
Memory: Three-month-olds can use music to remember what they have learned. Music gives meaning to the learning process and helps to remember it.
Spatial intelligence: it is the ability to perceive different relationships in space and understand the visual world. children learning to play the piano had a 34% higher success rate completing a puzzle than children learning on the computer at the same time.
Mathematics: First grade students receiving intensive music instruction have shown greater improvement in math than classmates receiving standard music education.
Language: There is a strong connection between music and language development. Both skills require the ability to distinguish between similar aural and sound nuances. Listening to music contributes greatly to this baby's skill development and will develop your child's ability to decode auditory data and sharpen your child's auditory memory, a basic ability to understand language.
Emotional intelligence: music can bring powerful emotions. By listening to expressive classical music, babies cultivate the ability to detect the moods and emotions of others and develop an awareness of their own internal processes through the tonal nuances of their emotions. evocative music.
Slow-tempo songs like mozart for a good sleep for babies or non-verbal baby music are suitable for bedtime, and fast-paced songs like fun nursery music for babies are usually suitable for playtime.
Typically, young children prefer soft, melodious music to music with melodies that are too loud. When choosing music for your baby, you should only think about fun and relaxation.
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At The Speechie Spot, you can access supportive, experienced and precisely targeted intervention to help teens with:
- language/literacy concerns
- becoming a confident and effective communicator
How often does your teen’s mumbled “Dunno” actually mean “I’m not sure how to say what I am thinking, and I’m not going to embarrass myself by stumbling to get it out”? Language assessment and support by an experienced speech therapist can help your teen to become more confident in their communication skills.
- Does your teen complain of being exhausted at the end of the school day?
- Do they seem to miss vital information?
- Do they seem especially unmotivated to converse?
- Do they seem to get confused and/or retreat into themselves when there are many things going on?
Contact Kerry at The Speechie Spot to find out more or to have an assessment.
inTime for Teens:
Rhythm is with us all the time, but our sense of rhythm does not always work actively or effectively. Sometimes we need to teach our body to find its rhythm. When we can’t find our rhythm, our body is not connected optimally to our brain which, in turn, affects how our body functions physiologically, psychologically and socially. Sensory integration, communicative competence and social well-being can be affected by being in-synch or out-of-synch with ourselves and the rhythms that surround us.
Is your teen an ‘in-synch’ or an ‘out-of-synch’ individual?
• Does your teenager have a strong sense of time? good time management?
• Are your teen’s movements coordinated and spatially accurate?
• Does your teen have difficulty establishing and maintaining a routine?
• Can your teenager establish and maintain the pace of an activity?
• Does your teenager speak with fluency? expression?
• Is your teen prone to getting into ‘ruts’?
• Does your teenager seem to not ‘fit in’?
When our rhythm is ‘out-of-synch’, we find awareness and focus harder to maintain, and our timing ‘goes off’. We find it harder to get into the flow of activities or conversations and we are more likely to get stressed when we have a lot happening. Complex environments become much more difficult to navigate.
The inTime program provides a personalised program of listening training to entrain our innate sense of rhythm. It is based on a progression through rhythms that are derived from a multitude of cultures and over a hundred different instruments and blended into unique compositions by Nacho Arimany. Movement activities that use body, drum and voice are used to help you find and strengthen your own rhythm and to blend your rhythm effectively with the rhythms of daily life that are around you.
For the high school/tertiary student, there’s always information to read, process, then write about. This is hard to do if your language or literacy skills are fragile or too basic. An assessment of the skills underlying language and literacy development allows a speech pathologist to target therapy to address any fundamental gaps in knowledge.
Stuttering and cluttering refer to when the words don’t come out of the mouth easily, or when they come out jumbled or too quickly. Therapy techniques available at The Speechie Spot can help solve problems of both stuttering and cluttering.
The Camperdown Program is an evidence based stuttering course recommended for adults and teens over 12 years and is suitable for the full spectrum of stutter severity. This program aims to reduce the client’s stuttering during everyday speech. Social Anxiety management can also be incorporated into the course.


North Carolina's elementary reading proficiency initiative is not working, according to a report from NC State's College of Education.
In 2012, state lawmakers created Read to Achieve (RtA). RtA was a push to increase reading achievement for elementary school students in public schools.
The law created multiple reading assistance options (including summer reading camps) to ensure all students would be reading at or above grade level by the end of the fourth grade.
Local school districts are in charge of providing the reading assistance options, but the state is responsible for paying for the programs.
Researchers at NC State said they found no statistical difference between test scores of students who fell into the RtA program and those who did not.
The researchers admitted that their research was done at a state level. They said some local districts across the state have reported seeing positive results from the program.
Researchers suggest reported local success in spite of a lack of statewide success may point to "significant gaps between the RtA policy and several aspects of on-the-ground implementation realities."
That's why one suggestion from the report is that the state do a better job of identifying local success and distributing how that success happened to other struggling school districts.
Another suggestion is that the state shift its focus from catching reading problems at the end of third grade to focusing on improving literacy development as early as kindergarten.
The researchers conclude their report by saying it is outside of their professional expertise to suggest wholesale changes to the RtA initiative.
However, they said they hoped their research does suggest that there is a "need for a reconsideration of the state's overall approach to improving early-grade literacy."
Read to Achieve program fails to make big impact for NC students, study finds
More TOP STORIES News


Experiências de ensinar inglês para crianças na escola pública: olhares e percepções sobre a prática do professor
Costa, Emanuelle Avelar Gomes
MetadataShow full item record
Considering the insertion of English Language (EL) in Elementary Education (EE) of public schools in the countryside of São Paulo State, our aim in this research, is to find out how the classes in this context have been featured, what are the main challenges encountered and how teachers have dealt with these challenges in order to overcome them. It is a qualitative study with an ethnographic nature, carried out with three EL teachers, from different schools, who teach at Elementary School in public context. To develop this investigation, we observed the classes in the third grade of Elementary School. In order to develop the investigation, different tools have been used: questionnaires, interviews, recordings of audio classes and researcher's diary. Data analysis was based on content analysis (BARDIN, 1977), for the creation of categories and, on methodological triangulation (COHEN, MANION, 1981) used to assure reliability to the research. Thus, we intended to understand how EL classes for children are, observing: (i) how teachers are oriented to develop teaching practice; (ii) what the nature of the activities carried out by teachers in the classroom with children is; and (iii) how teachers deal with the specificities and possible difficulties of teaching EL in a child context. Therefore, the theoretical framework guiding this research presents the historical path of the implementation of teaching English as a foreign language for children in the Brazilian context (COLOMBO, CONSOLO, 2016; ASSIS, 2018; ROCHA, 2006), as well as discussing the child as a language learner (CAMERON, 2001; CRISTOVÃO, GAMERO, 2009; LIMA, 2010), in addition to highlighting the role of the teacher in this case (SEGANFREDO e BENEDETTI, 2009; SANTOS, 2009; LIMA 2019). The results showed that the teachers' sayings, albeit in an implicit way, dialogue with the theoretical foundations discussed in this work, however, there is a remarkable gap between the saying and the doing in the classroom. We also realized that teachers have difficulty in explaining why they teach the way they teach (ALMEIDA FILHO, 1993).
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The Bauhaus and Harvard — mounted in conjunction with the 100th anniversary of the founding of the Bauhaus in Weimar, Germany — presents nearly 200 works by 74 artists, drawn almost entirely from the Busch-Reisinger Museum’s extensive Bauhaus collection. Founded in 1919 and closed just 14 years later, the Bauhaus was the 20th century’s most influential school of art, architecture, and design. Harvard University played host to the first Bauhaus exhibition in the United States in 1930, and went on to become an unofficial center for the Bauhaus in America when founding director Walter Gropius joined Harvard’s department of architecture in 1937. Today the Busch-Reisinger Museum houses the largest Bauhaus collection outside Germany, initiated and assembled through the efforts of Gropius and many former teachers and students who emigrated from Nazi Germany, including Anni and Josef Albers, Herbert Bayer, Lyonel Feininger, and László Moholy-Nagy.
The exhibition features rarely seen student exercises, iconic design objects, photography, textiles, typography, paintings, and archival materials. It explores the school’s pioneering approach to art education, the ways its workshops sought to revolutionize the experience of everyday life, the widespread influence of Bauhaus instruction in America, and Harvard’s own Graduate Center (1950), the first modernist building complex on campus, designed by Gropius’s firm The Architects Collaborative. A complementary exhibition installed in an adjacent gallery — Hans Arp’s Constellations II — features one of the site-specific works commissioned for the Graduate Center.
A comprehensive digital resource launched in 2016 provides access to the museums’ more than 32,000 Bauhaus-related objects and shares scholarship on the school’s extensive ties to Harvard and the Greater Boston area. A publication inspired by The Bauhaus and Harvard and its related programming is due out in Fall 2020.
Support for this project is provided by endowed funds, including the Daimler Curatorship of the Busch-Reisinger Museum Fund, the Charles L. Kuhn Endowment Fund, and the Care of the Busch-Reisinger Museum Collection Fund. The publication is supported by the Harvard Art Museums Mellon Publication Funds, including the Carola B. Terwilliger Fund. In addition, exhibition related programming is made possible by the M. Victor Leventritt Fund, which was established through the generosity of the wife, children, and friends of the late M. Victor Leventritt, Harvard Class of 1935. Modern and contemporary art programs at the Harvard Art Museums are made possible in part by generous support from the Emily Rauh Pulitzer and Joseph Pulitzer, Jr., Fund for Modern and Contemporary Art.


BY KAREN CAMPBELL
Weakley County Schools Communications Director
WEAKLEY COUNTY (January 6) – Can you read this? (That’s what those characters say in Japanese.) Chances are, a majority of Weakley County readers did not know what those lines and curves represented. Just like a child opening a book for the first time, readers of a new language must learn the letters that make up the words, the sounds formed with the letters and the meaning applied to a word.
Contrary to prior thinking, reading mastery doesn’t occur “naturally” if you just expose children to enough books. And we’ve learned that avid readers aren’t created via the old guessing game of determining whether “dog” meant the boy, the girl or the furry animal first graders saw in the Dick and Jane books of old.
“We know now, and improved reading scores back this up, there is a science to reading,” said Terri Stephenson, Elementary Supervisor of Instruction. “We need to provide our students with the keys to unlocking the code of written language and offer them experiences that will expand their vocabularies. That’s a job for the classroom and at home. Together, we can achieve reading mastery.”
The current path to better reading began in Weakley County when the Read to Be Ready initiative was introduced in 2017. The state launched the initiative after test results revealed less than half of its students in grades 3-8 were considered proficient. Ready to Be Ready focused on literacy leaders in each school serving as instructional coaches who split their time between working with teachers to improve their instruction and working with students in small groups.
While the names of the programs may change, Weakley County educators see the focus on reading is working. In August 2019, Weakley learned that it was one of five school districts from across the state to have improved 3rd grade scores by 10 percent. Weakley actually saw improvement by 13 percent.
Stephenson, District RTI Coordinator Jessica Glasgow and the school literacy leaders are convinced the new curriculum Benchmark Advance adopted this year will build on that foundation.
The new curriculum for grades K-5 provides phonics instruction, practice with writing that expands the reading text, research projects that further connect the concepts introduced in the reading material to students’ real life, and diverse content, written by popular authors, that can be fodder for further student-to-student conversations. Topics from subjects in science, social studies and literature are the focus of learning for three-week spans.
“Read to Be Ready provided unit starters as resources for teachers but not a full curriculum. It introduced effective strategies that our teachers learned but did not go far enough. With the new curriculum, we have all the pieces,” Stephenson underscored.
In the summer, teachers received a virtual introduction to Benchmark Advance and then before the school year began, participated in a thorough overview of the materials. Beginning in January, Glasgow and the school literacy leaders began offering additional instruction on how to plan with the new curriculum.
“Now that teachers are familiar with how the lessons build on each other day to day and week to week, we are focusing on looking at units as a whole and working backwards from the time when we achieve our reading goals,” explained Glasgow who is modeling the training with second grade teachers. Literacy leaders are observing and will then train other grade level teachers in their schools.
“If we successfully implement this new curriculum with its proven practices, we will see an increase in reading achievement and see less need for reading interventions,” Glasgow concluded.
The literacy leaders and their schools are Beth Davidson, Sharon; Lea Ann Crowe and Emily Perry at Martin Primary; Jane Hudgins at Martin Elementary; Honey Cantrell at Dresden; Paige Vaughn at Gleason; and Jamie Doster at Greenfield.
In addition to the new curriculum and the help of literacy coaches, Weakley County families of PreK through 3rd grade will have extra assistance in promoting reading at home. Ready4K, a research-based text messaging program, will help families bridge the gap between school and home. The program is free.
“To use a throwback slogan, reading really is fundamental to student success,” said Stephenson. “We cannot expect our children and youth to advance without this basic building block. When schools introduce the tools and families at home reinforce those efforts by reading with children, we will see the growth we all want.”


See Also: Reporting & Communication
Assessment and Evaluation of Learning
Teachers will continually observe and assess students’ learning in class. According to a planned schedule, a task or test may be set to gain a clearer idea of how well your child understands what has been taught. Clear transparent criteria will be set, so that students can work towards achieving their best. Assessment assists the teacher to fine-tune teaching strategies for the individual student and feedback supports students as they better manage their learning.
Various opportunities are provided during the year to let you know your child’s progress.
National Assessment Program – Literacy and Numeracy (NAPLAN)
Students in Years 3, 5, 7 and 9 participate in the National Assessment Program – Literacy and Numeracy (NAPLAN), which tests English (reading, writing, spelling, grammar and punctuation) and numeracy skills. The results of these tests, in conjunction with a range of other assessment strategies and data collection, give you information on how your child is progressing and where s/he could benefit from greater challenges or extra help.


Core Academic Training
There are three areas where the apprentice has the most to learn. They are: drawing from life, drawing masterworks, and drawing from imagination. The apprentice must include a third of each in their studies as the world’s great masters have done for over six centuries.
Practitioners in past centuries studied and analyzed works of their masters and available masterworks around them. They did this not with the intent of duplicating or copying, but to dissect and understand. An apprentice program provided the major part of their training and was supplemented by drawing and painting in the Cathedrals and museums.
The reason for this is two-fold: This was free, and of course, extremely valuable because the master had already solved a great many problems for them. Working from dead life or still was also free and also a large part the arts education. Working from the model was a great luxury and provided a time for the student to practice what they had learned from their study of masterworks. They also worked on their drawings without the model again bringing into play what they had learned from the masterworks. This latter practice has fallen out of vogue currently but is extremely important and an integral part of the big three.
Working from imagination has mostly been sidelined by the ‘Conservative Realist’ movement. The ‘pure’ observationalist contend that working from anything but life is taboo. Working during model breaks is discouraged. They copy masterworks rather than analyze them learning little more than technique. The current flux of the atelier system is collapsing under its weight. The technique oriented training progresses into ‘each one teach one’ because most copyist consortium graduates cannot make a living any other way. This trend is a self-fulfilling prophecy when ateliers churn out thousands of mimetic minions that produce virtually indistinguishable works there is little or no market for them. The problem is not that ‘Conservative Realism.’ is misunderstood, the problem that it is completely understood. The problem is that there is far too much of it. The problem is that most who emerge from these technique oriented vocational institutions can do nothing else. The problem is that they let been encouraged to let their imaginations lay fallow. The second obstruction is the proliferation of resources in print and online. What would seem to be a boon to art education is more often a hindrance. The reality is that there is no clear path. The sheer mass of these resources is overwhelming and daunting to the potential
Drawing is an intellectual business that has to progress past verisimilitude. The visual journey travels through the mind’s eye depositing massive amounts of information into the subconscious. It is in this subconscious area that the real alchemy takes place. Here observing becomes visualizing, here invention and imagination fluorous.
When Sargent’s apprentice said, ‘I paint what I see,’ he replied, ‘wait until you see what you paint.’
Seeing ones drawing or painting is an entirely different thing than seeing the object or subject.
Study a significant number of masterworks dissect them analyze them and reconstruct them. Do drawings of paintings and paintings of drawings, work from plasters to understand form and how light and shade travel two directions at the same time providing a topographical roadmap of the underlying masses. Forgo the laborious reproduction of copy plates working from the originals teaches far more. That is what working from life is all about. Drawing is the language, not a technique. First, one must understand the language, then find their voice.
Without a solid grounding in the big three, there is not a strong foundation to build on.
Alternatively, a man of wisdom “drawing is the cake” No matter how much time you spend smoothing out the icing, is the cake is not right; you are wasting your time.” It requires an excellent start to have a good finish i.e.; a good copy does not a good drawing make.
Practice the trinity of draughtsmanship if attempting to master all aspects of drawing. Mastery does not come easy, but littler worthwhile ever does.
“If people knew how hard I worked to get my mastery, it would not seem so wonderful at all. Michelangelo.”
P.S. Academic training in art history, theory, and aesthetics form an additional Trinity that needs to find a home in one’s knowledge vault. Ateliers seldom provide this because much of it contradicts what they profess to be ‘Classical Tradition.’ The apprentice must turn to the books or the universities for the philosophical encage of ideas.


The collection includes books on a wide range of musical topics: the history of music, biographies of musicians, music theory and composition, music education, and music therapy. A non-circulating reference collection includes bibliographic works on various composers and musical genre, catalogs of other libraries, and musical dictionaries and encyclopedias in a variety of languages.
The scores included in the collection include a wide variety of types of musical styles and genres. Along with editions of complete works of important composers, and historical sets, there are single publications intended for performance (including parts). Songs (classical and popular) included in cataloged anthologies are further indexed in the Song Index.
A wide range of musical styles is included in the recorded sound collections. Recordings are available in either vinyl disc or compact disc. All new recordings are in the compact disc format. However, one should consult both collections to locate recordings of a specific composition. There are also a number of music related videos which can be viewed in the library or checked out by qualified borrowers.
Periodicals and journals covering a wide variety of musical subjects are available in print, microform, and online. Indexes to musical periodicals are available in Music Reference.
- Sheet Music
- A large collection of popular songs and printings of single classical works from 1900 until the 1950's. These works are cataloged by title and available through Library One Search. They do not circulate, and must be requested at the Information & Check Out Desk.
- Christina Carroll Collection
- A collection of piano vocal scores of 19th and 20th century operas. These are cataloged and available and information is available through Library One Search. They do not circulate, and must be requested at the Information & Check Out Desk.
- Wayne King Collection
- Included are recordings, band arrangements, and video tapes of the American band leader. This collection is non-circulating and may be used by ASU-affiliated patrons only.
The Music Library gratefully accepts gifts of all types of materials. In the case of vinyl recordings, the library will likely not add these materials to the collection. For more information on gift materials, or to arrange for a donation, please contact the Head of the Music Library.


The need for Music in Educational Development
Music is really a massive a part of peoples lives around the globe – Regardless if you are a singer, music performer, or simply someone who learns music or radio regularly.
For anyone within the three groups above then your education/desire in music should have originate from somewhere whether or not this was school, where you reside, family or buddies. It’s frequently speculated that music doesn’t play a considerable enough part in education, particularly in comparison with the visual arts, despite its importance in educational development.
In the last couple of years, there’s without doubt that music has performed an even bigger role in schools both in secondary and primary education after which and in college and universities. The additional-curricular activities provided by secondary schools in the moment are perhaps probably the most varied they’ve have you been, and music plays most within the plan of products, but now you ask ,, do teachers/activity leaders and fogeys promote and encourage pupils enough to get familiar with music? Studies have provided us a number of different solutions for this question. One study took it’s origin from evidence from inspections of 90 primary and 90 secondary schools from 2008 to 2011. In primary schools, one out of three women required part in extra music activities, in contrast to one out of seven boys as well as in secondary schools only 14% of pupils required either extra singing or instrument training.
Another argument that has been introduced up regularly is the quantity of music really performed in music training particularly in secondary education. The study mentioned that in certain training, teachers or pupils didn’t play or sing just one note. Based on reports, an excessive amount of use is made of non-musical activities for example writing with no mention of the musical seem. A lot of time was spent speaking about tasks without teachers really demonstrating that which was needed musically, or allowing the pupils to begin their music making.
Music is essential at the begining of educational development and it has an optimistic affect on children in pre-education and first education. It has been revealed that music affects the form and growth and development of the mind more noticeably than every other subject, including Maths. Children appear to see much pleasure and pleasure hearing music, making music and relocating to music. Studies have proven that youngsters who’re positively associated with music (who listen to it or sing it regularly):
– Fare better in studying and math once they start school
– Are able to better focus and control their physiques
– Play better with other people and also have greater self-esteem
Music education can also be essential in secondary education, college and college because it provides great preparation for other academic areas. Getting involved in different extra-curricular activities may also reduce stress, improve musical ability and it is an effective way of meeting new people and learning inside a less rigid context.
Music is academic – Research claims that music trains the mind for greater thinking and enhances academic performance.
Music is good- Understanding how to sing and rhythm improves coordination and also the air and wind power essential to blow a flute, trumpet or saxophone promotes a sound body.
Music is perfect for existence – Many people can’t play rugby, or football at 70 or 80 years old however they can sing. Plus they can enjoy piano as well as other instrument. Music is really a gift you are able to provide your child which will last all of their lives.
It may seem you don’t possess a musical bone within your body. Regardless of this, we are saying… when the chance and facilities exist then everybody is able to make music.
We provide songwriting classes for individuals either having a song idea within their mind or perhaps a tune, lyrics and harmonies to utilize, and any place in between. For those who have no clue on how to start or how to proceed then why don’t you arrived at the Beehouse Studio Room and check out out our fantastic songwriting courses/workshops.


The intention of the Science Department is to provide a well-rounded and fulfilling science education to all the students at Regents Park Community College. We aim to instil a love of science, the natural world and a thirst for learning, building on the education that students receive at primary school and preparing them for their futures. We aim to not only ensure that our students are ready and equipped to study scientific disciplines in the future but they have a broad and balanced scientific knowledge base applicable to their forthcoming lives. Students will have an understanding of scientific evidence and how to critically evaluate the information with which they are presented throughout their education and lives. This includes building numeracy skills and a broad range of tier three scientific language and vocabulary. The Science curriculum offer has been designed to support learning of all abilities, stretching the most-able and supporting students with SEND.
All students receive lessons in the three foundation scientific principles: Biology, Chemistry and Physics. The curriculum is mapped from Year 7 to Year 11 and is designed to build on prior learning. The Science Department have written bespoke schemes of learning for both Key Stage 3 and Key Stage 4 curriculums. In Years 7 and 8 students have four lessons per week and in Years 9, 10 and 11 this increases to five weekly lessons. The AQA specification is followed in both Key Stage 3 and 4 and schemes of learning follow AQA guidance to ensure students are prepared, as best as possible, to sit final examinations.
All students at Regents Park study the separate science specification, giving them a specialised experience of science and the best opportunity to achieve GCSE success. The Chemistry GCSE is taken at the end of Year 10 and both Biology and Physics GCSEs at the end of Year 11. The structure of the science curriculum is an integral part of the schools EBacc offer and gives all students, regardless of their starting points, the chance to succeed academically.
To support the progress of all students, resource materials are uploaded to Google Classroom regularly. Homework is an essential part of the science curriculum offer and every student has access to the low stakes testing software Tassomai. Tassomai is an intelligent online learning program which helps students at all levels achieve outstanding results. Using Tassomai builds knowledge, boosts confidence and reduces exam stress. Content is broken down into bite sized chunks and tailored to each user, as Tassomai’s intelligent algorithm works out what students know and where they need to focus their efforts.
Student progress is measured using multiple methods of high stakes and low stakes assessments. This begins at the start of Year 7 and continues throughout students’ time at Regents Park.
The first topic in Year 7 (How to be a Scientist) includes a baseline assessment produced by AQA. From this a clear indication is given of students’ starting points and knowledge levels. All students complete low stakes assessments in their assessment journals on a fortnightly basis. This is then marked by the classroom teacher with the expectation that students action the teacher’s feedback during designated lesson time.
In Key Stage 3, students sit end of term assessment covering whichever Biology, Chemistry and Physics topics they have learnt that term. In Key Stage 4 students complete end of unit tests which are produced using AQA exampro to ensure the questions are reflective of those on the GCSE exam papers. Results from all tests are recorded centrally and are monitored by both the Curriculum Leader and Assistant Curriculum Leaders. Students in Key Stage 4 complete mock and pre-public examinations. The Curriculum Leader and Assistant Curriculum Leaders - in conjunction with all department members - monitor assessment journals regularly throughout the academic year. Lessons are evaluated during formal lesson observation by the Curriculum Leader and members of the school’s Senior Leadership Team.
The Curriculum Leader meets with a linked member of the leadership team every fortnight. Assistant Curriculum Leaders are invited to these meetings periodically to present current projects and interventions as a way of monitoring the work of the Assistant Curriculum Leaders. The Curriculum Leader presents the department position to the full Senior Leadership Team three time an academic year.


ERIC Number: ED382809
Record Type: RIE
Publication Date: 1993
National Literacy Grants Program, 1992-1993. Final Report.
National Inst. for Literacy, Washington, DC.
This booklet presents summaries of the 35 projects funded by the National Institute for Literacy in 1992. Each summary provides the project's purpose, findings, products, and contact person with address and telephone number. These projects are included: Adult Literacy in the United States; Cognitive Skills-Based Instruction and Assessment; Hmong Adult Literacy Project; Hmong/English Bilingual Adult Literacy; Project ESL [English as a Second Language] Consortium; Quincy School Community Council Take and Give Program; Effective Community Based Family Literacy; Family Literacy Demonstration Project; Intergenerational Family Literacy; Learning with East Aurora Families (LEAF) Project; Literacy Is for Everyone (LIFE); Native American Parents as Teachers of Their Children; Open Doors Program; Parents and Preschoolers Intergenerational Literacy Project; Project PALS (Parenting and Literacy Skills); Reading Rainbow: Creating Families of Readers; Relationships between Parental Literacy Skills and Children's Ability to Learn Literacy Skills; "A Feel for Books" Program Effectiveness Study; Demonstration and Documentation of Strategies, Methodologies, and Tools for Literacy Programs Serving Native Americans; LEAD 2000 (Learning Enhancement for Adults with Disabilities); Literacy for Health; Steps to Success: Literacy Development in a Welfare-to-Work Program; Bronx Educational Services (BES) National Training Center for Literacy Teachers; Community Training for Adult and Family Literacy Projects; Literacy Theater Staff Training for Practitioners; Outreach Training Center for Mandatory and Literacy Education; Practitioner Research as Staff Development; ABE [Adult Basic Education] Math Standards Project; Family English Literacy Plus Program (FEL+); Learn at Home, A Philadelphia Distance Learning Project; Online Action (OAR) Project; Assessment of Workplace Literacy; Basic Skills and Job Retention; Precision Strike Workplace Literacy; and Team Evaluation of Workplace Literacy Programs. (YLB)
Descriptors: Adult Basic Education, Basic Skills, Demonstration Programs, English (Second Language), Family Influence, Family Literacy, Family School Relationship, Federal Aid, Grants, Intergenerational Programs, Literacy Education, Older Adults, Program Development, Staff Development, Welfare Recipients, Workplace Literacy
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: National Inst. for Literacy, Washington, DC.


Museum educators offer informal, active education opportunities,
typically outside of the school classroom, although many museums bring
programs to school classrooms. Educators offer educational experiences
for ages pre-K to adult by incorporating active learning skills which
involve the learner in questioning and experiential learning. Through
this process foundational skills are developed which later enable
students to master reading, writing, social studies, science,
technology, engineering, art, and math (STEAM).
Museum educators incorporate curriculum standards into their lesson plans in order to meet classroom requirements and better serve their classroom teacher partners. A wide variety of resources are available to educators.
Museums in the classroom and/or field trips - Iowa museums have
programs for all ages on many subjects.
Photo courtesy of the Grout Museum District, Waterloo, Iowa.
The new Iowa Social Studies Standards are posted here .
Lesson plans that correlate to new Iowa Social Studies Standards will be created over two years and posted at TeachingIowaHistory.com as ready.
The Iowa Museum Association is an endorser of the Value Statement and supporter of the History Relevance Campaign.
The History Relevance Campaign is a diverse group of history professionals posing questions about what makes the past relevant today.
The Campaign serves as a catalyst for discovering, demonstrating, and promulgating the value of history for individuals, communities, and the nation.
Click here to Learn the Value of History and Seven Ways it is Essential.
2026 marks the 250th anniversary of our nation's founding. To observe this momentous occasion, the U.S. Semiquincentennial Commission will encourage Americans to remember our past, celebrate the present, and look forward to a promising future. We are reaching out to individuals, communities, state and local governments, cultural institutions, national parks and proud partners across the country over the next six years — to inspire the American spirit in ways that are meaningful to all.
Teaching Iowa History provides instructional resources and Iowa history content to support Iowa's teachers in meeting the new standards. Teaching Iowa History raises awareness of the collections held in Iowa's museums and the importance of museums in preserving primary sources that inform the historical identity of Iowans, Iowa communities, and Iowa's role in the nation and world.
Teaching Iowa History raises awareness of the stewardship role of museums by building a database of primary sources that may be used for education.
If your organization would like to share images of objects from its collection for Teaching Iowa History, please fill out this Permission Form and send it to [email protected] with attached jpgs and contextual information.
Teaching Iowa History
provides an opportunity for pre-service teachers, in-service teachers,
and museum educators to create lesson plans aligned with the new Iowa
Social Studies standards, to assist Iowa educators in meeting those new
standards using primary sources, bringing Iowa's museums and schools
into closer alignment and partnership, highlighting the role of museums
as K-12 educational partners and life-long active, choice-driven
Iowa Museum Association, the University of
Northern Iowa (UNI), Simpson College, Graceland University, Geographic
Alliance of Iowa, Iowa PBS, University of Iowa Museum Studies program.


Maybe you took piano lessons as a child. Or perhaps your friends would always carve some time out of the day to focus on practice. You might even be an adult learner who has recently discovered the joy of piano play and music listening, and wish to pass on that passion to others.
Whatever your specific situation, it’s good to know that researchers have found exposure to music brings a wealth of benefits. For children, psychology experts assert that includes:
- cognitive development
- concentration and attention to detail
- social interaction
- hand-eye coordination
- the ability to better handle stress
- and much more
Read on to discover some of the other perks of guiding your children and youth on their piano playing journey.
1) Self-Discipline and Attention Span Improve
Child psychologists contend that kids thrive on structure. Along with a detailed schedule at school and home, they say that also includes extra-curricular activities such as playing and performing music.
As with other instruments, hobbies, and activities, improvement depends largely on regular practice and exposure to the endeavor. As your child becomes better at piano play, the likelihood they’ll stick with the instrument greatly increases.
One method by which to encourage this type of regular play is to secure a dedicated instrument that’s easily accessible, whenever your child is ready. Thankfully, dependable piano movers can transport a high-quality piano straight to your door.
2) Social and Physical Skills are Heightened
As mentioned, mastering the piano requires exceptional hand-eye coordination. Luckily, this skill can be taught over time. The sheer act of playing the piano also helps hone general motor skills and whole body coordination and comfort.
Playing music also aids children to communicate more efficiently. That’s because, according to child psychologists, the act of learning a new language (the ‘language’ of reading music) helps children and youth become more receptive to others.
At Modern Piano Moving, we’re proud of our role through the years of helping to provide music education to countless children. We fulfill this commitment by delivering high-quality pianos to locations across the country. International shipments can also be arranged.
3) Confidence and Self-Esteem is Boosted
Everyone likes to be recognized for a job well done. As children improve at piano play, they could even perform short recitals for friends and loved ones. The accolades and encouragement they receive as a result of these programs helps boost their confidence, and makes them feel better about themselves.
When you work with a trusted and reputable piano moving company to have a high-quality instrument delivered to your door, you can begin what could become a life-long musical journey for your child.
4) Family Bonds are Strengthened
You might think that moving a baby grand piano is an arduous and overly-complicated task. But just imagine the amazing benefits doing so could provide to your children and the young people of your family. Along with the mentioned benefits, partnering with a stand-out piano delivery service could be the beginning of stronger family ties among your loved ones.
Since 1935, we’ve delighted countless piano enthusiasts just like you by safely and efficiently transporting high-quality pianos across the country, and even internationally. That’s partly how we’ve built a solid reputation as the premier piano movers in the nation.
Our trucks are specifically-designed to transport pianos, and our professional movers are well-versed with the care and consideration necessary to safely pack and ship this majestic instrument. Best of all, our warehouses are climate-controlled and security-monitored around the clock. That gives you the peace of mind that your piano is always safe and protected. Contact us today to have a piano delivered straight to your door, and to give your child the enduring gift of learning to play music.


Sistema Winnipeg: Music for social action
Article by professor Francine Morin discusses substantial benefits of school music program for at-risk youth
An excerpt from the Fall 2015 issue of the MASS Journal (magazine of the Manitoba Association of School Superintendents). By Faculty of Education professor Francine Morin.
At the core of teaching and learning is an ethic of care for all students. Critical pedagogy is an educational practice that begins with developing an awareness of the challenges we face in our schools and communities, especially those that are linked to social injustice and oppression, critical appraisal of these challenges, and then a willingness to act on them.
The fundamental tenets of critical pedagogy have spilled over into all disciplines represented in school curricula, including arts education. Powell and Speiser (2005), for example, share a volume of stories by contributing arts educators from around the globe that are heeding the call to action, education, social change, and empowerment using the unique qualities of the arts.
Among their colleagues in the arts, music educators are committed, questioning traditional practices and endeavouring to contribute to education and society by “fracture[ing] the line of fault hidden underneath the everydayness of music teaching (Lamb, 1994, p. 69). Hence, the field of critical music pedagogy has come into being along with a growing body of related literature swelling with social aims and challenges for music educators that range from improving students’ numeracy skills and self-esteem to community transformation and wide-scale social change (Allsup & Shei, 2012; Gould, Countryman, Morton & Stewart Rose, 2009).
One of the most potent and innovative examples of critical music pedagogy in the world today is known as El Sistema—a unique orchestral program that supports the empowerment of culturally marginalized and economically disenfranchised children through music.


Patrick Conway and his Famous Band exemplify the band music of the 1910’s. Their version of the popular song “Miss Vixen” is a particularly interesting piece. It’s a unique, yet simple song that showcases Conway’s mastery of his craft.
He leads his band in rousing rendition of the song, each instrument loud and clear, despite the limited technology of the time. This song in particular was written for the foxtrot, a new & popular dance at the time. In fact, it was invented in 1914, one year before Conway’s Band recorded this song. It’s a fast dance that goes along well with “Miss Vixen”’s energy. The dance, and big band music like that of Conway’s Band, matched the vibrant party culture that defined the 1910’s & 20’s.
My name is Ash and I am a junior/senior. I am majoring in Elementary Education and Writing Arts. I think that learning to write for a listener, as we are doing in this module, will really help me utilize modern technology and skills in my future classroom.


Early Years Foundation Stage
Our aim in Reception is to ensure that our children have a happy and positive start to life at Spaldwick Primary School. We follow the Early Years Foundation Stage Curriculum and plan across all areas of the curriculum, both inside and outside the classroom.
There are three prime areas of learning and four specific areas, all of which are interrelated and equally important.
Prime Areas of Learning
Communication and Language
We provide a language-rich environment to support children to develop their confidence and skills so they can express themselves and speak and listen in a wide range of situations.
In this area, we provide opportunities for children to be active and interactive, and to develop their co-ordination control, and movement. Children are also helped to understand the importance of physical activity and to make healthy choices in relation to food.
Personal, Social and Emotional Development
This area of learning helps 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 feelings; to understand appropriate behaviour in groups, and to have confidence in their own abilities.
Literacy development focuses on building the skills children need to link sounds and letters so they can begin to read and write. We follow the scheme of work, Read, Write Inc. to teach Phonics. Our reading scheme is structured around the Read Write Inc Bookbag books and supplemented with Oxford Reading Tree and the Jelly and Bean series.
In Mathematics we provide opportunities to develop and improve our children’s skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and to explore patterns within numbers.
Understanding the World
We guide children to make sense of their physical world and their community by providing opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive Arts and Design
We provide an environment where children can explore and play with a wide range of media and materials. We also encourage them to share their thoughts, ideas and feelings, through a variety of activities in art, music, movement, dance, role-play and design.
There are 17 Early Learning Goals and to achieve a Good Level of Development at the end of Reception (Government Expectation), children need to have met the Early Learning goal for the three prime areas; Communication and Language, Physical Development and Personal, Social and Emotional Development; and they also need to have met the Early Learning Goals for Literacy and Numeracy.
Characteristics of Effective Learning
Apart from monitoring what children learn we also keep an eye on how they learn. This gives us important information on the kinds of learners children are and how we can support them to achieve. You can find out more information by clicking the link below.
We use Tapestry to track children’s learning at school. Tapestry is an online journal to help record all the learning and fun of children’s early years education.


As I've been thinking about effective ways of prototyping a BYOD - Device 2 programme at school, I've considered the different ways that students may choose to use a second device and reading on a mobile device is certainly one of them. For our secondary students I'm sure that electronic textbooks are something to consider, however in primary, and especially in early primary, I can see that interactive books on mobile devices will possibly provide a more engaging experience for students, encouraging and motivating them to read. Many of these electronic devices are those that are already in their homes and there is a wealth of research that shows the importance of home reading in children's literacy development.
Parents in fact play such an important role in a child's education that it's important for teachers to build a positive home-school partnership and to empower parents. My school runs weekly Parent Tech Connection sessions at school for parents and sends out an electronic newsletter to parents each week with articles about R&D, technology and online learning. This coming week, one of our 2nd grade teachers is launching the Curiosity Project, which is a home learning project for students and their parents. The idea is that parents will support their children in using their intellectual curiosity so that they initiate and pursue their own learning and so become continuous learners for life. Parents and students will share the experience and learn together. Perhaps parents will help the students to follow their interests, maybe giving them practical hands-on experiences at home. Perhaps their role may be to help their children find resources or to read with them. Perhaps parents may talk with their children about the questions that they have, or will type the questions that the students have onto the project's discussion board.
This is what Scot has said the role of parents is:
Your role in this project is to support your child to success. You’ll be learning alongside your child in the passenger seat, while they have the steering wheel.My parents, as mentioned before, taught or encouraged me to read before I ever went to school and they did it without any support from anyone. How much more will these students be able to do, with their parents involved in the project and with their class teacher empowering their parents. I predict that this will also develop parents' intellectual curiosities and will also encourage them to be continuous lifelong learners.
Photo Credit: Reading by Simon Blackley, 2009


This Campbell systematic review examines the evidence on the correlation between teacher qualifications and the quality of early childhood learning environments, as measured by the Environment Rating Scale (ERS). The review summarizes findings from 48 studies with 82 independent samples. The studies had to be comparative or correlational and report either an overall quality scale or an environment rating scale.
Overall, the review suggests that higher teacher qualifications are positively associated with classroom quality in early childhood education and care (effect size = +0.20). The review also suggests a positive correlation between teacher qualifications and classroom quality on a number of subscales, including:
- Program structure– focusing on the schedule, time for free play, group time, and provisions for children with disabilities (ES = +0.22).
- Activities– this relates to fine motor, art, music/movement, blocks, sand/water, dramatic play, nature/science, math/number, use of digital technologies, and promoting acceptance of diversity (ES = +0.20).
- Language and reasoning – encouraging children to communicate, use language to develop reasoning skills, and the informal use of language (ES = +0.20).
The researchers conclude that while there is evidence for the relationship between teacher qualification and classroom quality as measured by the ERS, further research is also needed into the specific knowledge and skills that are learned by teachers with higher qualifications that enable them to complete their roles effectively. It is important to note also, that while higher quality in early childhood education and care may lead to improved outcomes for children, we cannot assume that this is the case.
Source (Open Access): Manning, M. , Garvis, S. , Fleming, C. & Wong, G. T. (2017), The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13: 1-82. doi:10.4073/csr.2017.1


Witmer, S., Luke, J. & Adams, M. (2000). Exploring the potential of museum multiple-visit programs. Art Education, 53(5). pp. 46 – 52.
This study examines the impact for middle school students of the National Gallery of Art’s Art Around the Corner program, an educational program in which students make multiple visits to the museum. Multiple museum visit programs are time-consuming and costly to museum education departments and reach fewer students. While anecdotally museum educators might agree that a multiple-visit program offers more benefits, little actual research has been conducted on the effectiveness of these programs. In this study, researchers found that students who participated in the Art Around the Corner program had more positive attitudes toward art and art museums and demonstrated a greater ability to respond to and discuss works of art than comparison students who did not participate in the program.
Compared with students who did not receive the program, students who participated in the National Gallery of Art’s multiple visit museum education program:
- had a greater ability to respond to and discuss works of art.
- had more positive attitudes towards art and art museums.
Significance of the Findings:
These findings provide evidence to support what museum educators and some classroom teachers believed to be true – that multiple-visit museum programs offer valuable benefits to students. The findings are significant because multiple visit programs require more resources while reaching fewer students so data to support their impact is useful in supporting continued development of such programs.
Participants in Art Around the Corner visited the museum seven times over the course of a school year and docents from the museum visited students in their classroom twice a year. All students in the program were fifth- and sixth-graders from the District of Columbia. At the museum students participated in small group, inquiry-based lessons that integrated with the school curriculum. In addition to artwork based discussion, students completed in-gallery writing assignments and studio projects. In this case study, researchers compared the written and oral responses to a work of art from middle school students who had participated in Art Around the Corner for one to three years with responses of students from the same school who had not participated in the program. Researchers also interviewed students who had participated in the program and those who had not, to determine their attitudes towards visiting art museums. Teachers and principals were also interviewed regarding the benefits they perceived for students of the multiple-visit program.
Limitations of the Research:
It was not clear how many students participated in the study or exactly how the researchers analyzed the data from the students’ written responses or interviews. The study might have been strengthened by including in its comparison, not only students who participated in a multiple-visit museum education program and students who did not participate in that program, but also students who participated in a single-visit museum education program.
Questions to Guide New Research:
If students have stronger literacy skills in term of writing and talking about art after participation in a multiple-visit program, how do those skills improve over years of participation in the program? How could the goals of the program shift to accommodate the development of more sophisticated skills in students who have been participating in the program longer? A longitudinal study looking at the development of skills could be useful.


Grand Island, New York Tutoring Programs
Get started with SchoolTutoring Academy's tutoring programs for Grand Island, New York students.
Grand Island District and Curriculum
Grand Island is served by the Grand Island Central School District. The district operates three elementary schools, one middle school, and one high school. The English Language Arts and math curricula used by Grand Island schools is based on the objective-based Common Core State Standards. The curricula for Grand Island schools’ other core and elective classes such as science, foreign languages, and theater are based on state-specific standards. Students may also attend BOCES where they can receive an in-depth and high-tech career preparatory learning experience.
We currently cover the following Grand Island-area school district: Grand Island Central School District.
Educating Our Parents: Understanding the Grand Island District Curriculum
Grand Island schools base instruction in English Language Arts on a curriculum that requires students to develop the ability to read with increasing independence. Students begin with stories and general non-fiction and then progress to reading classic and popular literature from around the world. They are expected to learn how to derive meaning from different texts and to explain their interpretations in discussion or writing. Presentation and speaking skills are also a part of the Language Arts curriculum so that students are using the vocabulary and language skills they have developed through reading and writing.
The schools base instruction in math on a standards which cover the topics of numeracy and operational sense, pattern recognition as the basis for later algebra, understanding techniques for measuring different objects and developing shape and spatial awareness. Starting in late elementary school, students are introduced to topics in ratios, developing their ability to work with probabilities and other means of statistical analysis.
Our Grand Island, New York tutoring programs are personalized just for you
Our instructors hail from Harvard, Stanford, Duke and other top institutions
Keeping Informed: Recent Grand Island Educational News
- Grant for Music Education - The Grand Island Central School District has received a one-time grant. Senator Mark Grisanti awarded the one-time grant of $75,000 to the district. The money will go towards a one-year reinstatement of a Grand Island Central School District music education position.
- Junior DECA Club Activities - Members of Grand Island High School’s DECA club and Veronica E. Connor Middle School’s JV DECA Club assisted with the Grand Island Mini-Marathon. Students braved the bad weather to provide drinks to runners along the mini-marathon’s route.
- Parents as Reading Partners Events - Charlotte Sidway Elementary School hosted a visit from children’s author Tad Hill as part of a Parents as Reading Partners event. Hill discussed the characters from his books with students. Many of the students had Hill autograph their books.
Grand Island Tutors Can Help Your Student Succeed
SchoolTutoring Academy works with young learners and students, all the way up through high school. We offer Pre-K and Kindergarten Tutoring as well as Elementary School Tutoring to build a strong learning foundation early on. We also offer comprehensive tutoring across all school subjects.
Chalk Talk: Computer Literacy
There is a belief among many that technological knowledge is intrinsic to today’s children. Such people will remark upon a child’s ability to swipe a finger across a screen and imply that it is the sign of a vast understanding of chips, processors, and coding. Not only is this simply not true, but it is also harmful to children. People who believe that children are already technologically proficient do not see the benefit of schools focusing on technological literacy. But such a focus is more important than ever. Among other things, today’s children need to know how to type, how to load information onto computers, and how to critique the information that they find on computers. There is also an increasing movement to have programming and coding as subjects taught in the schools. Children need to be literate in all aspects of technology, not just screen swiping.


Music and Movement activities that motivate early years children to move, developing both the body and brain through physical activities. Jig like a pirate, party with preschool, dance with a dinosaur, crawl like a crab, smile like a crocodile, take a taxi ride and dance with dough reggae style with our music and movement.
Music and Movement to support early years children with physical activities to build both body and brain, crossing midlines and stimulating vestibular
We have listened to teachers and they are telling us that early years children are struggling with fine motor skills and sitting up in a chair. We have included in this album many opportunities for physical development where children can build core strength and trunk control and also upper body strength and big muscle movements as well as dough dancing to develop fine motor. childrens music, early years, physical activities, Music and Movement, dance, preschool
Our cross EYFS-curriculum music and movement Childrens Music ‘Pop like Popcorn is FUN, SAFE, and INSPIRES meaningful movement which supports the ‘essentials’ of: physical and emotional well-being, creativity and social skills building on language, literacy and numeracy skills preparing young children for formal learning and helping them to reach their full potential.
Most importantly Pop like Popcorn makes learning fun!
* 1. Oh! When my… (High energy, Gross motor)
* 2. Walk the balance beam (Balance, Gross motor, Directionality)
* 3. Taxi Feet (Spatial awareness, Partner song)
* 4. Goes like this (Directionality, Memory & Sequencing)
* 5. Fruit Salad (Healthy eating, Fine motor exercise)
*6 Cowboys and Indians (Role play, Partner dance)
*7. Crocodile Smile (Healthy teeth, Spatial awareness)
*8. On the Beach (Core strength, Memory & Sequencing)
*9. Pirate Dance (Role play, Gross motor, Balance)
*10. Speed it up!
*11. Garden Creatures (Core strength, Creeping, Crawling)
*12. Jobs people do (Independent movement, Role play)
*13. . Dinosaur Party (Creeping, Crawling, Jumping, Stomping)
*14. Reggae Play Dough (Fine motor skills, crossing midlines)
*15. Pop like Popcorn (Parachute, Colours, Eye tracking, Team work)
*16. Riggity Jig (Circle dance, travelling fast & slow)
*17. Hey Now! (Positional language, Counting, rhyming words)
*18 Cha Cha Cha (Crossing midlines, Positional language)
*19. Chick-a-chick (Role play, Singing)
*20. La Bamba (Dance, Sing and do your thing)
(Changing speeds, Listening skills)For personal use only. You MUST have a licence giving you permission to use our material for business or in groups. We are not members of the PRS or any other licensing authority, so a PRS or PPL Licence will not give you relevant permissions.


We have been conducting an evaluation of learning in the Serpentine’s World without Walls programme. We have just reported on our interim results from an examination of two projects. One was the first instalment of Changing Play, a project conducted in partnership with the Portman Children’s Centre.
Anton did this first set of research. His investigation of the work that artist Albert Potrony did suggests the following benefits for children:
- awareness and understanding of a range of materials and objects, manipulative skills in handling large and small materials and objects, and ability to conceptualise them in form and use
- imaginative development in the interaction with materials, objects and other children, allowing experimentation in applying and combining of materials.
- linguistic development in the use of words, utterances and in the construction of narratives accompanying play and reflecting on it afterwards is essential in early conceptual development.
- the richness of children’s narratives incorporated their understanding of social relations and responses to immediate and mediated culture – many instances of children making references to familiar media characters (notably Power Rangers) and to their experience of social and cultural life (home life, rockets, putting people in prison)
- the ability to ‘read’ materials and objects – to name things in their playworld and to construct complex narratives adapting them to their imaginative purposes – are powerful precursors of literacy development
- looking at the images the artist had taken of the children in play and then reflecting on them later, interpreting them and making narratives assisted the development of memory
- continuity and consistency in working regularly with a particular group of children – the original plan was to work both with the Nursery and with a drop-in parent and toddler group, ‘Stay and Play’, but after reflection and discussion with staff this was modified to concentrate on working with the Nursery children
- particularly apparent was children’s increasing sense of autonomy in the playworlds they created, affording them a clearer sense of their own developing character and personhood for themselves and in relation to others. Children were able to lead adults into and through their imaginative worlds, involving them in their play
There were also benefits for nursery staff and children. You can read our full interim evaluation report here as a downloadable pdf. worldwithoutwalls_interimresearchreport_final-copy


As a parent, you begin your child’s early learning at home. You talk to your child. You interact and play with him. The social, emotional, visual, and auditory experiences you provide help your child develop the early skills he will use over a lifetime.
You also give your child’s brain a strong beginning through your efforts. When you place your young child in an early childhood education environment, you take another step toward providing the best possible start for his young brain. Quality education continues and enhances the essential brain-building work you began at home.
How your child’s brain develops
Brain building sounds like an abstract idea, but it’s based on scientific concepts. From age zero to five, your child’s brain is flexible. As a new building under construction, your child’s daily experiences and challenges help him build his brain from the ground up. Your child needs daily input to help it grow. A blend of family and early childhood educational activities provides the building blocks your child’s brain needs to thrive.
Research published by the First Five Years Fund explains that young children develop 1 million new neural connections every second. As your child’s brain develops, it responds to positive and negative input. As a parent, you play an exciting role during your child’s brain-formative years. You get to choose the care and educational experiences that determine how your child’s brain will grow.
Positive versus negative brain experiences
When your child has access to positive home experiences and quality early childhood educational experiences, his brain responds enthusiastically. Positive experiences with family and friends nurture your child’s brain during critical early growth and development stages. Quality, early childhood learning environments provide growth-enhancing opportunities for work, play, and social interaction. Both work together to give your child a boost in developing cognitive, social, physical, and emotional skills.
Social interactions are critical to your child’s brain growth, and adverse experiences can affect his brain growth in negative ways. When a young child consistently endures family, economic, or other trauma, his brain responds accordingly.
Adverse childhood experiences sometimes cause long term stress reactions. They can sabotage a young child’s brain during its critical development stages. Also, negative experiences adversely affect your child’s cognitive, emotional, and social growth by altering essential brain connections during the formative years.
Shaping your child’s future
Ages one through five are critical years for your child’s brain development. During this timeframe, your child’s experiences help build a foundation for a lifetime of accomplishments. Beyond the first five years, your child’s brain becomes less flexible and less responsive to change. While you have the opportunity, it’s essential to carefully consider the family, educational, and social choices you make for your child and his brain.
Contact The Learning Center
TLC has campuses in Windsor, South Windsor, and Manchester. Complete our contact form to find out more about daycare and educational opportunities for your child. You can also reach out to us to learn more about quality education and how it affects young brains.


Pupils and young people with cognition and learning difficulties will learn at a slower pace than other pupils. They may have greater difficulty than their peers in acquiring literacy and numeracy skills, or in understanding concepts, even with appropriate differentiation.
Please obtain your child’s username and password form the class teacher to access the below learning platforms.
Read Write Inc Phonics (RWI)
The link below takes you to the Ruth Miskin's training page where you can access a whole range of videos made for parents. These will introduce you to Read, Write Inc phonics, as well as show you how sounds are pronounced and also help show you how we teach the children at school. This will allow you to be able to support your children in the same way that we do at school.


Toronto, Sept. 25, 2014 – At a time when numeracy is an essential skill for work and life in general, the development and assessment of numeracy skills in Ontario’s college and university students doesn’t add up, according to a new report from the Higher Education Quality Council of Ontario (HEQCO).
Emphasizing Numeracy as an Essential Skill finds that postsecondary students in non-math or non-science-based disciplines often have limited opportunities to develop numeracy skills, while postsecondary institutions know little about the numeracy skills students bring to or acquire in higher education. And while Ontario student numeracy scores have been relatively stable over the last decade, an increasing number of other jurisdictions are outperforming the province.
“Literacy is spread throughout the curriculum both in high school and in postsecondary institutions, but numeracy is too often segregated in particular courses,” says report author and HEQCO researcher Nicholas Dion. “Numeracy should be treated like an essential skill on par with literacy. It should be integrated throughout postsecondary courses of study in Ontario’s colleges and universities, rather than isolated in math classes, ensuring that all students are exposed to content that further develops and enhances their numeracy skills, regardless of their major.”
The report examines current data on numeracy performance from a variety of sources including the OECD, the International Association for the Evaluation of Educational Achievement, Ontario’s Education Quality and Accountability Office, and the College Mathematics Project, an initiative of the York-Seneca Institute for Mathematics, Science and Technology Education. Government guidelines for curriculum content are also examined using the Ontario Qualifications Framework.
The data present a mixed assessment of Canadians’ and Ontarians’ numeracy skills overall. While some show a slight deterioration in numeracy skills over the last decade, others suggest relative stability. But if Ontario students’ scores have not changed significantly over time, other jurisdictions are gaining ground.
The provincial data also point to a considerable skill deficit among students taking applied-stream math courses in high school compared to students taking academic-stream math courses. And while the College Math Project’s findings are limited to math skill levels of first-year students, incoming university students are not even assessed.
“It is difficult to evaluate the direct effect of a postsecondary education on essential and discipline-specific skills given the information currently being gathered on students’ skill levels at admission and graduation,” says Dion. “Postsecondary institutions should begin assessing the numeracy skills of incoming and outgoing students to fill this data gap. This information could be used to ensure that the appropriate supports are available to students as they begin their course of study and help assess the value added of a postsecondary education on numeracy skills.”
Part of HEQCO’s continuing examination of learning outcomes in Ontario’s postsecondary sector, the report follows on an examination of literacy skills, which found that Ontario students headed to college or university might not have the literacy skills they need to be successful. The report said that postsecondary institutions need to define the literacy standard they expect of students and should be evaluating entering and exiting literacy skills as part of a comprehensive assessment of the achievement of desired learning outcomes.
About the Higher Education Quality Council of Ontario
The Higher Education Quality Council of Ontario is an agency of the Government of Ontario, established in 2005 to contribute to the improvement of Ontario’s postsecondary education system. HEQCO is mandated to conduct research, evaluate the postsecondary education system and provide policy recommendations to the Minister of Training, Colleges and Universities on improving system quality, access and accountability.
For further information, please contact:
Executive Director, Communications
Higher Education Quality Council of Ontario
(416) 212-5242 / email@example.com


CHAMPAIGN COUNTY, Ill. (WCIA) — Professors at the U of I are using a bus to connect kids with hip-hop culture.
It is called the Double Dutch Boom Bus. It will soon be taking to the roads to teach kids in Champaign-Urbana about music.
“How can we use hip-hop to engage young people today,” said William Patterson, UI Associate Professor of Fine & Applied Arts and Engineering. That is a question Patterson has been working on answering for 10 years and he may finally have the answer…on wheels.
“I said ‘Let’s take the experience, the legacy of the black music experience to talk about engineering technology. Basically STEM and how can we use hip-hop to engage young people?'” As a Fine & Applied Arts professor, merging education and the arts is Patterson’s specialty. From his desire to help kids in the community came–what Patterson calls– his hip-hop express projects.
Engineering students are in the process of turning a double dutch bus into the Double Dutch Boom Bus. “We’ll have a full recording studio on here in terms of being able to utilize that and teach music lessons.” Eventually, solar panels will be put on the top, so when they’re using it while it’s parked, the engine won’t have to be running. He said the bus will go to areas where there has been gun violence and community struggles.
Adam Kruse, a UI Assistant Professor of Music Education, said he knows how important it is that this bus reaches kids in struggling areas. “Kids who associate with hip-hop culture are often marginalized kids and kids whose genius isn’t always recognized by their schools or other institutions around them.” It is showing kids that someone is on their side, that Kruse says can make all the difference. “It’s letting them know that they are part of that legacy and that what they are and who they are is important…and this is a celebration of that.”
The bus will likely roll out this summer. The plan is to park it at different events as well as in certain neighborhoods regularly. They are also working with different mentoring groups to involve students.
African American Studies professor, Dr. Malaika McKee, said this hip hop bus project is all thanks to university leadership like Chancellor Robert Jones and President Timothy Killeen who really took a chance by allowing the bus to be created and supporting the idea. McKee said this is the kind of work that meaningfully connects the university with the community.


Common Core State Standards
CCSS.ELA-Literacy.RL.4 Reading Standards for Literature
Craft and Structure
CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RF.4 Reading Standards: Foundational Skills
CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.4.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.


If you learned a musical instrument as a child, you know that it’s often a struggle to stay motivated and continue with lessons and daily practicing. And as an adult, you may find yourself facing the same struggle with your own child, especially after the first few months of excitement wear off and progress seems slower. And if you discontinued lessons yourself, or never had the chance to learn in the first place, it can be especially difficult to see the value of a serious commitment to music education.
Here’s the good news for parents in need of a little inspiration to help their student stick with learning an instrument: research shows that making a long-term commitment to music lessons is one of the best things you can do for your child’s development, with benefits that last well into adulthood. So while there’s lots of ways to encourage a daily motivation for music practice— celebrating small successes, performing regularly, and setting goals— it’s also important to remember the big-picture reasons for staying dedicated to mastering an instrument.
A recent psychology of music study interviewed adults about their experiences learning an instrument. Those who reported taking music lessons for several years also reported a significantly higher tendency to participate in the arts community as an adult. Whether attending music or theater performances, performing themselves, or embracing an entirely new medium like painting or photography, children who study music develop a lifelong love of for art and music, and each person reported that their interest in the arts significantly improved their quality of life. In the end, it doesn’t matter if your child never becomes a professional concert pianist. What matters is that they dedicate their time to something that will bring them joy, satisfaction, and meaning for their entire lives.
Similarly, neuroscientists at Northwestern University recently studied the brain responses of senior citizens, testing how quickly they could identify and respond to speech patterns and their ability to process sound. The participants who reported studying music for at least fourteen years as a child and young adult showed significantly faster language comprehension, as well as better memory recall. The scientists concluded that music is a key factor to healthy aging, and can help prevent age-related cognitive difficulties, which seems awfully important if you’re a parent who sometimes forgets where they left their keys.
Lastly, music teachers will tell you that encouraging your student to stick with music lessons is often just a waiting game with the finish line in sight. Kids develop quickly, and once a student reaches age 12-13, they’re developmentally ready to start making long-term decisions on their own. After spending their childhood taking lessons, they’re often invested enough to keep going without needing the same level as external motivation as a young child. Even better, they’ve already experienced the benefits of learning a new skill, and they’ll continue to benefit into adulthood. So keep your head up, and keep encouraging that daily practice. Your adult children will thank you, especially when they grow up and attend music performances on their own, and can always remember where they left their keys.


The Library of Congress for Teachers
Basic computer file management knowledge, e.g. opening, saving and uploading files, creating folders, copy/paste skill, basic Internet searching skills, bookmarking sites (adding favorites)
2. Word Processing Software
3. Internet Access
4. Adobe Reader 11.1.01 or later required to edit and save coursework
You can download this software for free at Adobe.com
Note: The Library of Congress often updates the web pages used in this course. It is possible that a web page will not be available for 24-48 hours while they make the updates.
Professional Learning Objectives
1. Using course text and the LOC website, teachers will click on a variety of links to webpages and describe the sources with 100% accuracy.
2. Using the course text and LOC website, teachers will choose a webpage/resource found through the Seek and Find activity, and complete analysis questions with 100% completion.
3. Using course text and the LOC website, teachers will organize practical resources such as Collections, Lesson Plans, Presentations and Activities, and more found in the library by completing the Educator Resource Grid with 100% completion
4. Using course text and the LOC website, teachers will apply knowledge of available materials to create activities that coincide with learning goals and state standards with 100% completion.
5. Use the course text and Library of Congress website to devise a lesson plan that features at least one primary source from the Library of Congress Primary Source Collections in the Library with 100% completion.
Common Core Standards
• CCSS: ELA-Literacy- Writing K-12
• CCSS: ELA- Literacy- Reading Literature K-12
• CCSS: ELA- Literacy- Reading Informational Text K-12
• CCSS: ELA- Literacy- Reading Foundational Skills K-12
• CCSS: ELA- Literacy- Speaking and Listening K-12


By the time your child reaches primary school they will have developed the gross motor skills of crawling, walking, jumping, running, throwing kicking and the fine motor skills of being able to undertake tasks such as picking up crayons, pencils, puzzle pieces, threading and twisting and construction such as stacking building blocks. For a child with ADHD it is about their attention to these tasks, their impulsivity, hyperactivity and ultimately their safety.
Specific attention to these symptoms needs to be undertaken to ensure the development of these areas continues and that the essential social interactions that occur when undertaking these activities also develop. Let’s think about how strategies can be put into place to cover both the areas of motor skill development and interaction with others.
Gross motor skills
These will be explored in the early primary school years through what is called a perceptual motor program or PMP. Through the perceptual-motor activities your child will develop greater levels of body control, better coordination and greater body awareness. As your child progresses through school, sports program activities will begin. Team sports not only develop motor skills but also essential social skills as well. It is here that the symptoms of your child’s ADHD may have an impact. It may be necessary to have more break times for your child to manage the interactions and the concentration levels required. The teacher will need to be aware of the impact of the ADHD, particularly in regard to how the inattention, impulsivity and hyperactivity impact upon the child, in order to keep everyone safe and engaged.
Fine motor skills
This may be a particular challenge to a child with ADHD. Generally speaking a child with ADHD has messy handwriting and attention to detail can be minimal. For them it is about getting to the end point. The ability to attend to the tasks required is impeded by the need to finish, their fidgeting and getting distracted by other things. By modifying the work task this can be helped. For example, instead of giving the child a one page worksheet divide the sheet into two or three. This way the child is seeing finish points along the way and is not overwhelmed by the work. They can take their time and handwriting may improve. The same approach can be used at home. For instance, you want your child to pick up their toys, put them away, make their bed and put their dirty clothes in the laundry bin. This is four pieces of information. If your child remembers and does one you will be lucky! Try a checklist or schedule to list and tick off as tasks are finished. This way your child is focused on one thing at a time, can self-manage the tasks and has a sense of achievement at the end when it is all completed.
Motor skill development will require further methods of management if your child has an added learning disability such as Autism Spectrum Disorder(ASD) or an Intellectual Disability(ID). Motor skill development for these children could take a longer period of time.


|Children’s Progress Academic Assessments (CPAA)||The CPAA is an adaptive assessment and reporting instrument for measuring early numeracy and literacy skills. Targeted from pre-Kindergarten through to grade 2.||ERB|
|Desired Results Developmental Profile© – Preschool (DRDP-PS©)||The DRDP-PS© measures six components of development in children at preschool ages.||WestEd/California Department of Education|
|Early Literacy Skills Assessment (ELSA)||ELSA assesses emerging literacy skills of children in early childhood contexts. A storybook format is used to present tasks measuring comprehension, alphabetic principle, phonological awareness, and more.||HighScope Educational Research Foundation|
|Galileo Pre-K Online||Galileo Pre-K Online provides an assessment, curriculum and reporting framework for birth to five learners. Designed to comply with United States local, state, and federal criteria.||Assessment Technology, Incorporated|
|Get Ready to Read Screening Tool||This free online 20-question assessment is targeted towards children aged four. It measures pre-reading skills. Performances can be linked to appropriate intervention activities.||Pearson Early Learning|
|IGDIs (Individual Growth Development Indicators)||IGDIs are used to assess language and literacy development in children 3-5 years of age. The IGDIs contain three measures: Picture Naming, Rhyming, and Alliteration. The assessment is administered by an adult.||University of Minnesota|
|MAP for Primary Grades||Targeted at K-2 age ranges, the MAP for Primary Grades adaptive tests also include diagnostic measures of student readiness to learn mathematics and reading.||Northwest Evaluation Association|
|Math Skills Products||PrepStrong on-sells a range of math skills products for children aged 2 to 10. There are tools for developing understanding of early numeracy concepts through to tools suitable for preparing for elementary school standardised tests.||PrepStrong|
|mCLASS®:CIRCLE™||mCLASS®:CIRCLE™ helps teachers to interact with students as they demonstrate precursory skills in social dimensions in addition to early literacy and math.||Wireless Generation, Inc|
|Monitoring and Evaluation System for Pre-schoolers||Cito, a Netherlands-based testing and assessment company, provides a system of observation checklists and tests for monitoring cognitive and non-cognitive skills development in thee and four year old children.||Cito|
Early childhood assessments are often used to determine the readiness of students to learn the skills taught in the first years of schooling. For example, a variety of assessment tools have been designed to measure pre-literacy skills to determine whether or not a child has developed some of the prerequisite skills for learning to read. Information from an early childhood assessment about developmental strengths and weaknesses can be be used to inform appropriate instructional interventions and accommodations.
If you would like to contribute details about a specific early childhood assessment, please do so via the available submit form.


By primary school age, a child’s ability to read and comprehend the world has seen huge developments since preschool age. In primary school, children are beginning to figure out what they like and don’t like, and what their strengths are. They will begin to develop a deeper understanding of the world, and learn about empathy. Reading introduces children to whole new worlds, different characters and situations, and helps them to translate this into their real lives and relationships. As well, reading at primary school age is immensely important for developing literacy and numeracy skills that will prepare them for their future lives.
Primary School Reading Books
Our collection of personalised books for primary children are fantastic means to help your child develop their imaginations and keep them interested in the process of reading. With our personalised books, your children can feel a part of the story, embarking on fun-filled adventures alongside some of their favourite characters. Through being immersed in the story, your child will be even more excited to start reading because they’ll be a part of it!


Solving math problems is like solving life problems. So if you can solve life problems, I bet with the right motivation and training, you will be able to solve math problems as well.
To be proficient in math problem-solving, you need a framework to attack problems. The most publicized one is the skeletal system of mathematical problem solving as recommended by the Hungarian mathematician, George Polya.
Polya gave us the framework as these steps:
- Identify a problem
- Understand the problem
- Devise a plan
- Carry out the plan
These steps do not have to be in a linear format but are iterative. If you look closely you will see that business analysis, SDLC and other business processes follow this methodology but have been customized for their respetive domains.


ERIC Number: ED329752
Record Type: RIE
Publication Date: 1989-Mar-1
Building Bridges of Meaning: The Role of Contextual Literacy.
Haigler, Karl O.
The importance of considering social contexts--workplace, family, and community networks--in devising adult literacy programs has emerged over the past decade as the clear consensus of adult literacy research. Equally important have been the attempts by field researchers and federal policymakers to use these findings in setting up demonstration programs and in providing general guidance on how to establish such programs in different adult contexts. Among the more important implications of a contextual policy approach has been the call for more comprehensive approaches to serving adults. One innovation in adult literacy development has been the family literacy strategy. However, family and workplace literacy programs, as currently structured, need to be more informed by the cultural or social context of program participants. Barriers to implementation of contextual literacy policy include the issues of transfer, definition, measurement, and effective literacy instruction. To meet the challenges of adult literacy development, a better understanding of the cultural contexts in which adults function is required. Significant bodies of research illuminate the importance of cultural knowledge for more successful educational intervention. Policymakers at the state level must tailor literacy strategies that are informed by the particular social contexts of their communities. (18 references) (YLB)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A