Using Georgia Tech’s learn-to-code-through-music platform, EarSketch, high school students have the opportunity to win prizes by composing an original remix featuring the song “SET” from Grammy-Award winning singer-songwriter Ciara. The competition is intended to get young people excited about computer science and coding.
Coding, the ability to read and write the language of computer software, is considered an important future skill, a fluency in the common langue of a connected, technological, global economy. In Finland, they are using chess, a game at least 1,300 years old, to teach it. You may say, “Who cares what they’re doing in Finland?” We should.
Content knowledge skills are relatively easy to learn, standardize and assess. That means they’re also easy to automate. As AI and education expert Stuart Elliott has pointed out, computer literacy capabilities surpassed 30% of workers in developed countries in 2016. By 2026, this number will be 60%. As for numeracy skills, including math and data analysis, computers will outperform nearly 100% of workers.
Toy robots are nothing new. In the 1980s, the R2D2-like Tomy Verbot or the clunky Milton Bradley Big Trak let kids program their movements or actions using voice commands or a keypad. The marketing for those robots focused mostly on the fun -- and, in the case of the Big Trak, the ability to deliver an apple to your dad. These days, toy companies have a different message for parents as they hawk their coding toys: Your kids will have fun, but they’ll also be prepared for the jobs of the future.
My initial experience using a coding and robotic tool has forever changed my outlook on not only the clear benefits my students gained but also just how easy it can be for integrating into whatever short period of time a teacher is working with. With so many coding and robotics tools coming out all the time, it can be overwhelming which is best or where to even start. Teachers should not be afraid to incorporate coding and robotics into their classroom.
Today, the internet provides unlimited access to high-quality, free and educational resources for almost any age or skill group. And yet, these critical career paths lack awareness and excitement. Many nonprofit organizations are making it their mission to change that, upsetting outdated models in education and, subsequently, recruiting.
Knowing how the programs on their computers are constructed seems like a worthwhile thing even if a student never writes a single line of code outside of school. To understand the architecture is a form of power, and while I cannot claim my individual experiences with students as dispositive to the whole, many of them use their computers and phones uncritically, and prove to be not great problem solvers when it comes to operating in the digital realm.
The trepidation surrounding artificial intelligence and machine learning hasn’t subsided. Many educators wonder how possible is it that machine learning could replace the tasks and jobs we’ve trained for, leaving many without employment? What happens when artificial intelligence takes over? The answer is that we will become more creative. As humans, we have characteristics that no machine will develop: empathy and innovation.
While it may seem like these companies are competing in the education market simply to broaden their consumer base and give back a little, their collective strategy is much more concerning. Tech oligarchs are pushing skills like coding in education to train their own future labor force -- and pay them low wages.
As soon as Cue was out of the box, the boys started having fun with it. This device is designed for ages 10 to 15, and I think my boys are just outside of the right age range. Bucky isn't able to read so he needed help using the robot. And, Jerome enjoyed it for a little bit, but it couldn't compete with video games and girls. There are several accessories you can get to go with Cue, including the Sketch Kit, which we got to test out.


Easy as 1 2 3? I wish…but it IS a good song!
As you know, we are currently working through our Bread Study. On the surface it can seem pretty basic, but when you break down the curriculum attached…there is SO much learning that happens during this study. Math, science, critical thinking, language development and fine motor skills are just a few examples.
One of my favorite things about being an educator is curriculum development. My brain loves the process of linking child development, student motivation and learning goals with meaningful teaching activities in the classroom. It requires thinking like your students which fosters personal connections which leads to successful learning. Here’s what you might witness when I’m on a typical curriculum development bender:
While I love it, curriculum development is HARD WORK and always evolving. A common misconception about Early Childhood Education (ECE) is that there isn’t any specific planning or academic rigor. Quite the contrary – ECE is the foundation for layers upon layers of academic learning AND it must address essential areas of child development. What this means is that ECE teachers be knowledgeable about the science of child development, current best practice AND be skilled at implementing teaching activities that target those things in way that is fun and engaging for students. If you haven’t hugged a teacher lately, I recommend it.
So, how can you tell what your child is learning at preschool? Let’s break it down using our Bread Study as an example:
Investigation 3 is themed: Who works with bread?
Targeted Vocabulary: baker, delivery, pastry chef, transform, responsibilities, pizza parlor, mozzarella, marinara, pizza stone
Large Group Activities: Echo Clapping activity, Discussion & Shared Writing, Step Up game, The Green Grass Grows song, Find the Letter Sound movement activity, Hi-Ho Derry-O song and activity
Small Group Activities: Making Bread, Experimenting with Bread, Alphabet Books, Jumping Beans Activity, Rhyming Chart, More or Fewer Towers, Ping-Pong Pick Up, Modeling Clay, Biscuits, Cube Trains, Patterns Under Cover
Read-Aloud: Stone Soup (each week specific books are targeted for literacy development activities)
Physical Development: Catching with a Scoop Activity
Each activity targets specific developmental and academic goals. For example, the Large Group activity Step Up asks students to match letters to letter sounds. The Small Group activity Rhyming Chart builds literacy skills by having students help create a chart of rhymes. During each activity, teachers are observing each student to see where they are at developmentally and using that information to guide future learning activities.
When you are talking to your child about the school day, instead of asking: What did you do today at school? Ask:
- What was your favorite or least favorite thing about school today?
- Did you learn something new about bread?
- What did you do outside or downstairs during play time?
- What story did you read today?
If you haven’t looked at our Creative Curriculum Parent Handbook, consider checking it out. It may answer questions you have about why we format learning the way we do and how you can recognize your child’s academic and developmental progress. And of course you are always welcome to ask the Teachers and Directors here for more information.
On Thursday, November 7th and Friday, November 8th I will be setting up some of our curriculum materials in the music room upstairs. If you would like to pop in after you drop your child off in the classroom you can enjoy a cup of coffee and learn a little more about the Bread Study.
A B C, easy as 1 2 3? Dedicated ECE teachers sure make it seem so.


Speech Pathologists help children and adults improve their communication skills.
They assess and treat people who have difficulties with:
Articulation and Phonology - the pronunciation of speech sounds. Errors may occur as sounds develop, or as the result of physical or medical conditions or injuries.
Dyspraxia - a motor planning disorder, characterised by difficulties organising, sequencing and producing the movements (oral dyspraxia) and / or sounds (verbal dyspraxia) required for speech.
Receptive Language - the understanding of spoken and written information and instructions.
Expressive Language - the ways in which messages are communicated to others.
Phonological Awareness - the pre-requisite skills for literacy development, which include awareness and manipulation of sounds and syllables, rhyming, and sound-letter correspondence.
Stuttering, or interruptions to the flow of speech, which may be characterised by repetitions of sounds, syllables, words or phrases. Prolonging of sounds, difficulty starting words and “blocking” are also types of stutters.
Voice disorders resulting from a range of causes including injury, misuse or overuse of the voice. Speech Pathologists may work with doctors or Ear, Nose and Throat Specialists when providing treatment.
Feeding and Swallowing - Speech Pathologists can help infants who have difficulties with breast- or bottle-feeding, or when starting to eat solid foods. They also help children and adults who have eating and drinking difficulties resulting from muscle weakness or incoordination, such as following an injury or stroke.
Pragmatics - the verbal and non-verbal social skills needed for effective communication. These include eye contact, choosing and maintaining topics of conversation, and taking turns in communication.
Speech Pathologists can also help people with accent modification, public speaking and presentation skills.At North-West Speech Pathology we offer:
- Initial assessments of communication skills
- Review assessments of communication skills
- Comprehensive assessment reports
- Individual and group therapy appointments
- Preschool, school and home visits
- Speech Pathology treatment programs for use at home, preschool and school
- Consultations with preschool, school or specialist staff
- Education and information sessions tailored for parents, caregivers, teachers and professionals
- "It Takes Two To Talk" - The Hanen Program® for Parents
- "More Than Words" - The Hanen Program® for Parents of Children with Autism Spectrum Disorder.


Love of instrumental music is linked to intelligence, researchers say
From deejays to Debussy, it's all brain food.
- A new study supports earlier suspicions of a link between intelligence and non-vocal music.
- This may have to do with a taste for novel experiences way back on the savannah.
- Purely instrumental music may simply be more fresh for brainiacs.
The Savanna‐IQ Interaction Hypothesis, based on the Savannah Principle, proposes that intelligent people are more likely to be attracted to novel stimuli than other individuals are. A 2011 study — "Why More Intelligent Individuals Like Classical Music," by evolutionary psychologist Satoshi Kanazawa — proposed that since music evolved from vocal sounds, purely instrumental music would, by comparison, be one such novel stimulus. Ergo, smarter people are more likely to enjoy instrumental music.
We may logically expand that category beyond Kanazawa's boundaries to encompass other, non-classical, but nonetheless purely instrumental forms of music, such as ambient/chill-out electronica, dance music, jazz, and so on. With that caveat, a study recently published in Evolutionary Behavioral Science, "Intelligence, Music Preferences, and Uses of Music From the Perspective of Evolutionary Psychology," adds fresh support for Kanazawa's take on musical taste.
"I first became interested in this topic while working on a project looking into the relationship between personality traits and musical preferences," says the study author, psychology and primate conservation student Elena Račevska of Oxford Brookes University, according to PsyPost. "We decided to further test his hypothesis using a different set of predictors — namely, a different type of intelligence test (i.e. a nonverbal measure), and the uses of music questionnaires."
Račevska gathered data from 467 Croatian high school students, measuring "a number of variables likely to have an effect in this relationship, such as taking part in extra-curricular music education, its type and duration."
The study confirmed Račevska's earlier insight: "We found intelligence to be a significant predictor of the preference for instrumental music." (Side note: Intelligent students were not likewise disproportionately drawn to singing.)
Račevska also found that the manner in which subjects used music, as well as its personality, affected their preference. Five such personality factors were identified: reflective, popular, conservative, intense, and sophisticated. Those who listened to music more cognitively — consciously analyzing its composition and performance — especially enjoyed instrumental music. They same people were also attracted to reflexive, intense, and sophisticated music.
Image source: PopTika / Shutterstock
What future research might explore
Račevska admits, "Intelligence is only one of the constructs connected to musical preferences, there are many others, such as personality traits, gender, age, degree of education, and family income." There's also the issue of complexity since, "complexity of vocalization is preferred by many species, which could mean that it is evolutionarily familiar."
"It would also be wonderful to conduct a longitudinal study of how musical preferences change throughout developmental stages of the human life," Račevska says, "and how they interact with numerous social and personal variables, such as societal pressures and peer relationships."
Finally, she notes, one's culture is likely to be an additional factor influencing musical preference, and "a cross-cultural study could examine and control for influences of culturally specific ways of experiencing music, and other music-related behaviors."
Image source: Marcela Laskoski / Unsplash


Stegman, Sandra Frey
About the author: Dr. Stegman is Associate professor of Music at Northern Illinois University. Her experience includes teaching choral methods and conducting, supervising student teachers, and conducting various university and regional ensembles. She received her PhD in music education from the University of Michigan.1999 0-7734-7926-0
A guide to educating those who teach choral music in the classroom, this text provides a comprehensive review and analysis of the relevant literature, drawing on qualitative methodologies to collect and interpret primary source data. Student-teacher portraits are provided as examples. The author presents a convincing argument for assigning a special role to the development of reflective capacities and to image construction in the process of becoming a teacher, and her recommendations for music teacher education and research are thorough and developed.


With a growing population of English Language Learners in our schools, their specialized classroom needs must be addressed. California state testing shows that English Language Learners (ELL) consistently perform below proficiency as compared to other students who are not English Language Learners. Many times, in response to pressure placed by the state testing requirements, administrators and educators focus on English Language development strategies at the cost of other content areas such as science. The Science and English Learning Development Blended Program is a professional development project that combines English Language Development (ELD) strategies within science lesson plans to address the language needs of English Language Learners through science content. The Blended Program was in place for four years in an urban school district in southern California. During its initial year of implementation, a research study focused on the types of changes teachers made to their science lesson plans as a result of their professional development: all of the changes made had to do with English Language Development and not Science. Implications of this study suggest that at the start of the program changes to support science content were not made because the teachers did not have the science knowledge to be comfortable enough to make changes to address the science portion of the lesson. The data analyzed for this study was collected during the Blended Program's third and fourth year of implementation. The findings show changes which reflect the following themes: science concept acquisition, oral language development, and scaffolding instruction. These themes reflect changes . that address both English Language Development and science. The individuals involved with the Blended Program have now had training for ELD and Science content for three or four years. Results suggest that the training not only equipped the teachers with English Language Development strategies but has also improved teachers science content knowledge and as a result teachers are better equipped to address the science in the lesson.
|Commitee:||Gomez-Zwiep, Susan, Topps, Jo|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/05M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Elementary education, Science education, Curriculum development|
|Keywords:||Blended science, English Language Development, English Language Learners|
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What are the main numeracy skills you need to be more effective at your work and business? Have you ever ask yourself this question?
Do you know that numeracy skills are very important math skills that are useful not only for children in the school and for your job application and a resume?
If you want to be a successful businessman, worker, manager, leader or student, you will definitely need at least some basic mathematical skills.
Here you will find a numeracy skills definition, meaning, examples and a list of most important of them.
Numeracy Skills. List, definition and examples.
What are numeracy skills?
Numeracy skills are basic mathematical skills that include a range of abilities to understand and analyse numerical information and to make the right conclusions and decisions. They also include the ability to express ideas and situations using numerical or mathematical information.
Mathematics is a science with a key role for a career of the people who deal with technology, finance, banking, engineering – all professions of the future. It can be lucrative and interesting. But maths also is everywhere in our daily life – in purchases, in vacancy costs, in banking interests and taxes, in home rents and more….
To have numeracy skills doesn’t mean to be a great mathematician. It means to have some basic math skills plus some analytical thinking.
Lets see a list of the main numeracy skills:
- Knowledge of numbers and figures;
- Understanding relationships between numbers;
- Interpreting mathematical information;
- Ability to remember;
- Visual perception of information;
- Ability to organize information;
- Argumentation and logical thinking;
- Calculation skills;
- Understanding trends;
- Language skills;
- Scheduling or budgeting;
- Measurement and data analysis;
- Working with graphical information and specialized software such as data visualization software and flowchart software;
The above numeracy skills are enough for your daily life and can be a great basic for your business skills and qualities.


Date of Creation
Conservatory of Music
How can we conceptualize curriculum and school knowledge to better address important questions of social change, contingency of knowledge, life in mediated worlds, and inequalities? This question was given to me by Dr. Brent Talbot for my final presentation in Music 149, Social Foundations of Music Education. The purpose of this assignment was to synthesize the knowledge of various philosophies and models of music education covered in this course while utilizing the course material given to us throughout the semester. After Dr. Talbot’s emphasis on creativity and having already written too many papers to count, I decided to write and perform a short play. I drew upon the fact that many considered Dr. Talbot and I to be doppelgängers. In this scene, I play both myself and Dr. Talbot, who is the voice in my head. I often considered what Dr. Talbot would say in regards to my projects for the class, so his voice in my head was all too familiar. This format made the most sense as a summation of my experiences and research in Social Foundations of Music Education.
This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Binner, Jeffrey C., "The Same Person" (2013). Student Publications. 326.


In recent years, schools in India have shifted heavily toward common core subjects like science, languages and math, but what about the arts? Although some may regard art education as a luxury, simple creative activities are some of the building blocks of child development.
Learning to create and appreciate visual aesthetics may be more important than ever to the development of the next generation of children as they grow up.
Developmental Benefits of Arts & Crafts on Children
Motor Skills: Many of the motions involved in making art, such as holding a paintbrush or scribbling with a crayon, are essential to the growth of fine motor skills in young children. Milestones around age three should include drawing a circle and beginning to use safety scissors. Around age four, children may be able to draw a square and begin cutting straight lines with scissors. Many preschool programs emphasize the use of scissors because it develops the dexterity children need for writing.
Language Development: For very young children, making art—or just talking about it—provides opportunities to learn words for colors, shapes and actions. When toddlers are as young as a year old, parents can do simple activities such as crumpling up paper and calling it a “ball.”
Decision Making: Art education strengthens problem-solving and critical-thinking skills. The experience of making decisions and choices in the course of creating art carries over into other parts of life.
Visual Learning: Drawing, sculpting with clay and threading beads on a string all develop visual-spatial skills, which are more important than ever. Even toddlers know how to operate a smart phone or tablet, which means that even before they can read, kids are taking in visual information. This information consists of cues that we get from pictures or three-dimensional objects from digital media, books and television.
Inventiveness: When kids are encouraged to express themselves and take risks in creating art, they develop a sense of innovation that will be important in their adult lives. Art is a way to encourage the experience of thinking and making things better!
Cultural Awareness: As we live in an increasingly diverse society, the images of different groups in the media may also present mixed messages. If a child is playing with a toy that suggests a racist or sexist meaning, part of that meaning develops because of the aesthetics of the toy—the color, shape, texture of the hair. Teaching children to recognize the choices an artist or designer makes in portraying a subject helps kids understand the concept that what they see may be someone’s interpretation of reality.
Improved Academic Performance: Studies show that there is a correlation between art and other achievement. Kids who participate regularly in arts workshops are four times more likely to be recognized for academic achievement than children who do not.


LIFE as PRIMARY TEXT
Committed to a critical, youth-centered pedagogy, Youth Speaks places young people in control of their intellectual and artistic development. We are urgently driven by the belief that literacy is a need, not a want, and that literacy comes in various forms. As we move more deeply into the 21st Century, oral poetry is helping to define the new American Voice. By making the connection between poetry, spoken word, youth development and civic engagement, Youth Speaks aims to deconstruct dominant narratives in hopes of achieving a more inclusive, and active, culture. Believing that young people have the tools to take control of their lives through language, Youth Speaks encourages youth to express themselves using their own vernacular.
Youth Speaks believes that having knowledge, practice, and confidence in the written and spoken language is essential to the self-empowerment of an individual. We fill a need for creative approaches to literary arts education and literacy development; we believe it is crucial to provide spaces where youth can undergo a process of personal growth and transformation in a program that enriches their educational, professional, artistic and leadership skills.
We Believe In…
We believe it is critical that young people have opportunities to find, develop, publicly present, and intentionally apply their voices. Silence is a powerful thing when chosen, but incredibly oppressive when forced upon.
We are committed to providing opportunities for youth to engage with the traditions of orality so as to immortalize the voices of today’s young writers.
Youth Speaks reflects diversity and engenders a community of young artists who reach across demographic boundaries toward self-exploration and growth, providing a platform where conflicts are resolved on the page or the stage, rather than on the street.
Youth Speaks is committed to the written and spoken word, innovating our programs so they remain accessible and attractive to the populations we serve, and reflects their stories without leaving out the stories that have come before.
INDIVIDUAL AND SOCIAL TRANSFORMATION
Youth Speaks provokes movement from silence to empowerment based in liberatory pedagogy and youth development. We work to democratize a civic population of youth by giving them a platform to critically and creatively analyze their worlds, and then share what they’ve come up with.
We Believe in EXCELLENCE
We challenge young people to find their own voices, to work hard to apply them, and to do so responsibly. We ask youth to not be afraid of their own potential; we promise them we won’t be.
We Believe in LIFE
We are firmly attached to the idea that every young person matters, that we all deserve to be safe in our local environments, and have the right to know that our voices will be heard and will live on.
By providing free arts education to youth with limited access, our programs seek to empower young people with opportunities to discover and develop their own voices. We firmly believe that young people must think of their voices as vital tools through which they can process their lives, shape the world around them, and hone their abilities to envision and create long-lasting impact. To achieve this, our programs employ best practices of arts education and youth development, while encouraging young people to write about issues relevant to them, in their own vernacular. We ask young people to engage their own cultures to help bridge their personal literacies and the traditional academic literacies presented in school.


“Invest in What’s Next: Life After High School” is an online mini-course developed by the Federal Reserve Banks of Richmond and San Francisco to help students navigate their first major financial decision: what path to pursue after high school. The course encourages students to explore multiple post-secondary education paths and job options and to think about how investing in their knowledge and skills may contribute to their future well-being.
The course’s primary objective is to provide reliable economics-based information and tools to help high school students make informed decisions about post-secondary education. The course helps students begin planning their post-high school strategy by exploring and evaluating the costs and benefits of various education paths, while taking into account their job interests and desired lifestyle. Along the way, students develop personal finance and numeracy skills to help implement their strategy in the real world.
The course consists of three lessons, each requiring approximately 45 to 60 minutes of sit-down time, plus optional homework assignments. A dashboard directs and charts student progress in the course, allowing teachers and facilitators to tailor their own level of involvement.
Course Content and Treatments
The lessons present content in a highly interactive format, featuring data-driven treatments. These interactive treatments combine at the end of the course to build a plan that students can reference and update for life after high school.
For more information about the course, please visit our FAQ page.
To learn more about other education resources provided by the Federal Reserve Banks of Richmond and San Francisco, as well as other Reserve Banks across the Federal Reserve System, please visit our websites at:


NCASE Resource Library
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This website offers resources on a range topics related to healthy youth development, with the goal of helping users create, maintain, and strengthen effective youth programs.
This issue brief provides a summary of the increasingly robust research base on key characteristics of high quality programs and the resulting child outcomes. It also refers to the many valid and reliable measures that exist to examine program effectiveness, including the California Afterschool Outcome Measures Project.
This issue brief shares how to apply new research from neuroscience to build an out-of-school time (OST) program that will help recruit and retain underserved youth. The brief describes how LA's Best programs build on what is relevant and of interest to youth to build an engaging social setting, while embedding literacy and numeracy skills.


Grange Academy: Vision and Aims
Learning is consistently challenging and achievable for all pupils. Highly effective monitoring and intervention ensures swift and sustained progress, enabling all pupils to achieve their potential.”
UN Convention on the Rights of the Child
Article 23 You have the right to special education and care if you have a disability, as well as the rights in this Convention, so that you can live a full life.
Article 28: You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.
At Grange Academy we strive to develop the full potential of everyone within our community. We aim to enable all pupils to:
- flourish in a happy, secure and caring environment where pupils and adults work hard and a school community is created which supports all of its members.
- develop aspirational and realistic education and life goals.
- achieve their full potential through being provided with consistently outstanding learning support. As a result pupils progress extremely well from their different starting points, attain relevant qualifications, and move very successfully to the next stage of their education.
- use and develop literacy and numeracy skills across the whole curriculum.
- access the National Curriculum and religious education within a broad, balanced, differentiated, and relevant curriculum.
- develop self confidence, self awareness, and an understanding of how to be a successful independent learner. This includes successfully acquiring the skills to manage their own feelings and behaviour, and relate to others well through continued spiritual, moral, social and cultural development.
- be free from bullying and discrimination and thrive in a learning environment rich in fairness and equality where they are safe from all forms of abuse, including radicalisation and extremism.
- grow in self sufficiency, with sound knowledge and understanding about keeping themselves healthy, both emotionally and physically, including through exercising and healthy eating.
- achieve good personal development and a secure understanding of British values, so that they are well prepared to respect others and contribute to wider society in Britain.
- develop employability skills so that they are well prepared to make choices about the next stage of their education, employment, or training on the basis of impartial careers advice and guidance.
We place particular importance on very regular and high quality engagement with our learners’ families and carers in achieving the above.


World’s Largest Glaciers
Glaciers don’t just form in the Antarctica or Arctic. So where do glaciers form? They can form anywhere where cold air remains most of the year. This includes mountain areas near the equator. Mountain areas are always colder than areas near sea level. Listed below are some of the world’s largest glaciers.
Fun Facts About The World’s Biggest Glaciers for Kids
- Vatnajokull in Iceland is a massive sheet of ice and the biggest glacier in Europe. It covers 3,127 square miles of land – almost one-tenth of Iceland. Volcanoes under the ice erupt and melt the ice, sometimes causing severe flooding. This glacial ice is 1,300 feet deep in some places!
- The Vatnajokull glacier is the setting for the opening scene in A View to a Kill, the James Bond movie from 1985. It also served as a shooting location during season 2 of the Game of Thrones HBO television series in 2011.
- The Perito Moreno Glacier in the Southern Andes Mountains in South America is part of the Southern Patagonian Ice Field. You’ll find dozens of glaciers in this cold wilderness, but the Perito Moreno is the most spectacular glacier. The glacier is 18.6 miles long and covers 99.6 square miles of land.
- The Perito Moreno Glacier is one of the glaciers that is growing in size. Scientists (glaciologists) have not agreed on why that is happening.
- The Aletsch Glacier in the Bernese Alps in Switzerland is 15.3 miles long and covers 33.5 square miles of land.
- The Khumbu Glacier of the Himalayas in Nepal is part of the route to Mount Everest. Climbers must climb its steep path to reach the mountain’s summit. Khumbu Glacier is 7.5 miles long covers 18 square miles of land.
- The Khumbu Glacier is the highest glacier in the world.
- Ever think you could see a glacier in a rainforest? On the west coast of New Zealand’s South Island is Franz Josef glacier and it descends to within 1,000 feet above sea level.
- Franz Josef Glacier has been melting quickly since 2008. It is currently 12.6 square miles and 6.4 miles long.
- Glaciers, all of them, form only on land.
- Every continent except Australia hosts glaciers within its mountain ranges.
- The largest reservoir of fresh water on Earth is held in glaciers.
The World’s Biggest Glaciers Vocabulary
- Equator: imaginary line stretching around the middle of the Earth
- Massive: huge
- Erupt: burst forth
- Spectacular: amazing
- Steep: almost vertical
All About The World’s Biggest Glaciers Video for Kids
Here’s a great video for kids on the World’s Biggest Glacier:
The World’s Biggest Glaciers Q&A
Question: Are glaciers dangerous?
Answer: Most glaciers are in remote places, but they can be dangerous. Glaciers can cause avalanches that can kill hikers or anyone living nearby. Glacial melt can cause flooding. One such flood killed 6,000 people in Peru. Since then, workers have created canals to control the flooding here.
Enjoyed the Natural Science for Kids Website all about the World’s Biggest Glaciers info? Take the FREE & fun all about the World’s Biggest Glaciers quiz and download FREE all about the World’s Biggest Glaciers worksheet for kids. For lengthy info click here.
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APA Style Citation
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Did you know magazines are a fun and engaging way to bring to life literacy in a classroom? Magazines can be used to supplement classroom lessons. Because magazines contain interactive content such as puzzles, games, poems, stories, crafts and many more, they are considered great support to the curriculum.
Learning and Magazines
Educational magazines are a great source of content that is good for the reader’s growth and literacy development. Young children can be encouraged to love reading by using colorful magazines that have great content for them. Magazines can be used to improve children’s learning, listening, reading and interaction with content skills. Children’s magazines help them develop their learning skills in a fun manner. For example, having kids in groups so they interact with each other and create social bonds while solving puzzles in the magazines.
Encourage Creativity and Imagination
Magazines are full of nonfiction content that can be used to spur children’s imagination and creativity and also teach them graphic features and text. Magazines can be used as research tools by children to help them understand topics such as technology, arts, science, math, history, and nature. A good example is giving children a topic from magazines and have them research on the topic by engaging their family members and doing online research to help them learn. Magazines are full of good creative content such as arts and crafts, recipes, games, and many more activities.
Magazines as writing inspirations
Teachers can use magazines to encourage students to become writers by having them respond to articles or features they read in magazines. Poetry in magazines can help children improve rhymes, similes, and metaphors in their own poems.
Magazine supplement classroom work
Teachers and parents can supplement what children learn in classrooms by pairing the additional content in magazines with classroom resources. To ensure they offer the best resources for the children, teachers, and parents are encouraged to check out magazine reviews to ensure they correlate with the curriculum. Magazines offer a lot of content that can get children excited and interested in learning even beyond the confines of the classroom.
How to build your classroom magazine collection
There are several ways you can build your classroom’s magazine collection. But before you start building you will have to understand not all magazines are suitable for children. Reading magazine reviews will help you in deciding which magazines go into the classroom library. Some of the ways to build a collection for children include:
Asking help to subscribe to children’s magazines that will build a class library from your head of academics. Always be on the lookout for sales from online stores, yard sales, and used bookstores. Asking your local library to donate their used merchandise they wish to clear out. Asking families for donations such as magazine subscriptions.
Remember to always keep magazines accessible to children by having bins all around the classroom. Magazines will impact different skills to the children each time they visit the classroom library and engage with the …


In mainland China, the implementation of the junior secondary school’s music curriculum is highly dependent on music teachers’ attitudes towards music and music education. This study investigated the possible relationship between teachers’ attitudes towards teaching Chinese folk music and their music teaching practice in junior secondary schools in Weifang, China. A total of 72 secondary school teachers responded to a questionnaire regarding their attitude towards teaching Chinese folk music and their perception of students’ attitudes to learning the genre. Six semi-structured interviews with voluntary teachers were conducted to explore the constraints of teaching Chinese folk music. Findings indicate that most respondents have a positive attitude towards teaching Chinese folk music although they spent limited time teaching the genre. Teachers’ attitudes are not only related to their personal musical preference and students’ responses, but are also shaped and modified by the educational context of China, including music teachers’ professional training, teaching responsibility, and the needs of the job market. Promoting Chinese music through education requires both music teachers and teaching policy makers to have an appropriate understanding of Chinese folk music which should not be supplementary to the main content; rather, it should be an imperative part of the music curriculum. Learning Chinese folk music is beneficial for nurturing students’ musical identities. Balancing the ratio of Western classical music and Chinese folk music in music classes is helpful in cultivating students’ multicultural perspectives. Copyright © 2015 The Author(s).
secondary school teacher
CitationHan, R., & Leung, B. W. (2017). A survey on Weifang teachers’ attitudes toward teaching Chinese folk music. International Journal of Music Education, 35(2), 202-215.
- Chinese folk music
- Chinese music
- Teaching attitude


Spoken communication skills vital in education
A PARENT recently asked my opinion about reports published on literacy results achieved by students across Australia and whether they were a true reflection of ability, to which I promptly and simply replied ... "NO”.
Traditionally literacy means the ability to read and write. During their formative years at school, children are taught and assessed on their skills in these two areas.
But I think we are forgetting the most valuable skill of all - oral language competence.
So, let's talk.
With so much emphasis and time placed on the ability to understand, evaluate, use and engage with written texts, essential skills and strategies needed to be confident speakers and effective listeners are being overlooked.
Oral communication is the process of expressing ideas through the medium of speech and plays a crucial role throughout our lives.
Children begin developing oral language skills well before formal reading and writing instruction.
Children mimic words adults around them use.
A range of language situations are based on our capacity to comprehend the spoken word.
In fact, the ability to communicate effectively using the spoken word is a key foundation to students' capacity to learn in more general ways.
It is crucial for literacy development, with an increasing body of evidence identifying it as a key indicator of children's early reading and writing abilities.
For example, very young children use narrative structure to do things like follow a set of instructions, ask questions, share information and understand spoken stories.
However, as they grow older, less importance is placed on these areas, with more focus on how well they can read and write.
Oral communication is undervalued and is fast becoming a lost skill.
Every word we read, write or understand is first understood as sounds called oral language, integrated into every aspect of our lives.
Parents and caregivers play an important role in a child's oral language development, but as with learning any skill, speaking and listening requires practice and should be a continual priority in our education system.
However, vary rarely are the oral and aural components discussed in reports on literacy levels.
This needs to be talked about, but I wonder if anyone is listening?


Students at Reigate Grammar School in Surrey who learned a musical instrument achieved better A-level results than their non-musician peers in 2018. Thirty-six per cent of students who learnt an instrument achieved A*s in their A-levels, while the figure was 28 per cent for non-musicians. Similarly, 43 per cent of instrument-learning students achieved A grades, but only 36 per cent of non-musicians.
Fifty-eight per cent of students learning to play more than one musical instrument achieved an A* in their A-levels.
The findings follow a decision by the independent school to look at the link between learning a musical instrument and academic success, in order to highlight the importance of music education.
State schools in England have seen a 21% decrease in music provision over the last five years, while access to music in independent schools has risen by 7%, according to the BPI.
“It is data like this that reaffirms my commitment to provide a wealth of musical opportunities in the curriculum, through learning an instrument, through choirs and ensembles, through house events and more,” said Shaun Fenton, head of Reigate Grammar School.
“Too narrow a focus on ‘just’ studying might even actually reduce the chances of exam success. The dangers of the EBac, which doesn’t currently include art or music GCSE, are clear. At Reigate Grammar School, it’s all about STEAM rather than ‘just’ STEM.”
Image from Pixabay, reproduced under Creative Commons CC0.
Independent Education Today: https://ie-today.co.uk/Article/learning-a-musical-instrument-aids-academic-success-says-reigate-grammar-school/
TARGET GROUP:YOUNG ADULTS
TYPE OF STUDY:ACADEMIC RESEARCH


|Background ||Moonlight Preschool, and Babysitting center was started by Doreah Uganda Schools which is a community based organization that campaigns for education for all in Uganda (inclusive Education) we are committed to providing quality education for all children regardless of the disabilities.|
The organization begun on 19th May 2015 with five children three were able and two disabled and currently we have 40 children both able and special needs
“Together we Achieve”
To provide a Nurturing happy and inclusive environment where children and families are challenged and supported to help them develop skills for life and making REAL life happen.
To provide a Holistic Environment where we learn Nurture and achieve together.
- God first
- Customer care
- Team work
- Tie management
- Self drive
WHY WE EXIST (OBJECTIVES)
- To start up schools that implement inclusive education in Uganda e.g. Moonlight pre-school and babysitting centre is our first school for the little children both able and disabled.
- To promote good skills to improve on family unity.
- To provide children with special needs access to formal education in a structural and effective manner.
- To sensitize parents and the community about knowledge and experience about diversity and inclusive awareness.
- To promote quality in the field of special needs and inclusive education by maintaining a long-term frame work for the community.
- To promote spiritual goals of humanity in this generation.
- Educational programs and training (academics)
- Skillful parenting trainings for the grandparents, young parents, parents to be and single parents.
- Youth and teenage trainings (career guidance, HIV /AIDS awareness , life skills etc)
- Counseling and guidance in all areas.
OUR SPECIAL EDUCATION PROGRAMS INCLUDE
- Home economics (social skills, activities of daily living)
- Physical Education
- Educational Trips
- Targeted Activities
- Pre-Vocational Trainings
All school activities for our learners both able and disabled are derived from the learning frame work for early childhood development (3 years to 6 years of age).Kindergarten (3years – 6years old)
The Uganda primary school curriculum for children (6 years to 13 years of age). All curriculums are prepared by the Uganda National Curriculum Development centre. Concerning the special needs/inclusion, we are guided by the Salamanca statement and framework action for special needs education (1994). We Endeavour to enrich the content with relevant learning activities through research and refreshment trainings.
- General knowledge
- Environment awareness
- God’s creation
- Creative Art
- Music, Dance & Drama
- Physical education
Lower primary (6-8years old)
- Religious education
- Creative Art
- Physical education
- Literacy(science, social studies, reading, life skills, games
- Skills, Games & sports
|Volunteer task ||The volunteer will work hand in hand with the full time staff in any of the following activities. |
Any other activity that the volunteer possess and is relevant /beneficial to our learning community
- Preparing teaching resources
- Supervising and engaging in indoor and outdoor activities
- Music, dance and Drama
- Art and craft
- Engaging children in enjoyable literature through reading, storytelling or other.
- Documentation of children’s learning progress
- Arranging for teachers and parents workshops
|Volunteer qualities ||We would love to work with a volunteer who will observe our valves in addition to exhibiting these qualities below.|
- Patience and enthusiasm for children
- Patience and flexibility
- Open minded
- Sense of humor
- Care and reliability
- Respect for difference in personality and culture
- Willingness to learn and share knowledge and experience
|Accommodation & Transport ||The volunteer can stay at U.P.A Guest house, or a selected host family. The school is approximately 80mtrs from U.P.A Guest House.|
It is a five minutes’ walk from U.P.A guest house to the school
The project is located in sub-urban areas where a big percentage of people speak English well.
People in our community are very friendly to visitors and always interested to talk /work with people from other cultural background.
Our official language of communication is English.
|Comments from UPA|
The placement requires volunteers that are highly motivated, creative and innovative. It is an interesting project and introduces you to a really local setting and early child growing experiences in Uganda and very near UPA guest house.
All volunteers choosing school projects - should always remember to consider the school holidays, schools are closed in April May, August – September and December to Early February.
|Past Volunteers ||Germany|


Taken from the book Every Monday Matters: 52 Ways To Make A Difference by Matthew Emerzian and Kelly Bozza
LISTEN, PRAY, APPRECIATE MUSIC
-Over 70% of schools are not able to maintain funding for the arts.
-Students with coursework in music appreciation score roughly 60 points higher in verbal and 40 points higher in math on the SAT than their non-arts peers.
-Early musical training increases brain development in language, reasoning, math, science, memory, creativity, expression, and spatial intelligence.
-Every human culture uses music to preserve and pass on its ideas and ideals.
-Music is not limited by age, gender, ethnicity, or time.
1. Listen to your favorite music and sing, dance, clap, jam on your air guitar, and enjoy it like no one is watching.
2. Go see or buy tickets for a live music performance.
3. Sign up for music lessons for yourself or your family.
4. If you already sing or play an instrument, do it today or offer to teach someone who wants to learn.
5. Donate unused instruments to a local school, church or music education center.
6. Communicate with your school-district administrators or national legislators. Write a letter of appreciate for the hard work they do and request continued funding for the arts.
As a child, my parents had me take piano lessons and I am so glad they did. I feel fortunate to have that talent and now our 2 boys are taking lessons and have picked it up quite quickly. I love to be in the kitchen making supper and hearing them practicing their piano. Our 4 yr old daughter is anxious to learn how to play as well. We are fortunate to live in a school district that has a flourishing arts program. Our school offers swing choirs, band, various choirs, jazz band, marching band, concert band, fall musical, spring play, etc. I am glad our children will have numerous options to showcase their talents and appreciation for music. Music is fun, expressive, imaginative, beautiful, energizing, relaxing, interesting, and freeing. Through music, we preserve our cultural heritage, celebrate our faith with praise and worship, remember events and experiences from the past, come together with friends and family, and express our emotions. Music is the sountrack of life.


Teachers may copy this with © for their own students. Other copies and/or posting or publishing is NOT allowed without permission. Contact at www.bartelart.com. Links to this page are welcome. Art Education HOME
TITLE OF THE ASSIGNMENT OR TEAM PROJECT _________________________
Directions for students: Give the names of all the others on your team here.
_________________________ ________________________ ______________________
_________________________ ________________________ _____________________
Teams work well when members bring all kinds of contributions. For each attribute below, name the person(s) that were best contributors. You may use initials or just first names so long as there are no duplicates on your team. You may list one or two persons for each item below. You may use each name as often as you wish.
1. Prepares well & brings outside resources? _____________
2. Who made the most creative suggestions and ideas? _______________
3. Who was a good questioner? __________________
4. Who encouraged others to join in with ideas and questions? __________________
5. Who was a careful and positive listener? ________
6. Who was positive, encouraging, and affirming? __________________
7. Who was best at explaining things? ___________________
8. Who has the ability to summarize and clarify? ___________
9. Who brought enthusiasm, energy, and passion? ________________
10. Other (please explain) _______________
11. Who did anything else that you want to mention?
12. Which one or two from your team would you most like to have on your team next time? ____________________
Why would you want this
person on your team again?
If you were the teacher, why
would you use teamwork next time for this kind of assignment or project? Or, explain why you would not use teamwork next time?
This page has some more ideas for teamlearning.


The philosophy of education might be regarded a branch of sensible philosophy, aimed ultimately at the guidance of an essential aspect of human affairs. When the social wants change it leads to the alterations in the objectives of education. To be a effective teacher it is for him to know the philosophy of education and its related ingredients. Although elementary education made the soul responsive to the environment, greater education helped the soul to search for truth which illuminated it. Both boys and girls obtain the identical sort of education. We hence know of his philosophy of education primarily by way of short passages in other performs.
According to the democratic ideology of life, learner is the focus of the technique of education whereas teacher is a central figure and spiritual father in the system of education. This is the function of philosophy to establish the status of a teacher in the system of education. Philosophy provides the guiding principles on which the content fer a textbook is selected and arranged. Nonetheless he was also influenced by the contemporary philosophy existentialism and instrumentalism.
Philosophy of education also ought to not be confused with philosophy education , the practice of teaching and understanding the subject of philosophy. The classification and modification is conducted in the light of national philosophy of life. To me, philosophy is the ideological foundation of a technique of education and objectives of education are decided in the light of this ideological and philosophical foundation.
Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy , curriculum , understanding theory, and the objective of education and is grounded in particular metaphysical, epistemological, and axiological assumptions. Check out the merchandise with great 3 word quotes at REFLECTIONS to act as your private motivator!Please check typically as I preserve adding new three word quotes in various attractive designs regularly. Philosophy and curriculum: there are two sides of philosophy, one particular is theory and a single is practice.
In the end it might be stated that teachers who consider that they can do with out a philosophy of life render their strategies of teaching ineffective. Philosophy of education undertakes the systematic discussion of educational issues on a philosophical level. In the absence of an sufficient philosophy of life, the strategy of teaching employed by the teacher could repel the student from the subject.


The National Literacy Trust
Changing the life stories of disadvantaged children
The National Literacy Trust is an independent charity dedicated to raising literacy levels. One person in six in the UK struggles to read and write, which compromises their education, health, confidence, happiness and employability. The National Literacy Trust believes that literacy provides a way out of poverty and a path to a fairer society. The charity runs literacy projects in deprived communities, gives books to disadvantaged children, supports schools to transform teaching and helps young people to develop the skills and confidence they need to get a job.
In 2016/17 the National Literacy Trust directly supported the literacy of over 100,000 children and worked with 3,500 schools. Its work focuses on critical moments in literacy development where the greatest impact can be made. The charity relies on donations to continue to support children, young people and families across the UK, which is why your micro-donations have been so important, helping to transform futures for children like Tom.


Speech Therapy Explained.
Would your child benefit?
Speech and Language Therapy is about teaching people to communicate to the best of their ability. Speech Pathologists strive to help people to use verbal communication if possible but communication can also include the use of written language, sign language, key word signs, electronic communication devices, picture exchange systems and communication boards. Your child might benefit from speech and language therapy if they have difficulties in the following areas:
Receptive and Expressive Language
Receptive language is the ability to understand words and the way they relate together to give meaning. Children with receptive language problems find it difficult to understand what people are saying to them and responding to the language of others.
Expressive language is the ability to put ideas into words to communicate with others. Children with expressive language problems find it difficult to formulate language to explain what they are thinking.
Speech Pathologists help families of children with receptive and expressive language disorders by teaching them how to make the most of all their daily interactions with their child to promote the understanding and use of language.
Children may be non-verbal for a variety of reasons. They may have neurological or structural abnormalities that affect the movement of their tongue and lips such as cerebral palsy or dyspraxia. They may be on the autism spectrum and have a lack of desire to communicate with others or they may have significant development delay affecting the onset of verbal language. Children with sensori-neural hearing impairment may not develop any verbal language.
Speech Pathologists provide guidance for families and carers about alternative means of communication for children who are non-verbal and support the child to use alternative communication at home, child care, preschool and school.
Articulation is the way we produce the sounds of speech. Most children can say most sounds correctly by the time they start school. A child may benefit from an articulation assessment if they are more difficult to understand than their peers. This might be because they substitute sounds or leave sounds out when they are talking.
Articulation problems range in severity from very mild with one or two errors that don’t interfere with communication to very severe articulation disorders which result in a person not being understood by others.
Children with Autism Spectrum Disorders (ASD) have impairments in social communication, social interaction and restricted and repetitive interests and behaviours. The first sign that a parent might notice is that the child doesn’t respond when their name is called. Children with ASD usually have limited eye contact and don’t copy gestures like waving and clapping. They don’t seek to interact and share their interests with others like bringing a favourite toy to show.
Speech Pathologists can contribute to the assessment and diagnosis of ASD and provide intervention to address the core features of ASD. This may include activities to develop understanding of non-verbal communicative behaviours such as facial expression, gesture and body language; promoting the use of verbal and non-verbal communication to initiate and take part in social interactions and using communication to help regulate behaviour and emotions.
Many children with intellectual disability have difficulty developing speech and language skills. The child may need speech therapy for articulation or language learning difficulties or may benefit from alternative communication such as signing, a communication board or a communication device.
Speech Pathologists can help the child to be included at childcare, preschool or school by suggesting strategies to assist the child to understand what is expected of them and how they can communicate their needs to carers.
Literacy is the ability to read and write. There is a close relationship between language development and literacy development. Children need to be able to hear the sounds in words, understand vocabulary, understand how to put words together in sentences and how to construct stories in order to learn to read and write.
When a child falls behind in reading and writing at school, a Speech Pathologist can assess the child’s language and literacy to find any underlying problems. A therapy program may include activities to improve the child’s ability to analyse the sounds in words, to understand the meanings of words and how they relate together in sentences and to understand how sentences relate to each other in a story.
The first sign of stuttering is usually repetitions of sounds and syllables. The onset may be sudden or gradual. It is quite common for young children to start to stutter between the ages of 2 and 4 years of age when language is developing rapidly. The symptoms of stuttering can change over time.
The Lidcombe Program of Early Stuttering Intervention is the treatment of choice for young children who stutter.
Speech pathology aims to support family and carers to improve a child’s communication so that they can participate more fully in everyday life.


Kenya Worksheet – FREE Online Printable Geography Word Searches for Kids
All About Kenya Worksheet – Download our educational FREE Online Printable Geography Word Searches for Kids.
This FREE worksheet for kids on Kenya includes a fun hidden words game and a find the words seek puzzle for kids.
This educational but fun printable Geography worksheet all about Kenya is truly FREE for anyone to download and use at no charge and you can use our activity sheet as many times as you wish at home or in school!
Our word search for kids about Kenya is a great way to get your child’s attention during a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while taking part in early learning activities.
The FREE Kenya online printable word search is ideal for Grammar school kids from Grades 1 to 5. However, younger kids in Kindergarten as well as Preschoolers will also benefit from this free Kenya worksheet for kids.
Kids will enjoy to learn fun facts about Kenya through this worksheet while playing the word puzzle game.
Your children will enjoy to learn fun facts all about Kenya while playing the find-the-hidden-words game.
Grammar school kids from 1st Grade to 5th Grade can enjoy our Kenya worksheet as a reading comprehension exercise.
Kids will learn very well since they will most likely have to re-read several times the facts about Kenya to find what the missing words are. This missing word puzzle activity is not only a great way to enhance their science knowledge, but also improves the ability to remember what they read and also betters their reading skills.
Pre-K kids and Kindergarten kids who can’t read and write can use this free fun facts Kenya worksheet as an interesting listening comprehension game.
Parents and Educators can read out loud to the kids the Kenya fun facts. Next, they assist the kids to recall what they think are the missing words. Additionally, kids learn to recognize words and find them in the Kenya hidden words puzzle.
Parents homeschooling their kids can use the Kenya worksheet to arouse their children’s curiosity and interest in Kenya and in Earth Science.
Teachers and private tutors are welcome to use our FREE Kenya worksheet to add to the traditional science classes at school and interest children in learning all about Kenya. Especially powerful is for you to utilize our free earth science worksheet for children on Kenya together with the free interactive online quiz with score on Kenya.
Our Free Science Website offers countless more FREE printable fun Geography worksheets for children and hidden-missing-word search games. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Kenya? How many people live in Kenya? What are the languages used in Kenya? What is the history of Kenya?
Learn more easy science facts about Kenya by downloading our free Kenya worksheet for children!
Earth Science FREE Kenya Worksheet for Kids
[sociallocker]Download our FREE word game puzzle for kids about Kenya.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Kenya Worksheet - FREE Online Printable Geography Word Searches for Kids ." Easy Science for Kids, Feb 2020. Web. 26 Feb 2020. < https://easyscienceforkids.com/kenya-worksheet-free-online-printable-geography-word-searches-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Kenya Worksheet - FREE Online Printable Geography Word Searches for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/kenya-worksheet-free-online-printable-geography-word-searches-for-kids/
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We are committed to ensuring success in the competencies of literacy and numeracy, as well as a knowledge and understanding of our ever changing world through inquiry learning from a Catholic world view, faith and life inquiry.
We see ourselves as a community of lifelong learners and provide an environment that is challenging, stimulating and fosters creativity
The units of work cover the content outlined by the Victorian Curriculum in a holistic way and are underpinned by an inquiry approach to the learning and teaching.
Units are clustered around four big concepts that cross many of the domains in the Standards. The focus goes from teaching topics to using topics to teach and access deeper, conceptual understanding.
Information And Communications Technology
Information and Communications Technology is an integral part of the learning and teaching process at St. Brigid’s, incorporating access to internet, email and network facilities. It is currently used across all year levels to enhance the learning and teaching in most learning areas.
At St. Brigid’s we have a music specialist with the students attending a lesson every week. Students in year three and four have the opportunity to undertake guitar lessons. In addition all students have the opportunity to join our School Choir. Music education at St. Brigid’s is very skill based but with a strong emphasis on developing a child’s confidence and creativity in expressing themselves through music.
Japanese – LOTE
St Brigid’s students learn Japanese from Foundation level. The LOTE Curriculum aims to develop knowledge and understanding of both the language and culture of Japan. We celebrate annually by holding a Japanese day where students are immersed in the Japanese culture.
Students have specialist Physical Education lessons weekly. Students are encouraged to develop basic skills of Physical Education that enable them to participate to the best of their ability in minor and major games.
Science & Sustainability
At St. Brigid’s we have a Science and Sustainability teacher. Students have a Science and Sustainability lesson every week, these lessons aim to encouraged to develop their natural curiosity and are supported to discover answers to any questions. Students learn about biological, physical, chemical, earth and space sciences. Allowing our lessons to also incorporate our school garden, encourages connectedness to our world and nature. This experience can enhance the quality of experience and participation in life.


When I read Indigo Wallace-Knight’s story Indigo Solves the Pzulze, I realised that while my role as an Ambassador this year was an important, and valid one, it did not take into account those with dyslexia who, rather than sharing the common joyful experience of reading, often experience a troublesome one. An experience which could at times lead to not only low levels of self-esteem and loneliness, but also bullying from those who are inconsiderate, unkind, and largely uneducated.
As an Indigenous Literacy Day Ambassador for many years, I have long been conscious of a whole group of Australians in our poorest areas, not only without access to beautiful resource like Indigo Solves the Puzlze, but also without the skills to read such books because of their own low literacy levels. The causes of illiteracy in remote Indigenous communities range from English being spoken as a second, third or fourth language, to the fact that in remote communities there are no libraries as we know them here in the city. There are often no books in homes and in many instances a child might not even hold a book before going to school. Alarmingly, 70% of Indigenous children in remote communities suffer from chronic Otitis Media, a serious middle ear disease that can cause permanent hearing loss and inhibit language and literacy development.


Welcome to Forest Trail Music
Our music curriculum is based on the Orff approach. Just as children learn to hear and speak a language before reading and writing it, we can assume the same of music. The Orff approach gives children the opportunity to interact with and make music in multiple forms before formally learning to read and write it. Orff uses songs, poems, rhymes, dances, and games as a form of education. Instead of learning through rote memorization, Orff teaches musical skills through participating in music making. Music becomes a sensory experience where children utilize improvisation to foster creativity.
Additionally, children become confident and motivated through the Orff approach. Orff instruments are designed with removable bars, making the instrument simpler to use at first. This way, children can be successful at creating beautiful music from the start. Instruments such as xylophones and glockenspiels are played utilizing only pentatonic keys, ensuring the notes do not clash and everything is pleasing to the ear. Orff proves that everyone can make music.
It has been found that this approach to music education increases the ability for self-expression, self-efficacy and social skills. It also is an effective intervention and has positive effects in a therapeutic environment for individuals with varying disorders.
We also incorporate the Kodály philosophy, which is another experience-based approach to teaching music. This comprehensive program further trains students' basic musical skills and teaches the reading and writing of music.
Below you will find the elements that we target. These elements are cumulative across the grade levels as appropriate to the development of the child.
Young-Bae, Yun, and Kim Ji-Eun. “The Effects Of The Orff Approach On Self-Expression, Self-Efficacy, And Social Skills Of Children In Low-Income Families In South Korea.”Child Welfare 92.4 (2013): 123-158 36p. CINAHL Plus with Full Text. Web. 8 Jan. 2016.
Gold, C., Voracek, M. and Wigram, T. (2004), Effects of music therapy for children and adolescents with psychopathology: a meta-analysis. Journal of Child Psychology and Psychiatry, 45: 1054–1063.
2018-19 FOURTH GRADE RECORDERS
ALL FOURTH GRADERS will need a recorder for music class. Your child can order a new one on our booster club hub (see link below). If your child already owns one, then they need to bring it to their music teacher for approval. Please order one or have your child bring a recorder NO LATER than Friday, September 14. All recorders ordered through the HUB will be distributed in music class after all orders have been received.
FIFTH GRADE RECORDERS
FIFTH GRADERS DO NOT order recorders from the Booster Club Website.
If you still have your recorder, then please bring it to your music classroom NO LATER than Friday, August 31.
If you need one, please bring $5 cash to your music teacher.


Strengthen foundational reading skills with a reading comprehension book tailored to help students at various reading levels. Guided Reading: Analyze for first and second grades makes lesson planning easier with six sets each of six nonfiction readers. There are 36 readers—two each for below-, on-, and above-level student readers. This teacher resource book helps engage students as they learn about Japan, zoos, pets, and more.
Ready to Go Guided Reading: Analyze offers the essentials for an effective, comprehensive guided reading program for first and second grades. This book includes: leveled readers that cover high-interest topics, prompts to encourage students to work with the text and text features, discussion guides, and graphic organizers and an observation sheet. The readers are separated into three readability levels and designed to keep students' attention. Various callout boxes direct students to apply guided reading strategies to the texts, such as scanning for meaning or word work. Each reader concludes with a writing prompt.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies: Connect, Infer, Question, Summarize, Analyze, Determine Importance, Synthesize, and Visualize. Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


If my child is already attending full day childcare, do I still need to coach her academically at home? Or should I just focus on playing with her?
Your child will only be a child once in their lifetime. They are only their age once, you will not be able to turn back the clock. The question is, is there a real need for your child to be prepared and doing things when they are six when they are actually four? Children have a right to a childhood and it should not be lost or exchanged in an endless academic persuit. What were the best memories from your childhood? Your response to this question will provide some insight on what is important to a child at that particular stage of their lifetime.
Play is more than just play. Play has the potential to ‘teach’ children skills and strategies for managing life. In Ellen Galinsky’s book titled “Mind in the Making” she talks about the seven essential life skills every child needs, in the same way, Kosta and Kallick’s book “Habits of Mind” highlight 16 essential characteristics for success. Neither of these books talk about academic abilities but rather skills or characteristics that will enable an individual to learn, persist, survive and succeed in any and every situation. Play gives children that. It gives them the opportunity to problem-solve (e.g. how to make a house out of duplo), self-control (e.g. learning to take turns and wait for their turn), gather data through their senses, empathise with others just to name a few.
These skills though seemingly insignificant are in fact foundational to a child’s later academic persuits. For example, problem-solving requires both logical and flexible thinking processes (when building with duplo there are logical ways the blocks will fit one on another and endless ways a house can be represented. Waiting for a turn requires perspective-taking, ability to delay gratification and practiced response to social cues and contextual expectations. A child will have many more years ahead for formal school were they will acquire academic knowledge. Many foundational skills learnt through play that will support children for such formal learning occurs in preschool.
To find out more about My First Skool's curriculum, click HERE.
Head of Professional Practices and Development
Angela Chng is the Head of Professional Practices and Development at NTUC First Campus. She is an early childhood teacher and a Birth to 8 specialist with over 16 years experience working with young children and families both in Singapore and Australia. Angela is also an editor and author for early childhood publications on pedagogy and practice.


Administrators must be knowledgeable educators who can support teachers as they provide instruction that will help students become proficient readers and writers in the disciplines. Through this professional development, administrators will closely examine the nature and significance of literacy learning and the critical aspects of literacy development. The course is designed to provide the information necessary for administrators to support teachers as they make complex instructional decisions that connect theory, practices, and student achievement. Administrators will have an opportunity to develop shared beliefs and align those beliefs with research-based practices. Based on relevant and recent research, this professional development offers a context for administrators to study, develop, share and learn effective methods of instruction to meet their student’s diverse interests and needs.
Week 1: Student Orientation
Week 2: Background Knowledge
Week 3: Curriculum and Instruction
Week 4: Assessment and Evaluation
Week 5: Diversity
Week 6: Literate Environment
Week 7: Professional Learning and Leadership
This is an intermediate level course for teachers, literacy coaches, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers with Internet access. In addition, participants should be proficient with browsing the Internet, uploading and downloading content, navigating to computer files, and with using word processing software, email, and attachments.
All materials in this course are the property of the South Carolina Department of Education Office of VirtualSC PD. All course materials needed/required for the workshop are available online.


MusicRings provides a wide range of music courses for students of all ages. Not only is music proven to stimulate brain development, but it also serves as a medium for a child to explore the world safely and positively. For these very reasons, music education should be included in a child's learning process. With these elements interlocking like rings, music can enhance a child’s abilities in communication, socially, academically and in other areas.
Our programs are designed using different teaching methods such as Karl Orff, Kodaly and Montessori, along with support from established early childhood music therapy theories, to create an enjoyable and healthy music learning experience.
Our mission is clear and can be concluded as SPECIAL.
S: Sense of Music
Music is not only about technique, but also about developing musical sense of a student, which is crucial for any music learner to progress.
P: Parent Education
Effective parental involvement during a student's early stage of music learning is beneficial for life. We encourage bilateral involvement between parents and teachers in order to help music beginners to achieve more.
Children express tremendous potential in their enjoyment which helps to advance their potential into talent. We combine teachers' innovation and the beauty of music, which allows students to enjoy lessons with more fun.
Exposure to multi-national cultures is essential to music learning. Not only can students gain more, it will help broaden their knowledge of these cultures.
To build students initiative in developing music as a long-term interest, we adopt diverse channels in music learning which can bring extra delight to their childhood.
A&L: Aural and Listening skills
Aural and listening skills are often neglected throughout the music learning process. We value these skills as a music basis for beginners to pick up musical sense and interest. Aural development requires comprehensive understanding of music history, theory and musical style, while listening focuses on a high level of concentration and sensitivity to the music students performance.
Together with our well-structured program and cooperation with parents, it all comes together to create an enjoyable learning journey at MusicRings.
Causeway Centre Promotion Offer
Sign up for one discounted trial lesson at $200 in our Causeway Bay centre.
*All trial playgroups and music foundation classes will be hosted by our lead teacher - Daniel Milard.


Last week the world’s most prominent politicians, businessmen, intellectuals and philanthropists gathered in Davos. In the small town in the middle of the Alps, decisions that will affect billions of people worldwide were made.
Among the challenges considered was how the world would meet the UN’s Sustainable Development Goals with just a decade to go. Fundamental to making this happen is overcoming the funding barriers that we face and delivering measurable results.
Over the next 10 years charities, private investors and governments must collaborate and think of radical new ways to fund these goals.
SDGs, adopted in 2015 by the United Nations General Assembly, were meant to mark a new dawn in the age of international development by creating the ambition of “Transforming our World: the 2030 Agenda for Sustainable Development”.
The goals range from ending poverty and hunger to ensuring good health, quality education and gender equality. This agenda correctly recognises that it is no longer sufficient to focus only on economic growth and that a fairer and more equal society is also crucial.
Five years on, there is an annual £2.7 trillion black hole in terms of meeting the SDGs. Many of the world’s greatest issues are far from being solved: there are still 750 million illiterate adults in the world, 265 million children don't even go to school and about 10 per cent of the global population lives in extreme poverty. Faced with this challenge, it is clear that traditional philanthropy and grant giving to fund development initiatives can no longer solve these challenges alone.
The SDGs were accompanied by the optimistic “billions to trillions” vision: many believed that an abundance of commercially viable SDG-related investments were ready and waiting for trillions of private investment. However, the volume of money has not been forthcoming, and what there has been is all too frequently spent with little understanding of the results that the investment delivers. Many initiatives are driven by positive intentions but lack data and evidence to show what worked and what the initiative achieved.
It is now clear that the international development and charity sectors need to take a radical and innovative approach to using finance effectively. A potential solution would be linking funding models to defined and trackable outcomes that would help to ensure the right funding was provided to the right initiatives.
An example of this is the Development Impact Bond that the British Asian Trust launched in 2018, along with partners in the private and charity sectors. The DIB is the world’s largest education development impact bond, establishd to transform the way education is funded in India, focusing on the quality of education through the delivery of specific measured outcomes of improved literacy and numeracy, as opposed to simply measuring the number of children in schools.
Already the DIB is proving a success. In its first year it has enabled 30 per cent more students to overcome learning gaps and achieve basic literacy and numeracy skills.
The DIB is one example of how linking funding models to defined and trackable outcomes can help to ensure the right funding is provided to the right initiatives. In the long term, this approach can help deliver spending efficiencies at a government level, with clear outcomes on good and bad practice allowing governments to make the right decisions.
It will also mean that charitable funding is not wasted and could therefore be more forthcoming, given that the funder knows their valuable giving will help to deliver the results they intend.
While traditional funding streams are under severe pressure, innovative financing mechanisms such as DIBs are a complementary tool to attract new private capital and will play a major role in bridging the financing gap and achieve the UN’s ambitious SDGs.
Innovative finance is starting to gain traction across the international development sector. Gordon Brown, the former UK Prime Minister, is set to launch a $5bn International Finance Facility for Education this year, involving government, philanthropic and cooperative backers. The World Bank, meanwhile, has launched a new initiative to halve “learning poverty” over the coming decade. The idea is to improve systems of tracking students’ progress and use the resulting data to roll out the most effective programmes.
The UN this year kicks off its Decade of Action in an effort to meet the 2030 agenda. If it is to stand a realistic chance of success it must think outside the box and work with governments, private investors and charitable organisations to launch innovative new finance initiatives based on outcomes.
If so, perhaps we will have something to celebrate when the world gathers again in 2030.
Richard Hawkes is chief executive of the British Asian Trust


Sociology is the study of group life. Thus, sociologists study the social and cultural forces that shape people’s behavior, beliefs, and relationships. This includes all types of social interaction—from economic to political to cultural, and the full range of social organization—from small groups to communities to nations. Sociologists emphasize the careful use of evidence and reason to expand our understanding of the social world. Sociology is a general liberal arts major appropriate for many careers in industry, education, and government as well as for graduate study in administration, health, law, social work, public policy, and the social sciences.
If you are interested in the major, or are simply curious as to what classes you should take next, here is the SOC-4-YEAR-SEQUENCE. This document will provide you with a chart that outlines the suggested courses for Sociology majors each semester. Please remember that this is a suggested guide, as you do not need to take courses exactly when the outline states. The SOC-4-Year-Sequence is available to you to insure that you stay on track in order to graduate within four years.
We have also made available 4 year suggested course sequences for Sociology-Education majors:
- Special Education/Sociology Suggested Course Sequence
- Early Childhood Education/Sociology Suggested Course Sequence
- Elementary Education/Sociology Suggested Course Sequence


Nothing in this world exists without a shape or pattern. The tree, leaves, water, rocks, the Solar system, our machines, computers are following patterns of all sorts of mathematical shapes and equations. Keeping this in mind, the concept of 3D shapes was introduced in Grade 1. At this tender age, the students are familiarised with the vocabulary like pipe- like, cone- like, box- like for cuboid,sphere and cube respectively. Studying shapes provides many foundational skills and helps to build thinking skills, deductive reasoning and problem solving. A show and tell activity was organised wherein students participated enthusiastically and explained the various properties of respective objects. To make it more innovative, students showed various objects like lunch box, tubelight, computer etc. and shared the physical attributes of the objects and correlate it with the respective shapes. It was a fun filled activity where our confident Presidians enjoyed their learning in play way method.


About this Program
Recent research shows us that the early childhood years are the most important years in our lives. A well-rounded, safe, nurturing experience during that time forms the basis for how we learn and adapt the rest of our life. Time spent at an Academy plays an important part in that development.
We follow the ITTERs Program high standards
Our Prekindergarten program includes:
- Activities and lessons that help prepare your child for kindergarten and school success
- Small-group lessons focused on mathematics, literacy, science and more
- Whole-group activities that help your child build an awareness of others and a sense of community
- Hands-on experiences that encourage independent, creative learning
- Classroom activities and design features that help your child build literacy and numeracy skills
- Regular parent-teacher communication, including ways to connect your child’s learning at home
Kindergarten Readiness Program Specifications:
AristoCat Children’s Academy is pleased to offer the hands-on learning our children need with kindergarten-readiness activities based on the best national early-childhood standards.
Throughout the year prior to kindergarten, your child will learn to be independent thinkers and doers. Children at this developmental stage require challenges, respond to motivation and crave encouragement.
In our Kindergarten Readiness curriculum, there are many independent, as well as group, activities for your child to enjoy throughout the day. These activities allow your child to enjoy learning and to share what they have learned with others.
To engage and nurture your child, we provide a balance of freedom and instruction. AristoCat Children’s Academy is where your child not only builds skills vital to success in kindergarten, but also gains respect for others and a strong confidence in him or herself.
They will explore, inquire and discover solutions while working alone and with others. Throughout our safe learning environment, we offer activities to develop literacy, mathematical thinking, problem-solving, and creativity, focused on important foundational skills.
Kindergarten Readiness skills may include, but are not limited to:
- Listen to stories without interrupting
- Recognize rhyming sounds
- Pay attention for short periods of time to adult-directed tasks
- Understand actions have both causes and effects
- Show understanding of general times of day
- Cutting with scissors
- Trace basic shapes
- Begin to share with others
- Start to follow rules
- Be able to recognize authority
- Manage bathroom needs
- Button shirts, pants, coats, and zip up zippers
- Begin to control oneself
- Separate from parents without being upset
- Speak understandably
- Talk in complete sentences of five to six words
- Look at pictures and then tell stories
- Identify rhyming words
- Identify the beginning sound of some words
- Identify some alphabet letters
- Recognize some common sight words like “stop”
- Sort similar objects by color, size, and shape
- Recognize groups of one, two, three, four, and five objects
- Count to ten
- Bounce a ball
My children have attended ACA for three years now...
They enjoy it more and more each day. The teachers are very loving and nurturing. My kids learn various amazing things each day. I can really tell the teachers love my children and their job. I highly recommend them to anyone. They are truly amazing and go above and beyond.
Questions & Answers
Yes. Please contact AristoCat Children’s Academy for availability and rates at 435-654-7439.
A high level of individualized attention for your child due to our small group sizes and low teacher-to-student ratios.
Excellent preparation for kindergarten. Our students are well prepared for the challenges of elementary school and beyond.
Convenient pickup and drop off transportation provided for all schools in the valley.
See what others say about us
Have any questions for us?
We hope to show your family how AristoCat Children's Academy can not only help your child to grow, learn and succeed but ensure that your entire family is valued as an extension of our own. Please fee free to contact us with any questions or to schedule a visit!


Daedalus and Icarus – Free Downloadable Easy Science for Kids Worksheet
TheDaedalus and Icarus Greek Myth is a free downloadable easy science for kids worksheet. Our FREE fun all about Daedalus and Icarus Missing Word Puzzle for kids is printable.
This fun worksheet about Daedalus and his son Icarus, is a great way for kids to learn about this famous Greek Myth – the story of Daedalus and Icarus. Kids learn best through fun activities.
Our Easy Science For Kids website offers many fun science facts for kids. Learn all about the Greek Mythology of Daedalus. The Daedalus and Icarus facts for kids is truly an enjoyable legend. We have many more ancient myths and fun science facts for kids.
Download our free printable science worksheets. Our fun, missing-words puzzles and activities are suitable for 1st -5th graders, but also for kindergarten kids when using it as a Listening comprehension activity.
Daedalus and Icarus Free Worksheet for Science
Find out more info about Daedalus and Icarus here.
Cite This Page
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MLA Style Citation
Declan, Tobin. " Daedalus and Icarus - Free Downloadable Easy Science for Kids Worksheet - ." Easy Science for Kids, Feb 2020. Web. 25 Feb 2020. < https://easyscienceforkids.com/daedalus-and-icarus-free-downloadable-easy-science-for-kids-worksheet/ >.
APA Style Citation
Tobin, Declan. (2020). Daedalus and Icarus - Free Downloadable Easy Science for Kids Worksheet -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/daedalus-and-icarus-free-downloadable-easy-science-for-kids-worksheet/
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What is literacy?
The UNESCO defines literacy as the ability of individuals to identify, understand, interpret, create, communicate and compute content through a variety of media, for the purpose of communication and expression. Simply put, literacy is the ability to read and write with understanding.
Why focus on literacy?
The focus on literacy is not intended to undermine the importance of other foundational skills, like numeracy, social emotional skills and others. For me, the focus on literacy stems out of the criticality of it, in that, literacy unlocks learning, and allows knowledge of all fields to be accessible. Whether individuals take advantage of their literacy ability or not is another issue, however, their failure to be literacy-proficient would hinder their ability to access knowledge. According to a World Bank report, the proficiency rates in reading are highly correlated with proficiency rates in other subjects. For example, being able to read a maths problem fluently with no effort, allows mental space to be freed up to address the maths puzzle. Without this there is, in the jargon, 'too much cognitive load'. Therefore, the individual’s literacy levels grants access, in addition to momentum, onto other fields.
High literacy skills and education are also positively correlated with higher productivity, better earnings, higher rates of employment, improved health conditions, greater civic engagement, innovation, and higher levels of social harmony. Meaning, if literacy unlocks learning, then the absence of it, locks all of its positive impact.
Worldwide statistics are promising, according to the UNESCO, around 25% of youth between the ages of 15 and 24 were considered illiterate 50 years ago, i.e. unable to read and write. And today, this percentage is lowered to 9%, yet this still means that 773 million adults remain illiterate. Efforts are still very much needed to bring the illiteracy rate down.
Status of Literacy in Jordan
As per the UNESCO, the illiteracy rate for youth between the ages of 15-24 years in Jordan is less than 0.7 %. In light of these figures, the question that surfaces is: how proficiently literate are that 99.3 %? Is this percentage of the population considered literate as defined by UNESCO; in the ability to understand and interpret? or are they considered literate as in they are able to decode and spell?
As welcome as the UNESCO data is, it is important to reflect on the full set of skills that make up reading proficiency in its fuller picture. The PISA 2018 assessment is a great indicator here, as it measures the literacy proficiency of 15-year-olds, in their understanding, usage and engagement with text. Jordan’s ranking in the 2018 PISA results has improved by about 10 rankings from the 2015 round, and although this is a considerable improvement, Jordan still ranks 55th out of the 78 countries who participated in PISA 2018. In addition, PISA 2018 still shows that over 40% of students do not meet the OECD definition of minimum proficiency. And we have very very few students meeting at the higher performance levels that an innovation-led economy requires.
There is still a long way to go, and in my opinion, understanding the true extent of literacy proficiency is where further research is needed. It is not to undermine the strides of literacy achievements that happened in Jordan and worldwide, it is to shed light on the importance of literacy for its ability to pull individuals and societies up in life to thrive, and not just to decode, spell and survive.