Journalist and explorer
|Born||January 28, 1841 |
|Died||May 10, 1904 |
Sir Henry Morton Stanley, also known as Bula Matari (Breaker of Rocks) in the Congo, born John Rowlands (January 28, 1841 â May 10, 1904), was a 19th-century Welsh-born journalist and explorer famous for his exploration of Africa and his search for David Livingstone.
He was born in Denbigh, Denbighshire, Wales. His parents were not married, his father died when he was two years old and his mother, a butcher's daughter, refused to look after him, and he was brought up in a workhouse (now HM Stanley Hospital, St Asaph) until the age of 15. After completing an elementary education, he was employed as a pupil teacher in a National School. In 1859, at the age of 18, he made his passage to the United States on a ship, and upon arriving in New Orleans, he became friendly with a wealthy trader named Stanley, whose name he later assumed.
After military service with both sides in the American Civil War, Stanley was recruited in 1867 by Colonel Samuel Forster Tappan (a one-time journalist) of the Indian Peace Commission to serve as a correspondent to cover the work of the Commission for several newspapers. Stanley was soon retained exclusively by James Gordon Bennett (1795-1872), founder of the New York Herald. This early period of his professional life is described in Volume I of his book My Early Travels and Adventures in America and Asia (1895). He became one of the Herald's overseas correspondents and, in 1869, was instructed by Bennett's son to find the Scottish missionary and explorer David Livingstone, who was known to be in Africa but had not been heard from for some time. According to Stanley's account, he asked James Gordon Bennett, Jr. (1841-1918), who had succeeded to the paper's management at his father's retirement in 1867, how much he could spend. The reply was "Draw Â£1,000 now, and when you have gone through that, draw another Â£1,000, and when that is spent, draw another Â£1,000, and when you have finished that, draw another Â£1,000, and so on â BUT FIND LIVINGSTONE!""
Stanley traveled to Zanzibar and outfitted an expedition with the best of everything, requiring no fewer than 200 porters. He located Livingstone on November 10, 1871, in Ujiji near Lake Tanganyika in present-day Tanzania, and greeted him (at least according to his own journal) with the now famous, "Dr. Livingstone, I presume?" (which was tongue-in-cheek because Livingstone was the only white person for hundreds of miles). Stanley joined him in exploring the region, establishing for certain that there was no connection between Lake Tanganyika and the river Nile. On his return, he wrote a book about his experiences. The New York Herald, in partnership with Britain's Daily Telegraph, then financed him on another expedition to the African continent, one of his achievements being to solve the last great mystery of African exploration by tracing the course of the river Congo to the sea.
Controversy followed Stanley for most of his life. In later years he spent much energy defending himself against charges that his African expeditions had been marked by callous violence and brutality. Despite Stanley's efforts, the facts gradually emerged: his opinion was that "the savage only respects force, power, boldness, and decision." Stanley would eventually be held responsible for a number of deaths and was indirectly responsible for helping establish the notorious rule of LÃ©opold II of Belgium over the Congo Free State.
In 1886, Stanley led the Emin Pasha Relief Expedition to "rescue" Emin Pasha, the governor of Equatoria in the southern Sudan. After immense hardships and great loss of life, Stanley met Emin in 1888, discovered the Ruwenzori Range and Lake Edward, and emerged from the interior with Emin and his surviving followers at the end of 1890. Stanley's entrance to the Ituri forest was a bloody and vicious attack on the African population that has been forgotten by Europeans but not by Africans. (Turnbull, 1983)
On his return to Europe, he married Welsh artist Dorothy Tennant, and entered Parliament as Unionist member for Lambeth, serving from 1895 to 1900. He died in London on May 10, 1904; at his funeral, he was eulogized by Daniel P. Virmar. His grave, in the graveyard of St. Michael's Church in Pirbright, Surrey, is marked by a large piece of granite.


Other Names: Mildred Margaret Peel, Lady Ross
Mildred Peel was born in 1856 in London, Ontario. She was the eldest child of John Robert Peel and Amelia Margaret Hall. Her parents, originally from London, England, came to London, Ontario in the early 1850s.
Mildredâs artistic talent was apparent during her childhood, and she grew up in a household that supported her interests. Her father was an artist and art teacher, and also owned a granite and monument company. Mildred studied art with her father, and alongside her brother artist Paul Peel (1860-1892), worked on sculptures for the company, often doing fine carving. However, despite this, Mildred was not offered the same training that her father sought out for Paul.
Mildred Peelâs main artistic focus throughout her career was portrait work, through both painted portraits and sculpture busts. Mildred and Paul would share an art studio for a short time in the early 1880s, and over the next decade, they both exhibited at the Western Fair in London, Ontario and the Toronto Industrial Exhibition. In 1883, she worked in Winnipeg, Manitoba, painting portraits, and c.1886-1887 received a commission from Ontarioâs Minister of Education to create a series of portrait busts for the Provincial Educational Museum at the Normal School in Toronto. She was among the first Canadian women to be commissioned to create public sculptures.
Mildred Peel attended the Pennsylvania Academy of the Fine Arts in the mid-1880s, and then the AcadÃ©mie Julien in Paris in 1886. In Paris, Mildred and Paul Peel lived together while training at the studio of artist Benjamin Constant. Although Paul lived mainly in Paris from 1880 onwards (and was married there in 1886), he would visit Canada often.
After her return to Canada, Mildred shared a studio in Toronto with her sister
Clara Louise Peel (1862-1938) in 1887 and 1888. Clara Peel sought to be a professional sculptor and go to Paris for her art education as her sister had done; however, like many women artists of that time period, she did not pursue her goal after her marriage, which took place in 1899.
In the late 1880s, Mildred Peel exhibited her work with the Ontario Society of Artists (1886-1889), the Art Association of Montreal (1889) and the Royal Canadian Academy of Art (1889); she was elected a member of the Ontario Society of Artists in 1889. In the fall of 1890 Mildred returned to Europe to continue her training, travelling not only with Paul at this time, but also her father and fellow London artist Florence Carlyle.
In 1901, Mildred Peel made a bust of Laura Secord, the Canadian heroine of the War of 1812. At the time of its installation at Lundyâs Lane, Niagara Falls, Ontario, the Ontario Historical Society proudly stated that not only was this bust Canadaâs first public memorial dedicated to a woman, but it had been made by a woman as well. In 1905, the Ontario government purchased a portrait of Laura Secord painted by Mildred Peel to be display at Queenâs Park.
Mildred Peel married George William Ross in 1907. Ross was the former Ontario Minister of Education as well as the former Premier of Ontario (the man responsible for the Ontario governmentâs commission of Mildredâs work for the Toronto Normal School and the purchase of her Laura Secord portrait). Ross was knighted in 1910, and Mildred Peel became âLady Mildred Ross.â While she did not give up her art practice when she married, Mildred created less work afterwards.
Mildred Peel moved to the United States sometime in the late 1890s. She passed away in February 1920, in Santa Barbara, California.
Biography by Natalka Duncan and Luvneet K. Rana
SOURCES, Mildred Peel


Make a Harry Potter Board Game
Students, in groups, make a Harry Potter Board Game. They explore how to write inference and recall questions.
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Past Continuous GameLesson Planet: Curated OER
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Pre- and during-school
Once in the school classroom, findings show that children who have had the opportunity to strengthen their core stability are able to sit up straight in their chairs and concentrate far longer than those who are slumped, as the lungs arenât getting the same amount of oxygen to the brain.
Gross and Fine Motor Skills:
Gross motor skills are the first movement skills that a child develops. It involves the movement of large muscles of the body and includes balance, hand eye co-ordination and motor planning (ability to plan movement). Gross motor skills develop over a relatively short period of time and most of this development occurs during childhood. The development of fine motor skills allows one to be able to complete tasks such as writing, coloring in a picture, buttoning, or tying their shoelaces. At Playball, we believe that sports can play a pivotal roll in developing these skills. Motor skills usually develop together since many activities depend on the co-ordination of gross and fine motor skills. For example, throwing a baseball, while learning to hold a ball correctly has a direct impact on how kids hold a pencil correctly in amongst other skills that are taught to encourage fine and gross motor skill development.
Body and spatial awareness
This is of massive importance as it helps a child understand where he or she is in relation to the world around them. Children who constantly bump into objects or who seem clumsy are lacking spatial awareness, balance and possibly gross motor coordination. Playball encourages personal and spatial awareness through a plethora of age-specific exercises and skills.
Bilateral integration is the ability to co-ordinate the use of both sides of the body simultaneously. Midline crossing is the ability to cross the longitudinal axis the body with the eyes or the hands, for example, reaching for an object on the right side of the body using the left hand. Bilateral integration and midline crossing are important developmental aspects, which can influence the successful execution of both fine and gross motor skills. In our Playball classes, we actively encourage midline crossing through various exercise and skills so that when they start midline crossing in the classroom, for example drawing left to write or reading, they will be able to achieve this more readily.
Problems that can occur in early school years due to poor midline crossing:
- Reading and comprehension math solving
- Listening skills


Today, tens of thousands of young students have made strides with the help of ABRACADABRA.
While there are now well over a dozen research articles that examine the benefits of ABRACADABRA, this latest is particularly significant for several reasons.
Firstly, it was conducted without the involvement of Abrami or other champions of ABRACADABRA. Third-party assessments of interventional tools are increasingly important in the scientific community because they demonstrate that there is no possibility the creators influenced the results. Secondly, the study appears in one of the most respected publications in the field, the Journal of Educational Psychology.
Lastly, the University of Sydney study is the first to analyze the effects of ABRACADABRA on children with special needs.
âWe have worked with special needs kids in the past but never had a chance to document the results,â says Abrami. âItâs what we hoped for but this is the first real demonstration. The large magnitude of the effects are very encouraging.â
The magic of ABRACADABRA
Learning to read isnât easy. Many young learners face big hurdles to gain basic literacy. The benefits of computer-based instruction offer hope.
ABRACADABRA is fun and interactive. The program earned a Design and Development Division Outstanding Practice Award in 2010 from the Association for Educational Communications and Technology, and an Award of Merit in 2011 from the Canadian Network of Innovation in Education. And in a recent evaluation of early literacy software, ABRACADABRA was rated highest.
A French adaptation of the software â produced in collaboration with researchers at UniversitÃ© du QuÃ©bec Ã  MontrÃ©al â was launched in 2015 to benefit all QuÃ©bec French school boards.
ABRACADABRA and all its digital support materials are available without charge to educators world-wide. ABRACADABRA is one of several bilingual tools that comprise the Learning Toolkit. The other tools include: an early numeracy tool, ELM; an inquiry skills tool, IS21; and a process portfolio tool, ePEARL.
In addition, working with Queenâs University the CSLP has developed a suite of tools for music education.
Key to ABRACADABRAâs success is that it works in conjunction with educators and parents rather than attempting to replace the teacher. On this point, Abrami is resolute.
âToo many people think that the technology is the magic bullet. In fact, it is the pedagogy that is the magic bullet. Thatâs why we spend so much of our efforts on training teachers to use the software,â he says.
âTechnology doesnât do the teaching, the teachers do the teaching, supported with the technology.â


Essentials 1-7 Student Course
With you as the guide, your student can navigate through core-lesson content and practice concepts with easy-to-use videos and online games.
HOW THIS COURSE WORKS
This stand-alone literacy course is designed with two levels of practice built in to target your studentâs needs. Reinforce foundational skills, go deeper with spelling and vocabulary, or provide intervention for reading with interactive video lessons and digital activities.
The role of the instructor is fulfilled by author Denise Eide, as she prompts engagement from the student throughout core lesson videos, imitating the call-and-response experience of in-person learning.
Facilitate your studentsâ development on this virtual learning journey. Monitor your studentsâ engagement and progress, assist students by clarifying directions and concepts, administer assessments, and direct students to review concepts as needed.
Learn to read and write successfully! Build independence in learning while watching and participating with the video lessons. Learn, practice, and review concepts through online games & activities. Ask your guide any questions you have.
This course includes everything you and your student need!
Interactive assessment to assist in determining your studentâs spelling and vocabulary level.
Built into the course to allow students to review or gain foundational skills needed to move forward successfully.
Interactive Video Lessons
Core lesson video content imitating the teacher-student dialogue for increased student engagement.
Phonogram videos teach all the sounds of the A-Z phonograms and 18 additional multi-letter phonograms.
Spelling Analysis Videos
Analyze the spelling of 210 words while learning 12 spelling rules, including vital concepts such as schwa and long vowels at the end of a syllable.
Phonogram Memory, Phonogram Drag & Drop, Crossword Puzzles, Word Sorts and more!
Spelling, Vocabulary, & Grammar Activities
Exploring morphemes, identifying parts of speech, and additional dictation practice.
Assessment of skills to easily monitor student progress in each unit.
This multi-level language arts program helps teachers differentiate instruction for all students, from struggling to advanced.
Scroll right to see the content included in each module. Click any activity in the modules marked free to preview.
Founder and President, Logic of English
My interest in teaching reading and spelling began when my twin sons struggled to learn how to read. Through my research to help them, I realized that my previous training in how to teach reading was inadequate. As I learned and taught the phonograms and spelling rules, I understood the implications to all students learning to read and spell, and I wanted to make a difference. I started the company, Logic of EnglishÂ®, wrote Uncovering the Logic of English, and began developing curriculum and presentations to share what I have learned with others.
Welcome to Logic of English eLearning
To learn how to preview our courses, click the video below.


Beginning in the 2019-2020 school year, the Fox Chapel Area School District will expand its elementary world language program. Elementary students in kindergarten through fifth grade currently have Spanish lessons, but next year, they will have increased exposure to other world languages. The main goals of the program will be to introduce students to world language learning early, build awareness and understanding of other cultures, develop an appreciation for learning another language, and increase student motivation for future language study.
The program will include an emphasis on developing cross-cultural competencies in the youngest students.
According to Dr. Ashley Constantine, the districtâs executive director of elementary education and instruction, there are very few districts who offer this kind of exposure to world languages at such a young age.
âThis program will give our students the opportunity to explore various languages and the cultures of people who speak them,â Dr. Constantine said. âThis expansion will give our students an academic advantage and create a very unique learning opportunity.â


What Is a Masterâs in Reading Education with an Elementary Education Emphasis?
Literacy is the foundation of learning, and all students deserve the opportunity to benefit from rich and varied reading experiences. However, many students require extra guidance from literacy specialists and interventionists. Grand Canyon Universityâs Master of Arts in Reading with an Emphasis in Elementary Education, while not leading to licensure, enhances the ability of active teachers to deliver high-quality reading instruction for K-8 students. By learning best practices in teaching reading education, candidates promote fair access to literacy for diverse student populations.
This masterâs in reading education is offered through the College of Education. It aligns with the standards established by the International Literacy Association. This online masterâs in reading combines coursework with observational and practice-based learning experiences.
Benefits of a Curriculum-Based Online Masterâs in Reading Education
The Master of Arts in Reading with an Emphasis in Elementary Education enables candidates to explore best practices in supporting literacy in collaborative settings. This degree uniquely qualifies candidates to apply advanced theories in corrective reading strategies and instructional methods. Students will learn how to encourage the development and maintenance of literacy-rich environments and the integration of literacy across curricular areas.
Some of the topic areas you will study may include:
- Methods of engaging learners of diverse backgrounds and skill levels.
- Planning, developing and evaluating reading curricula.
- Leadership models for the promotion of literacy.
- Evidence-based best practices in reading and writing processes.
- Brain-based learning with neuroscience.
- Effective communication strategies for young students.
- Advanced assessment systems and data interpretation at the school and district levels.
- The role of advocacy in literacy leadership.
Reading specialist and literacy coach candidates will also complete the Elementary Practicum in Reading. This practicum requires candidates to successfully complete the following:
- Conduct research and analysis for a Literacy Work Sample (LWS).
- Design and implement literacy intervention instruction.
- Coach other teachers in best practices for student learning improvement.
What Can I Do with a Masterâs Degree in Reading for Elementary Education?
A Master of Arts in Reading with an Emphasis in Elementary Education can prepare you to pursue a rewarding career helping young children experience the joys of reading. Graduates can apply for work in a variety of settings, which may include the following:
- Public, private and charter schools.
- Elementary and middle schools.
- Education welfare organizations.
- Social service agencies.
- Community organizations.
- Private companies.
Many graduates with this academic specialization do pursue careers in the classroom as elementary teachers. However, other positions may become available. These may include:
- Private tutor.
- Literacy support provider.
- Curriculum specialist.
- School literacy coach.
- Textbook writer or consultant.
- District level consultant.
The masterâs in reading education with an emphasis in elementary education requires all applicants to have access to a K-8 classroom in order to successfully complete the program assignments. In addition, all applicants must submit a copy of their current teaching license. Alternatively, applicants may submit documentation proving a minimum of one year of teaching experience. An enrollment representative is available to answer questions from applicants whose states require a K-12 credential. Graduates are required to obtain any necessary licenses, certifications or endorsements from the state in which they plan to teach. Visit the admissions page for more information on GCUâs admission requirements.
* Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
* Please refer to the Academic Catalog for more information. Programs or courses subject to change.


Literacy & Numeracy
Between 2011 and 2012, the OECD administered the Programme for the International Assessment of Adult Competencies (PIAAC) which provides internationally comparable measures of literacy and numeracy skills. These are essential key cognitive and workplace skills that are necessary for successful participation in the economy and society of the 21st century. In addition, it looks at the relationships between skills proficiency, a range of socio-demographic characteristics and outcomes across the entire Canadian population.
Nova Scotiaâs PIAAC results indicate that those who were employed scored about 20 points higher in literacy and about 25 points higher in numeracy than those not in the labour force. Persons in the latter two groups scored similarly across both measures (literacy and numeracy).
Literacy and numeracy scores in Nova Scotia were comparatively similar across the lower three employment income quintiles. Increased literacy and numeracy scores are correlated with the next highest income quintile and even higher scores are observed in the highest quintile. Numeracy scores were lower than literacy scores across all income quintiles. However, the difference between literacy and numeracy scores was smaller in the higher quintiles.


Toddington Wesleyan School
The Wesleyan School front elevation in 1855 [AD3865/45]
The Wesleyan School in Toddington was built, in Leighton Road, at the same time as the competing National School for the Church of England. The Bedfordshire Times of 10th February 1855 reported on the opening of both. Of the Wesleyan Schools it said: "These schools were opened on the 22nd of January, and already number upwards of 60 children. As soon as the weather becomes favourable many more children from distant portions of the parish are expected to attend these schools. Mr. Marshall, trained at the Wesleyan Normal Institution, Westminster, has been appointed master. On Thursday two sermons were preached in the Wesleyan Chapel by the Rev. T. Sugden, Sheffield, in aid of the building fund. Tea was provided between the services, of which about 100 persons partook. The collections realized the handsome amount of Â£20 and a gentleman promised Â£5 more, in addition to his former subscription".
The first Education Act was passed in 1870 (more correctly it was known as the Elementary Education Act). It was a milestone in the provision of education in Britain demonstrating central government's unequivocal support for education of all classes across the country. It also sought to secularise education by allowing the creation of School Boards. These were groups of representatives, elected by the local ratepayers and the Board had the powers to raise funds to form a local rate to support local education, build and run schools, pay the fees of the poorest children, make local school attendance compulsory between the ages of 5 and 13 and could even support local church schools, though in practice they replaced them, turning them into Board run schools (known as Board Schools). Naturally, and luckily for local historians, the Act required a questionnaire of local schools in 1870. The Wesleyan school had accommodation for 198 children, making it about two-thirds of the size of the National School.
A land mark Education Act was passed in 1902, coming into effect in 1903. It disbanded the School Boards and gave day to day running of education to newly formed Local Education Authorities, usually the county council, as in Bedfordshire. The old Board Schools thus became Council Schools whilst the old National, British and other non-Board schools became known as Public Elementary Schools. The old Wesleyan School became, briefly, the Wesleyan Public Elementary School.
In 1904 a report on the condition of the school buildings found that significant repairs were necessary. In 1907 the managers were ordered to make improvements by Bedfordshire County Council as LEA. The following year minutes reveal that the county council investigated spending Â£300 on the purchase of land to build a new Council School. In the event, on 12th March 1909 it was agreed: "That subject to the approval of the Board of Education and subject to certain necessary repairs being executed the offer of the Managers to let the Wesleyan School Building at Toddington to the Education Committee at a rent of Â£10 per quarter, be accepted" presumably repairs were beyond the means of the Wesleyans and so they decided that, given the plans to build a council school, they would simply lease the existing buildings to the LEA to augment them. Thus from October 1909 the school ceased to have any affiliation to Wesleyan Methodism, becoming a secular Council School


We truly enjoy each day that we spend with your child. Thank you for sharing your child with us! The highlight of first grade is becoming a more confident and skilled reader. We believe the more exposure a child has to reading experiences, the more successful they will become. Daily phonics instruction, guided and independent reading, writing workshops, journals, publishing writing, and reading aloud daily are some of the learning tools we use in school to build the reading writing connection. Reading to and with your child at home is a gift that will help your child have more success at school ( and life!)! We encourage you to arrange time for twenty minutes of reading for your child each day. As always, if you have any questions or concerns about school or need to share any information with us about your child, please call.


There's nothing more powerful than the showcasing of Black exellence and joy. With our history of struggle and strife, there has also been rich moments of beauty; however, so often in our country's collective history, Black people, especially Black women, have been left out of the narratives of progress. Black women have often led the charge and innovated opportunities in spaces that lacked them without their just credit, especially in the fields of education and the arts or the women's movement. Therefore, it is incumbent upon newer generations of Black Americans to uplift the names and stories of those whom history often leaves out. This is particularly true for the internationally recognized concert soprano Dorothy Leigh Maynor. A dynamic woman of many firsts, Maynor was also the first woman to conduct at the United Nations, the first African American to join the board of directors of New Yorkâs Metropolitan Opera and the first African American to sing at an American presidentâs inauguration. Of her numerous and significant achievements, her founding of the acclaimed Harlem School of the Arts in 1964 is one of her most notable accomplishments.
The Harlem School of the Arts is a cultural and artistic institution that has built a community through interdisciplinary programming and curriculum rooted in music, dance, theater, visual arts and design. For more than five decades, the school has operated and served young students in the Harlem and Upper Manhattan area. Of the nearly 5,000 students who attend, over 85% are African American or Latino and approximately 50% of the students receive financial assistance. Lenny Kravitz, Giancarlo Esposito, Caleb McLaughlin, Yaya Dacosta and Zazie Beetz are some of the school's impressive alumni..
"It is important to remember that not so long ago Black women had little rights. Despite prejudice in performance spaces like Carnegie Hall and the Metropolitan Opera, Dorothy Maynor created a name for herself singing in Europe and Asia. In the height of that moment, Ms Maynor started an organization that would reach out to the Harlem Community and expose young people to the arts and excellence in the arts," said Yolanda Wyns, music chair at Harlem School of the Arts reflecting on Dorothy Maynor's visionary legacy. "Ms. Maynor called her elite friends in the business to mentor, and educate young people folks like Arthur Mitchell who would later found the Dance Theatre of Harlem. She mortgaged her home in Upstate New York to have money for the down payment to purchase the property to be built from the ground up. 'Bringing Beauty to the Community' is the vision which remains at HSA."
In its May 1966 issue, EBONY featured a profile on Maynor's school. Two years later, in 1968, Maynor wrote "Arts in the Ghetto,"an op-Ed for the Music Education Journal, which is still timely today. The piece speaks to the importance of preserving Black cultural integrity in the face of forces who promote erasure such as gentrification and appeasement. A snippet from the piece can be viewed below:
This Women's History Month, we must uphold the bold legacy of Black women like Dorothy Maynor and continue to create spaces that promote genuine equity for all.


At Prince George Montessori Education Society, our early childhood classroom to help your little ones build skills, gain respect for others, and develop strong confidence. Our preschool program creates a learning community to help kids foster independence. We also provide your kids with various hands-on learning experiences. With this, we are able to get your kids ready for kindergarten. We remain the ideal Prince George preschool for your kids.
Why Is Preschool So Important?
Preschool is more important than most people think. Some erroneously assume that preschools have no serious activities and that children can easily adapt to schools when it is time to start formal education. Preschools are very important as they prepare the child for what schooling actually entails. Preschools offer the right environment children need to strengthen their social and emotional development before enrolling formally in academic classes.
Preschool may look to many people as the place where parents can keep their children and have peace of mind when they go back to work. This is not the whole truth, however. Preschool is so important because it is the place the child can explore, gain a sense of self, socialize and build self-confidence before enrolling in real schools.
What Do Preschool Kids Do?
Preschools are early childhood education centers where children are engaged in many different activities to get them ready for elementary education. As a preparatory ground, preschool offers kids the opportunity to explore and build self-confidence. Here are some of the things preschool kids do:
- They Learn Numbers and Alphabets â Kids in preschools are introduced to numbers and alphabets. This is where education starts as they learn pre-reading and pre-math skills.
- They Play With Their Peers â Kids in preschools play with their peers under the watchful eyes of caregivers. They learn social skills like sharing and compromise by playing with their peers and become more confident in the process.
- They Interact With Caregivers â As kids in preschools interact and build new relationships with adults (caregivers), they learn to trust and become more confident to interact with people order than their parents.
- They Practice Some Skills â Kids in preschools practice fine motors skills like drawing with pencils and others that help them develop physical skills.
- And Yes, They eat â You know it already, kids in preschools eat too. Caregivers help to feed them in a healthy manner and they learn from the experience too.
What Age Do Kids Go To Preschool?
Readiness for preschool generally depends on where a child is developmentally. It is considered well-suited for children who are between the ages of 3 and 5. Some preschools will accept children who are as young as 2.5 years, but it is better when kids will be at least 3 by the December of the academic year they are accepted.
Contact Us Today!
For more information about the preschool program we offer, contact us today at Prince George Montessori Education Society. Our dedicated representatives will be available to speak with you. We will provide suitable answers to your questions and concerns. We are the right Prince George preschool that can give your kids the hands-on learning experience they deserve. An amazing experience awaits you.Prince George Preschool
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Arts Education Is Essential Unifies
Arts and Music Education Groups Nationwide
Talking Points for Advocating for Arts and Music Education for All Students
This past spring as policy- and decision-makers made school reopening plans for the fall, National Association for Music Education (NAfME) joined 52 other organizations in a statement that supports arts education for all students. Since May, that number has grown to 113 national organizations that have signed on to the âArts Education Is Essentialâ statement.
âArts Education Is Essentialâ speaks to arts educationâs role in supporting the social and emotional well-being of students, an area that administrators, educators, and parents have highlighted as essential to student safety and success during the pandemic and as students return to school, whether in-person, online, or in a blended fashion, this fall. Arts education also creates a welcoming school environment and a healthy and inclusive school community, helping students, educators, parents, and the community at large build and strengthen their connectedness during this time of social isolation and social distancing.
The statement also reminds the public that arts education is a part of a well-rounded education as defined by the federal education law, the Every Student Succeeds Act (ESSA), and supported in state laws throughout the country. Forty-six states require an arts credit to receive a high school diploma, and 43 states have instructional requirements in the arts in elementary and secondary schools.
NAfME encourages music educators and all other advocates for music education to use this statement and the important points it makes as you advocate for the vital place of arts and music education in any plan that is made about school schedules and other future planning for your communityâs schools.
NAfME has been helping music educators prepare for the return to school in the fall. Advocacy and support efforts include:
- A âMusic Education and Social-Emotional Learningâ brochure, outlining how music education can support quality social-emotional learning outcomes for students.
- Instrument hygiene guidelines in partnership with the NAMM Foundation and the National Federation of State High School Associations, explaining how instruments can be safely returned and cleaned for use next school year.
- Dozens of high-quality professional development webinars, featuring ways in which to teach music successfully in a virtual setting, as well as additional resources to support standards-based music instruction.
- A public advocacy campaign to support federal funds to backfill state education budget shortfalls. More than 10,000 letters have been sent to Congress, urging our lawmakers to support public education.
- A guide to school reopening plans, featuring how music can be taught safely and effectively to students both in-person and virtually next school year.
The music and arts education community has been active during this pandemic in providing administrators, educators, and other stakeholders guidance and support, as well as forward-thinking planning for music educators and district arts supervisors to take a lead as school districts make plans for the next school year. In any decision about how school districts will operate in the next and future school years, music and arts education will be essential in providing all students equitable educational opportunities that also continue to prepare them for an ever-changing world.
July 29, 2020. Â© National Association for Music Education (NAfME.org)


About Draw With Us
"One touch of nature makes the whole world kin." (Shakespeare misapplied)
The beauty and wonder of the natural world puts all of life's complexities into perspective. âDraw with Usâ is a program supported by the Erie Zoo eStore for the purpose of sharing our love of the natural world through basic drawing education, collaborative Art Galleries and Featured Artist programs.
Why Provide Basic Drawing Education?
Art triggers a response in our brains associated with visual understanding and emotions. Art can change the way we see the world. Writing for the National Endowment of the Arts, Maria Popova described this phenomenon as "the power to transcend our own self-interest and relate to the world and each other with more integrity, more curiosity, more wholeheartedness." (Kevin Loria, Business Insider) These are the outcomes the Erie Zoo eStore aspires to promote.
And we're choosing animals as our subjects. In spite of our differences - nature has a special place in the human heart. Researchers have discovered that creatures great and small also have a special place in our heads. A Caltech team found individual brain cells that respond when we see an animal - but not when we see another person, place or object. (Katie Neith, Caltech: Captivated By Critters) So 'Draw with Us' appeals to that 'special place in the human heart' - the love we experience for all 'animalitas'.
And finally, art education goes beyond exclusively the âarts.â If we hear and see something, it's been estimated that we retain about 50% of that information. If we hear, see and do something â this rate jumps up to 85% (Center for Human Development, Pleasant Hill). Drawing and other forms of artmaking support comprehension and recall for young ones of many different learning styles.
But what if we don't feel like we have the skills to be art makers? Picasso said: âIt took me four years to paint like Raphael, but a lifetime to paint like a child.â Young children naturally create art in an expressive manner. As they grow older, many desire to draw in a ârepresentativeâ way and can become discouraged without the tools to do so. If making art through drawing is a little intimidating, join Akua (the gazelle guide) as she leads us on an art safari for children young and old that may lack confidence in their ability to draw. Through observation and replication, Akua shares a simplified model of viewing form, shape and line that anyone can master. Although these online drawing lessons focus on learning basic skills by copying, they do address individual creativity and stress that art is a form of self-expression and can be achieved both by imitating nature, and by interpreting it in new and different ways.
What Are the Art Galleries & Where Are They Displayed?
As Akua says: "Most artists learn from teachers, other artists, and by looking at the world in a creative way. This is also the way people and cultures share ideas with each other." We're so excited to have the opportunity to share the art you make! If you'd like your work to be part of the Art Galleries for all to enjoy, please tell us: 1) your name, 2) age, 3) the country where you live and 4) take a high resolution scan or photo of your work and upload here on this site or send to: email@example.com Your artwork will be displayed on the Erie Zoo eStore website, Facebook and Instagram pages.
What is a Featured Artist?
Twice a year, we choose one of our gallery artist contributors to feature on our website and social media channels, to receive a collection of custom decorated gift items (decorated with your work!) and have pieces of that collection displayed for sale on the Erie Zoo eStore site (proceeds to support the Erie Zoo).


ASL zone is a space where our language is used only in visual-spatial modality in some places such as schools for the Deaf, ASL classrooms and ASL instructors' offices, Gallaudet University campus, and Deaf gatherings where using voice is considered disrespectful. It's a norm in Deaf culture.
Image created by Jolanta Lapiak at handspeak.com.
Hearing people who do know sign language are expected to use the signed language with other signers, whether hearing or Deaf. If a hearing person doesn't know any signed language, helping the hearing person by using vocal communication is understandable in some contexts.
A street zone sign can be seen at many Deaf schools, classrooms, offices, Deaf clubs, and such.
Some schools for the Deaf have a street sign notice on a wall to remind.
Photo by the KSD, June 2013.
This street sign at the Kentucky School for the Deaf is really nice to push the unwritten rule into a solid notice.
And one more funny thing.
On a few occasions, a user emailed me, explaining about their trouble or struggle with the videos that sound didn't work properly on this handspeak website, even though they never had any problem on any other websites. Another wrote, "Just curious. Do any of the videos have sound? If so, what plug-in do I need to be able to access the sound portion."
My reply to them explains that this website is an ASL zone, which means no sound on virtually all videos on this website. They replied back with a sheepish laugh. Â¯\_(ã)_/Â¯
Not only the ASL zone is practiced in the physical or non-digital world, it's also applicable in the online world.
What is no voice policy in sign language class?
Enter a keyword in the field box below to search or filter the new topic list and click on the link.
New to sign language? "Where do I start?" or "How do I start learning sign language?" This ASL Rookie guide lists some selected links to the tutorials for ASL beginners to get started and keep rolling. It may be a useful review for intermediate-level learners and ASL students as well.
Some tutorial pages are a mix of free and premium versions. Access to premium content and links below are available in the PatronPlus subscription. More links/posts will be added from time to time.
Are you able to carry everyday conversations in ASL? Are you a student in the intermediate levels and beyond, who wishes to boost up your signing skills? You've come to the selected tutorial series. (Some premium content are available to PatronPlus membership.)
Stories, poems, performance arts, etc. in sign language.
This documentation project follows a child's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, from newborn to age five in a natural native-ASL environment and visual culture.


What is happening in term 2 for the junior cohort?
The Junior Teamâs literacy teaching and learning focus are based on an evidence-based literacy program. Our program provides all students with the core knowledge and skills to build and reinforce the strong foundations they will need in order to develop as successful readers and writers.
For literacy in term 2, we are continuing to explicitly introduce new phonemes and grammar to your children through our InitialLit program. Our program also includes explicit teaching of Fountas and Pinnel reading skills to help children read within the text, think about the text and think beyond the text. Our writing will include a focus on persuasive and information texts. We look forward to a fun term of literacy development.
In mathematics, we are continuing to work with a range of materials to develop our understanding of place value. This term our main focusses in mathematics are number, in particular counting and skip counting development and also location and 2D and 3D shapes. We have lots of hands-on learning tasks planned for the term.
Our integrated inquiry unit this term is Waterworlds. Children will explore using the five domains of the e5 instructional model (engage, explore, explain, elaborate and evaluate). They identify important people, services and activities within the local community and describe the features of places at a local scale. Students collect data to create lists, tables and picture graphs about the make-up of their local community.
In addition to our specialist program, we will explore digital technologies in our ICT Lab and Digitech rooms and also utilise our MakerSpace room for construction work as part of our inquiry unit.


Findings of the National Reading Panel
The National Reading Panel (NRP) conducted meta-analysis on over 2,500 reading studies since 1966. The findings were published in the National Reading Panel: Report of the Subgroups, 2000. Based on this analysis, the panel identified five elements of instruction that need to be included in reading programs for them to be successful with struggling students. These elements are phonological awareness, phonics instruction, fluency, vocabulary and comprehension. The NRP also provided tools to evaluate programs for the five elements.
Leading National Expert
Arlene Sonday, the author of the Sonday SystemÂ®, is a Founding Fellow and first president of the Academy of Orton-Gillingham Practitioners and Educators, the first Orton-Gillingham credentialing organization.
Arlene is a founding member and instructor of Orton-Gillingham of Minnesota, an IMSLEC accredited OG teacher training program. She served as a member of the Advisory Board of the 32nd Degree Masons during the time the Learning Center concept was developed and implemented in ten states. Arlene has served as Vice President of IDA and is currently on the Advisory Board of IDA-Upper Midwest Branch. She is a former member of the Board of Directors of Learning Disabilities of Minnesota and a member of the Minnesota Adult Literacy Coalition.
She is an adjunct professor at Fairleigh Dickinson University, a leading institution in Orton-Gillingham instructional training. In 2009, the International Dyslexia Association presented Arlene with the Margaret Byrd Rawson Lifetime Achievement Award.
National Institutional Analysis
The Sonday SystemÂ® has been evaluated by educational experts in industry-leading organizations such as the National Center for Learning Disabilities, the International Dyslexia Association, and Reading First offices in seven states. They are all in agreement that The Sonday SystemÂ® contains the required elements identified by the NRP. The Sonday SystemÂ® follows the teaching methodology of Orton-Gillingham closely. NRP identified Orton-Gillingham as one of the effective methodologies that addresses the needs of struggling students.
Reading research studies conducted over the past 70 years have included the Orton-Gillingham method. The National Reading Panel (NRP) cited studies in 1940, 1956, 1969, 1979 and 1984. The NRP identified Orton-Gillingham as one of the effective methodologies that address the needs of struggling students.
Additional studies on Orton-Gillingham were conducted in 1973, 1987, 1997, 1998, and 1999.
Studies are as follows:
- Silberberg et al., 1973
- Vickery et al., 1987
- Foorman et al., 1997
- Oakland et al., 1998
- Torgesen et al., 1999
Field Testing for 40 Years
Arlene has tutored students, consulted with schools, and taught Orton-Gillingham courses for over 50 years. She found that competent teachers and tutors were experiencing difficulty transitioning from one-on-one or small group intervention to the classroom setting. Teachers did not have time to write the learning plans and create the curriculum needed for that group of struggling readers in the classroom. Arlene, along with Winsor Learning, created the Sonday SystemÂ®: a systematic, explicit, sequential, and cumulative multisensory language instruction program that cements student learning into long-term memory. The Sonday System eliminates lengthy lesson planning so teachers can focus their effort on instruction. Easy-to-use lesson plans reduce initial training requirements and enable teachers to deliver quality instruction based on the needs of the struggling students right away, even while they continue their own development.
Find Out More
Lesson Plan Structure
Take a look at the Sonday SystemÂ® lesson plan structure for yourself. Youâll see how lessons are broken into sections that save instructors hours of preparation time! Learn more
International Dyslexia Association â Matrix of Multisensory Structured Language Programs
The International Dyslexia Association has released a guidance document for those researching effective multisensory programs. The Sonday System is included in this document. Learn more
National Reading Panel Report
Donât just take our word for it. Check out this evidence-based assessment of our resources and its applications to reading instruction â as written by the National Reading Panel itself! Learn more


Year 11 Trade Year
In Year 11, Ranges TEC students undertake the VCE VM in full. The VCE VM is an alternative pathway and can be achieved at two different levels: Foundation, and Intermediate . These levels are not related to studentsâ age or school year; rather their abilities to work at different levels of independence and capacity. Students will take on the VCE VM at the level (Foundation, or Intermediate) that matches their ability. This will involve project work, VET studies, Literacy Skills, Numeracy Skills, Personal Development and Work Placement.
Projects â An Integrated Program
The VCE VM has specific strands that students need to prove competent in. To deliver these strands Ranges TEC has an integrated program. This means that students take on several strands at the same time while doing project work. For example: students choose to design and build a table out of recycled timber. As they design and build the table, Numeracy and Work Related Skills are taught in real time on a real project. This makes a lot of sense to students who are hands-on learners. In Year 11, students take on two major projects; one per semester. The first semester is individually focused and the second semester is a Community Project. These Projects encourage collaborative learning, community engagement and business awareness.
VET is a common acronym used within the VCE VM. It is short for Vocational Education and Training. It is also commonly called a pre-app, pre-apprenticeship or Certificate II. At Ranges TEC students have the opportunity to complete parts of different Certificate II courses and/or a full Certificate II in their choice of Trade. It is common for Ranges TEC students to complete their VCE VM having studied parts of more than one trade. For example, if a student is not sure of the trade they wish to follow, they can take a Certificate II in one trade in Year 11, and take on another Certificate II in Year 12. This is part of learning transferable skills and career exploration that is possible at Ranges TEC.
This may include: Certificate II courses â
Building & Construction
It also can include: Short Courses â
White Card (Prepare to work safely in the construction industry)
Food Handling Safety.
If your son or daughter would like to take on a VET certificate that Ranges TEC does not offer this can be considered if it can fit in with the whole program (extra fees may apply).
Literacy and Numeracy Skills Class and Personal Development
As much as possible both Literacy and Numeracy is taught within the projects. However there is still a need for students to have specific skills classes to make sure they are both learning the required skills and covering all the elements of both these disciplines according to the VCAL guidelines. These classes are similar to conventional school.
Personal Development is also largely integrated however we also have one class a week called My Story. This is a journey of self-discovery where students are given the opportunity to explore their journey in life up to this point. It is a valuable class of personal growth.
A primary focus of Ranges TEC is to prepare students for the workforce. Work Placement provides many benefits to students. It gives them first hand experience of the REAL workforce, what bosses expect, how to relate to other employees, OHS practices, and what a full day of work feels like. When back at Ranges TEC there is class time where students discuss their individual experience and have written work that ties in Work Placement with the VCE VM. Students must have a minimum of two different Work Placements with a maximum of 20 days at one employer.
What is VCE VM?
The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM will give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.
It prepares students to move into apprenticeships, traineeships, further education and training, university (via non-ATAR pathways) or directly into the workforce.
The purpose of the VCE VM is to provide students with the best opportunity to achieve their personal goals and aspirations in a rapidly changing world by:
- equipping them with the skills, knowledge, values and capabilities to be active and informed citizens, lifelong learners and confident and creative individuals; and
- empowering them to make informed decisions about the next stages of their lives through real life workplace experiences.
The 2023 VCE Administrative Handbook to be released later in 2022 will include the VCE VM administrative advice set out on this
For more information CLICK HERE


Youth Art Month is a celebration of the visual arts! The 2021/2022 theme is âArt Connects Usâ.
Youth Art Month exists to:
- Recognize art education as a viable factor in the total education curriculum that develops citizens of a global society.
- Recognize art is a necessity for the full development of better quality of life for all.
- Direct attention to the value of art education for divergent and critical thinking.
- Expand art programs in schools and stimulate new art programs.
- Encourage commitment to the arts by students, community organizations, and individuals everywhere.
- Provide additional opportunities for individuals of all ages to participate in creative art learning.
- Increase community, business and governmental support for art education.
- Increase community understanding and interest in art and art education through involvement in art exhibits, workshops, and other creative ventures.
- Reflect and demonstrate the goals of the National Art Education Association that work toward the improvement of art education at all levels.
Arts Attack is celebrating YAM by featuring one of our graduating Arts Attack Students. Katie is a senior and has been an artist since she was a young girl. Katie was an Arts Attack Student from Kindergarten through 5th grade, her solid art education provided the catalyst to grow and develop her own style. She loves watercolor, sketching, painting with acrylics and sculpture. Katie plans to attend UC Davis in the fall and will study animal science and management but she plans to always keep practicing art.
To learn more about Youth Art Month or how to get involved in your state, visit https://councilforarteducation.org/youth-art-month/


Education in India
The present statistics states that key education has actually gone across the mark of around two-third of the complete population. Out of which, 40% of the populace is uneducated and also just 20% of the students go to institutions. Given that time long past, discrimination based upon caste and also sex has always been a significant deterrent when healthy and balanced growth of the society is in inquiry. So to stay clear of such bias, the Indian Constitution has actually made elementary education an essential right for each kid dropping between the age group of 6 to 14 years. According to the 2001 census, the amount overall of literacy rate in India is 65.38% where the female proficiency rate is just of 54.16%. With the fact that just 59.4% of rural populace is literate contrasted to 80.3% of the urban populace, there is a whopping void between country and metropolitan proficiency rate.
University Grants Payment (UGC) has actually been developed by the Indian federal government to increase higher education system in the country. The primary role of UGC hinges on managing and co-coordinating the criteria of higher education in the nation.
For promote primary education in the country, the Indian federal government has actually additionally forbidden youngster labor to secure youngsters from working under unclean problems. Nevertheless, both complimentary education and also restriction on youngster labor are difficult to be applied concurrently as a result of inadequate financial difference and also social problems. Additionally, scarcity of ample sources as well as lack of political support are several of the reasons because of which the system has been detrimentally influenced by the gaps that consist of high teacher-student ratio, inadequate facilities and insufficient educator training. In fact, specialists from established institutes are usually contacted us to support trade training for these youngsters.
The federal government has initiated Sarva Shiksha Abhiyan (SSA) in 2001 for supply instigate the education system as well as make its reach wider as well as much more easily accessible to every kid. The program focuses particularly on women as well as kids with tested social or monetary histories. In order to assist youngsters stronger their grasp in the computer field too, special schools are being established in the backwoods.
Education for the Marginalized in India
Apart from Sarva Shiksha Abhiyan, the federal government has actually likewise presented reservation system where 7.5% seats in the greater instructional institutes are reserved for the Set up Tribes (ST), 15% for the Scheduled Castes (SC) and also 27% for the non velvety layers of the Various other Backward Classes (OBCs). Initiatives are additionally being made to boost the education access for the ladies area. The expanding acknowledgment of concepts like eLearning and correspondence course courses in addition to growth of the Open College system is additionally contributing a lot in systematizing education in India.


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Science teacher Dereka Duncan uses every opportunity to expose students to new ideas. The fifth grade science teacher at Cohn Elementary School in Louisianaâs West Baton Rouge Parish, Duncan leads hands-on investigations of coastal erosion, where students research invasive plant species, explore local ecosystems and experiment with variables that affect plant growth. Students wear white lab coats and safety goggles as they record their scientific data on clipboards or digital notebooks and use content-specific vocabulary to explain their thinking, debate which method will yield the best results and predict outcomes. Duncan has taught many subjects and weaves math and ELA into her science curriculum with ease. Cohn serves a high-need community, in which a quarter of students have identified disabilities. To address their needs, Duncan sets the bar high and delivers high-quality curriculum, supporting all students in reaching and rising above her expectations. Students who enter her class lacking confidence leave wanting to be engineers, researchers and scientists â STEM careers they had not believed to be within reach. Due in part to Duncanâs work revamping the fifth grade reading curriculum to align with Louisiana ELA standards, Cohn has reached an all-time high progress index of 90%, resulting in an A on the growth index score for the first time.
Duncan mentors new Cohn teachers, as well as pre-service and student teachers from Louisiana State University. She was selected to participate in West Baton Rouge Parishâs LEAD West, a district âgrow your ownâ program to help educators develop leadership and administrative skills. Duncan chairs Cohnâs Parental Involvement Committee, serves on the Positive Behavioral Interventions and Supports (PBIS) team, and created the PAWS (Positive, Affirming, Well-Balanced and Successful) Club to help parents become active partners in their childrenâs education. At the Math and Science Night she coordinates, students lead parents from station to station as they explain the concepts underlying each activity, while Glow Day features lessons delivered in dark classrooms as students work to the light of glow sticks. Duncan has helped organize Cohnâs âGrits and Grandparentsâ breakfast and served on the Black History Month committee.
Duncan creates a family atmosphere in her classroom and the community. She serves as a positive role model and can often be found deep in conversation or recording a TikTok dance with groups of students during lunch. Duncan sponsored Cohnâs first Junior Beta Club, singing holiday songs with students at a local nursing home and introducing them to other community service opportunities. A former Cohn student herself, Duncan teaches in the same classroom where she was once a fourth grader.
Duncan earned a bachelorâs in elementary education in 2012 and a masterâs in educational leadership in 2015 from Southern University and A&M College.
"I teach because I want to make a difference in my community. The best is yet to come for Port Allen. If education makes a difference..." (read more)
The West Side Journal | Jan 25 , 2023 | Port Allen, LA
WGMB-TV/WVLA-TV | FOX/NBC | Jan 24 , 2023 | Baton Rouge, LA
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WBRZ-TV | ABC | Jan 24 , 2023 | Baton Rouge, LA
The Advocate | Jan 24 , 2023 | Baton Rouge, LA


Son Jarocho and Fandango: erasing frontiers through Mexican music
Adriana Alvarado Padilla is a Mexican arts manager studying at Winchester for a Masters in Cultural and Arts Management on a Chevening scholarship. Here, she explains how the power of music can break down barriers and how sheâs bringing the traditional Mexican gathering âFandangoâ to the city of Winchester in a unique festival this summer.
Busking in the streets of Winchester for the past months has been a very enlightening experience for a son jarocho promoter like me.
But what is that music style â besides a hard name to pronounce for native English speakers?
Son jarocho, traditional Mexican music, has such a different flavour from what people are used to hearing in England. This music, with a mix of Spanish, indigenous and Afro-American rhythms, may sound a little bit too loud to sensitive ears. The singing style has to rise above the jaranas and requintos if the artist wants to be heard by a crowd of musicians in the Fandango, the traditional gathering which remains alive in Veracruz, Mexico. Luckily, the rhythm cannot be denied by the body (in most cases), and the fact that this music contrasts with the environment makes it possible to be appreciated by the English community.
As a music teacher, I am convinced music has a powerful influence on our behaviour and emotions. As a consequence, it is exciting to observe the reactions of local people to this music. My partner and I have seen faces surprised by the sudden fiesta in the street, in addition to those who come up to us to say how cheerful our music makes them feel. Finally, children, as the spontaneous beings they still are, cannot help tapping their feet, waving their heads or just staring frozen in front of such loud instruments and singers.
But this music has its greatest impact when it initiates waves of smiles in this small corner of the city. And it is then, when they remind me of the purpose of my career as an arts manager and, in that precise moment, as a son jarocho player busking in the streets of Winchester.
Busking acquires a deeper meaning when it represents an opportunity for political expression. Promoting son jarocho is a way of resisting the institutional discrimination which for centuries has dominated music education programmes in Mexico and Latin America towards the music which is rooted in the countryside and preserved mainly by peasants.
Furthermore, playing this traditional music becomes a declaration against discrimination in a world shaken by political situations which affect us globally. By bringing this artistic expression to new frontiers, musicians can help to build bridges between cultures, developing more tolerant and understanding societies.
I truly believe that if we appreciate music, we are a step nearer to understanding the culture behind it. For this reason, I have coordinated the Welcome Veracruz Festival, which is an opportunity for the UK to embrace a different culture.
For this Festival, my aim is to bring the Fandango, an ancient Mexican tradition, to this country for the first time. The event will be led by the El Teterete folk band, straight from Mexico, and be accompanied by the taste of tamales. I am sure this will be the perfect occasion for local people to join in an authentic Mexican celebration in Winchester, where music, dance, and poetry will erase cultural boundaries in a community gathering that welcomes all: the Fandango.
Fandango takes place on Friday 9 June at the Loft. For more information go to https://fandangouk.eventbrite.co.uk or contact 07856871848.


Jay McTighe, an educational writer/consultant, and Grant Wiggins, an educational writer/consultant and president of Authentic Education are the authors of a âwhite paperâ From Common Core Standards to Curriculum: Five Big Ideas. The paper summarizes their recommendations for developing curriculum and assessments that reflect the intent and emphases of the Common Core State Standards (CCSS).
The authors have worked with numerous schools and districts, as well as several state education departments, to translate into viable curriculum.
âWe think that a careful consideration of our five big ideas will help educators avoid the predictable pitfalls of implementing the Common Core Standards,â McTighe said. Paraphrasing, here are some highlights from the document:
Big Idea 1â The Common Core Standards have new emphases and require a careful reading
Merely trying to retrofit the Standards to typical teaching and testing practices will undermine the effort. A focus on Standards is not new. However, it a misconception to assume that these Standards merely require minor tweaks to our curriculum and instructional practices.
Big Idea 2 âStandards are not curricula.
A Standard is an outcome, not a claim about how to achieve an outcome (i.e., a curriculum). While curriculum and instruction must address established Standards, we always want to keep the long-term educational ends in mind â the development of important capabilities in the learner as a result of engaging and effective work.
Big Idea 3 â Standards need to be âunpacked.â
The first step in translating the Common Core Standards into engaging an outcome-focused curriculum involves a careful reading of the documents in order to insure clarity about the end results and an understanding of how the pieces fit together. They recommend that educators âunpackâ them into four broad categories (1) Long term Transfer Goals, (2) Overarching Understandings, (3) Overarching Essential Questions, and (4) A set of recurring Cornerstone Tasks.
Big Idea 4 âA coherent curriculum is mapped backwards from desired performances
The key to avoiding an overly discrete and fragmented curriculum is to design backward from complex performances that require content. A return to the linguistic roots of reveals the wisdom in this outcome-focused view.
The Latin meaning of âcurriculumâ is a âcourse to be runââ¦our conception is that curriculum should be framed and developed in terms of worthy outputs; i.e., desired performances by the learner, not simply as a listing of content inputs.
Big Idea 5 â The Standards come to life through the assessments.
A prevalent misconception about standards in general is that [Standards] simply specify learning goals to be achieved. A more complete and accurate conception recognizes that standards also refer to the desired qualities of student work and the degree of rigor that must be assessed and achieved.
The standards are at their core a set of criteria for building and testing local assessment. They tell where we must look and what we must look for to determine if student work is up to standards. Such information is crucial to guide local assessments and insure that these are validly anchored against national standards.
Roz Fehr, NAfME managing editor for news, November 30, 2012. Â© National Association for Music Education (NAfME.org)


Born to Createâ¦
Did you know that from the moment your child begins to play, he or she is a natural engineer?
Children interact with the world through discovery. They invent, they imagine and they discover. The programs and resources in this section are designed to give your child a jump start into a life of creativity and innovation.
Making Your Child STEM Strong
DEVELOP STRONG MATH SKILLS
Math is the foundation for success in all STEM subjects. By introducing math into day to day life (i.e. going to the grocery store or traveling on the highway) you can help your child connect mathematics with everyday activities. Provide your child with a math-based computer game to enjoy after school, use game play to build skill and confidence in mathematics, or subscribe to an on-line math program such as First In Math.
GET INVOLVED WITH MUSIC
Mathematics and music go hand-in-hand. Studies show that music education may improve spatial reasoning and mathematic acquisition in elementary age children. Music education can help sequential skill development through musical games involving rhythm and pitch.
HANDS-ON STEM EXPERIENCE
Expose your child to many hands-on experiences that involve STEM. Harford and Cecil Counties are within a short drive of many exciting STEM programsâthe Aquarium, Maryland Zoo, MD Science Center, Franklin Institute, Smithsonian Museums and much more. You can also sign your child up for summer and extracurricular activities such as Destination Imagination, Invention Convention, First in Math, 4H Youth Development, and summer programs at Harford Community College and Towson University. Follow these links for more information regarding afterschool programs and summer programs.
EXPLORING CAREERS AND INTERESTS
Pay attention to what subjects your child is taking interest in and which ones they are excelling in. By connecting your childâs in-school experiences with out-of-school experiences, they will begin to develop an attitude of âwanting toâ pursue STEM courses rather than âhaving to.â You can help spark interest in STEM in your child by exploring STEM careers. There are many exciting careers in STEM, and you can learn more about your childâs options by visiting sites like Collegeboard.com, MyPlan.com, and STEM-works.com. Another great resource are the many STEM professionals in our community. Chat with people you know in STEM fields to find out more about what they do and what classes they took in school.


Every year I like to try something different with Key Stage 3 and this year I decided to add in a trombone unit. I managed to get some funding for 15 P-Bone trombones:
If you havenât seen them before then picture a trombone, made out of plastic and really colourful. Anyway.
I think they are fantastic and I have been really pleased with how well they have gone down in lessons. I loosely play the trombone already but to be honest it is an instrument that a music teacher can pick up the basics of fairly quickly â letâs not worry too much about that now. All I would say is that pedagogy and approach is important and so maybe chat to music hub or a trombone teacher about some basics before you steam in and tell the students the wrong thing.
So here are a few reasons why I think they are a great tool for lessons and a few thoughts on how best to use them.
1. They are loud, colourful and loads of fun.
Picture the scene. Students walk in to the room and see lots of fun looking instruments. You are on to a winner already, they are engaged and intrigued and that is a key component for a good lesson.
2. They are accessible
It wonât take long for students to work out how to correctly hold them and stand with them. Within minutes they will look and feel like a trombone player. Even the technique of holding them and standing correctly is key.
3. You can teach them all about the physics of sound
This kind of cross curricular thing with sound waves, vibrations and the Physics of music is great. Students are intrigued and can instantly see it in action.
4. They are fairly indestructible
I mean I havenât majorly put this to the test, but they are pretty sturdy things so you should be fine.
5. They are not keyboards or singing or ukuleles
An obvious point, but the thing is we see a lot of the above in music education and so something new is good
6. They are a way of introducing the concepts of intervals
You can easily slip in some fairly hefty theory about intervals and arpeggios and the like. I have got students to focus on playing 1 & 5 on closed position.
7. Sing it then play it
I get students to sing intervals and then try playing them. This is fun and works well. Just singing 1-5 and then trying to play it is a fun and good quality task.
8. They leave feeling like more of a musician
I know this sounds maybe a little far fetched but I really believe that students left the room feeling like they had accessed something new and learnt something new. They feel like they have gone through that process everyone goes through when they first hold an instrument. It is different to keyboards that are just there in the room.
9. They are not too expensive
I am not entirely sure of cost but they arenât a lot and you could buy them across a few schools and share across a year.
10. They are easy to store
I am fairly sure they all come with a bag etc and so they are easy to store and donât take up loads of room.
A few additional thoughts:
- Have enough mouthpieces for one each even if they are sharing a trombone and also baby wipes to clean them.
- Beware that the whole spit-valve thing can cause issues as students may or may not like to see spit on the floor!!
- Make sure you can play what you are asking them to play.
- Use YouTube if you are not a player so that they can see what is possible on the trombone.
- Speak to music Hub about getting a specialist in.
- Donât cut corners. Make sure they stand correctly and hold the instrument correctly.
- Talk about breathing and lip technique.
- Start with warmups that focus on lip rolls and breathing.
- Donât test the indestructible thing too much!
- Be prepared for the volume but enjoy how much they will enjoy making a noise.
- Show they in notation what they are playing. Great way to use bass clef.
- Read up on whole class music teaching technique. Again seek advice from music hub.
I am still at the beginning with this but I know that I will use trombones again and again. I love teaching with them and I think they open a number of doors. Next year I am going to try out flutes too!


This section of the Curriculum Checklist supports art and design educators to interogate their curriculum, ensuring it meets criteria around Diversity & Belonging.
Diversity & Belonging
Diversity is all-inclusive and recognises that everyone and every group should be valued. A broad definition includes race, ethnicity, gender, age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, and physical appearance, as well as different ideas, perspectives, and values.
Source: Independent Sector (2016). Available from Independent Sector
Key Question: Is there opportunity to ask about the cultures, makers, artworks and objects that you use?
Further examples and questions:
- Do the artworks help to build positive identities for all children?
- Are there any non-western pieces that could illustrate your teaching?
- Have you considered the contemporary art, craft and design that exists within the differing cultures you and your students are researching?
- Is there an awareness of pre-colonial communities? For example, could you use pre-colonial names of land or names of communities?
- Have you considered the western lens through which art, craft and design is often viewed. For example, in a museum, behind glass cabinets? This may be very different to indigenous populations where what we deem to be a communityâs or nationâs artworks, are in fact meant to be interacted with, worn or used.
Key Question: Does your curriculum refer to work produced by artists that are dual-heritage?
- The largest population growth is amongst children with dual heritage. Therefore, all children â including and especially children and young people of diverse or dual heritage â will be interested to see work that is not purely European, Asian or African etc.
Key Question: Does your curriculum include artists, makers and designers from a range of ethnically diverse communities?
- Consider the percentage of practitioners that are included in your curriculum from the various identities and ethnicities, for example: African and African Diaspora; South, East and South-East Asian Diaspora or Gypsy-Roma.
- If there is an imbalance in your curriculum, for example; more white male Europeans than other ethnicities and women, do you question the inequalities that such an imbalance generates?
- What proportion of work in your curriculum is art, craft or design? Is there a bias towards one of these more than the others?
- How does your curriculum support the development of your studentsâ understanding and moving into the creative industries?
Key Question: Is there any reference to artists, makers and designers from your local communities?
- Britain has a long history of different peoples moving into and across Britain. What does ths mean in your locality covered in your curriculum?
- In some communities there are tensions, does your curriculum enable your students to explore these topics safely?
- Are students encouraged to challenge stereotypes?
Diversity & Belonging Resource Examples:
- Word of Mouth: The language of power and inequality in education and leadership (2020). BBC4. Available to view here
- blackblossoms.online which is an Expanded Curatorial Platform & Art Education Highlighting Artists from Marginalised Backgrounds .Available to view via Instagram here
- Anti-Racist Art Education (ARAE) Resources. Available to view here


In 2013, the government of Kenya promised to issue laptops to all pupils joining primary school. This was made as an election campaign pledge, and it was one of the most expensive political promises ever made. It would involve issuing laptops to every new batch of pupils joining class one every year.
The aim of the project was to promote digital literacy and prepare young learners to thrive in an ICT-based economy.
It wasnât until 2016 that the government started following through with the promise. However, it was no longer laptops, but tablets. The reality had slowly sunk in that there was no way the government could issue delicate laptops to grade one kid, preferring to use tablets that were specially designed for the kids.
Six years after the project was announced and three years after implementation, the project was silently retired. In fact, there was no official announcement about the same. Only the sharp-eyed budget analysts discovered that the government had allocated zero shillings for the project, signaling its end.
What went wrong?
Many things went wrong with the project, because as we will see, technology for the sake of technology is not a good idea, and digital inclusion cannot be attained while ignoring other basic needs.
Most politically motivated promises are done without regard to many basic principles of public policy formulation.
This project was bound to fail for the following reasons:
- It would be extremely costly to run the project. This was actually going to cost more than all the other costs associated with free primary education currently offered by the government.
- The lack of skilled personnel to run the program was a major hindrance. Most of the teachers were not very computer literate, and a one-week training by the government would not make them experts when the children they were supposed to teach could easily outdo them in using smartphones and tablets. The content was also not ready and it delayed the launch for quite a long time
- The priorities were wrong from the beginning. Schools lack teachers, classrooms, connection to the grid, and in some places, there are no schools! It is also common for children to drop out of school due to a lack of books or even food.
- Lack of requisite infrastructure. Only 10% of schools were connected to the grid, while 50% were far away from the national grid. Schools also lacked the facilities to safely store the devices, considering the many cases of school break-ins where books were being stolen.
- Lack of support mechanism when technology failed. This left both teachers and learners stranded, and often having to wait for a long to receive technical support.
What could have been done differently?
The goal of the project was to impart digital skills to students. It was, by all indications, a noble plan. However, as it stands, there could have been a better approach to the same.
One way would be to build computer labs in all high schools in Kenya. This approach would work better since the students already have literacy and numeracy skills. As some people had also suggested, the labs could also be used as community centers to provide the same skills to people in the neighboring communities during holidays or in the evening. The cost would be affordable.
While the government tried to make the most of the project by having the tablets locally assembled, there was little transfer of skills involved. A conversation with one of the people involved revealed that all the parts of the devices, including the plastic covers, were imported, and their only duty was to plug in parts together.
The project failed.
â By Jacob Mugendi


Look. Don't touch!
How to childproof your homeâs electrical outlets
Electricity can often appear much like magic to children. By flipping a switch or plugging an electrical cord into an outlet, appliances come alive and lights illuminate rooms. There are electrical hazards in your home or apartment that children need to be aware ofâincluding electrical outlets. But you can help keep kids safe by child proofing your home with tamper-resistant outlets.
Install tamper-resistant outlets
Installing tamper-resistant outlets is a great way to begin child proofing your home. This is a great way to reduce the chances that your child is injured when trying to insert something, whether itâs their fingers or a fork, into an electrical outlet.
What is a tamper-resistant outlet?
Outlets that are considered âtamper-resistantâ are electrical outlets designed to prevent foreign objects from being inserted into the receptacle.
How do âtamper-resistantâ outlets work?
Tamper-resistant outlets or tamper-resistant receptacles (TROs or TRRs) have shutters that stay closed unless a plug with two prongs is inserted into the outlet. Both springs on the shutters must be compressed at the same time to allow an object to gain access.
If someone attempts to stick an object in the outlet, the shutter prevents the object from entering and no contact with electricity is made.
Where are tamper-resistant receptacles required?
Beginning in 2008, tamper-resistant outlets are required in all new homes that are built. According to the National Electric Code, these kinds of receptacles need to be installed in virtually every room of your home.
That being said, there are some exemptions to the NECâs requirements. For example, if an outlet is more than 5 Â½ feet above the ground, a TRO is not required. Additionally, if an outlet is a part of a luminaire or lighting fixture or behind an appliance that is not easily movable, these outlets are not required.
Starting in 2017, tamper-resistant outlets are also required in the following new and renovated public places:
Hotel and motel guest rooms
Preschools and elementary education facilities
Gyms, auditoriums and âplaces of waitingâ
Can I use plastic outlet caps or plugs?
It might be surprising to you, but children have the ability to remove plastic outlet safety caps or covers with relative ease. In fact, a study from Temple University explained that, of all 2-4 year-old children, every single one of them could remove an outlet cap in 10 seconds. As a result, the only sure way to prevent your baby or young child from hurting themselves is to install receptacles that are considered âtamper resistant.â


This class is no longer available, but we found something similar!
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Let's Write: Creative Writing Club
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Test Prep: Reading Comprehension (5th & 6th Grade)
learners per class
How does a "One-Time" class work?
Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers
How Outschool Works
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
Let's practice sight words in sentences! Through a Mystery Picture PowerPoint game, learners will practice words learned in first grade and before. First, students will take turns choosing a square in a grid by giving the appropriate letter and number to identify the square they desire. Behind the square is a sentence. The student will read the sentence in the box. Once the student has read the sentence correctly, the tile they chose will to lifted showing a portion of the mystery picture....
Learners will not need to use any apps or websites beyond the standard Outschool tools.
25 minutes per week in class, and maybe some time outside of class.
Miss KayLive and Learn with Lots of Fun
23 total reviews
40 completed classes
Hello! I am Miss Kay. I have a bachelor's degree in Elementary Education and a master's degree in Special Education. I have taught students with learning disabilities, mild developmental disabilities and emotional disabilities. For twelve years, I...


CPR-trained kids save lives. That said, how young is too young to teach CPR to kids?
According to St John Ambulance Australia and kidâs supergroup The Wiggles, thereâs no such thing as too young.
The audience for The Wiggles: The St John Triple Zero Song (000) hasnât yet started school.
For St John, this is on purpose. Its Youth Engagement program has reached more than 1 million students across Western Australia with age-specific first aid classes for schools, community groups, and early childhood learning.
Why is this a thing?
Weâve looked previously at Denmarkâs national CPR education program for schools.
Within five years of its introduction, one out of every two out-of-hospital cardiac arrests (OHCA) were attended by a first responder who wasnât a medical professional.
Within ten years, people in Denmark who suffered an out-of-hospital cardiac arrest were three times more likely to survive.
RELATED ARTICLE: Doing it for the kids
These results show that teaching CPR to school students delivers a generational step change in community preparedness to respond to sudden cardiac arrest.
This goes beyond ensuring a higher percentage of communities have the training. It is also about reaching people at an age when the knowledge and skills are more likely to become habit.
This 2020 study investigated the impact of teaching CPR in schools in Slovenia. It concluded that early CPR training for children is crucial, and should be made mandatory in all schools.
Another study, this one from Germany, found that teaching CPR to fifth-grade students delivered resuscitation skills that âstuckâ even years after the initial training.
There are many parts of the world where CPR and first aid training is offered in schools.
Most of the UK, for example, offers CPR training within secondary school curriculums.
In other parts of the world where CPR training isnât standard in schools, many not-for-profit organisations are working hard to make it so.
In the US, for example, the American Heart Association offers CPR in Schools Training Kits to improve CPR literacy among elementary and secondary school-aged children.
Organisations like these found themselves fielding a massive increase in enquiries earlier this month.
Immediately following Danish footballer Christian Eriksenâs on-field cardiac arrest during a Euro 2020 match, Google searches for âhow to do CPRâ multiplied by a factor of 45.
These organisations will be hoping for a lasting impact that translates into higher CPR training participation rates, and greater awareness of AEDs (automated external defibrillators).
The Wiggles have set the benchmark for integrating CPR training into kidâs popular culture. From there, greater adoption in school curriculums should go without saying â because CPR-trained kids save lives.