February is National Children’s Dental Health Month, an ideal time to promote the importance of oral health and increase awareness of how drinks with sugar contribute to tooth decay. Some parents don’t realize that many drinks they serve to young children contain natural or added sugar. Drinks with natural or added sugar are a major contributor to tooth decay.
Sugar plays a key role in tooth decay (see Brush Up on Oral Health newsletter, April 2013). Bacteria that cause tooth decay breaks down drinks with sugar to form acid. Each time a person consumes a drink with sugar or eats a starchy, chewy, or sticky food, acid is in the mouth for 20 to 40 minutes.
Source: Early Childhood Learning and Knowledge Center, National Center on Health


Learning To Read Using Sight Words & Phonics
Teaching your child to read is one of the best and most important gifts you could ever give to your child.
This will make the world’s opportunities available to them and foster a lifelong ability to learn. Teaching your child to read requires some understanding of the mechanics of language and how literacy is learned. Some of the fundamentals of literacy are phonics, sight words, word analysis and phonemic awareness.
In English and other alphabetic languages, the written language is made of letters. These letters, individually and in combination, represent the spoken language’s sounds. We learn from a very young age to associate these sounds with letters and various combinations of letters. This is known as the alphabetic component of language learning and literacy – a process which involves phonemic awareness, word analysis, phonics, and sight words.
Phonemic awareness is the ability to hear the spoken language and identify the phonemes which the language is composed of. In the English language, there are approximately 40 of these phonemes, which are the building blocks of the spoken language. Phonemes are represented in the written language by letters and combinations of letters which are called graphemes. An understanding of these phoneme/grapheme pairs is one of the first steps in learning to read.
Another early step in gaining literacy is word analysis.
Literacy through word analysis
Another early step in gaining literacy is word analysis. This is a method of phonics instruction which emphasizes the grapheme/phoneme pairs within words. It should be kept in mind that English contains a relatively large number of words which do not follow the usual patterns and that many graphemes may represent more than one phoneme depending on context. This is where sight words come into play.
Sight words are those that are frequently used; many of which do not follow the phonics rules. Due to the nature of these words, educators encourage new readers to develop the ability to recognize them upon sight. By memorising these most common phonetically irregular words children can focus more on reading words that follow the phonic rules
The most common sight words are included in lists compiled by Edward B. Fry and Edwards W. Dolch after their extensive research into how literacy is acquired by children. These sight words often make up two-thirds or more of the text in beginner level books, and over half of all English text. Once these common words are mastered, children will be on the fast track to reading.
Sight word recognition and phonics are best taught together when learning to read. Many different schools of phonics instruction exist, each with their own emphasis. Analytic phonics helps children recognize words first and then works from this understanding to help children learn about the phoneme/grapheme pairs which make up the word.
Phonics in spelling teaches children to form words by using graphemes and phonemes. Analogy phonics is focused on helping children to use the words they already know to infer the meanings and pronunciations of unfamiliar words. Contextual phonics is the skill of learning unfamiliar words’ meanings from the context in which they are used. All of these methods of teaching phonics are more effective once the child has mastered their sight words.
Parents need to have an understanding of all of these basics of literacy in order to give their child a good start towards literacy. Armed with an understanding of phonics, phonemic awareness, word analysis and sight words will enable you to do a great job of teaching your child basic reading skills which will serve them well for a lifetime.
Both children and parents can enjoy the process of learning to read. Various methods are available to teach children the basis reading skills – one such approach is incorporating them into games. This is often effective as it is more likely to keep children’s attention.
Er-u-di-tion is a sight words board game that exposes children to basic phonic sounds and sight words in a fun environment. The game’s playing cards are categorized by level of difficulty so children with different skill levels can play together.
Article Source: http://EzineArticles.com/1784866
Contact: Mrs Natalie Smith
Contact Number: 03 5555 8888
Who is it for? Ages 4-10
Description: Let your child come to Reading club and learn to read using phonics and sight words. All the kids have great fun and enjoy learning to read using phonics. Parents who hold a working with children card are encouraged to come and help you want to.


George Shirley is an educator, lecturer, and internationally acclaimed tenor whose leading roles in 28 operas with the Metropolitan Opera (“Met”) for 11 seasons helped push open doors on operatic stages for many African American tenors. In 1956 Shirley became the first African American member with the U.S. Army Chorus where, after being urged by his fellow choristers, Shirley decided on a career in opera. Following Robert McFerrin Sr.’s win of Metropolitan Opera’s “Auditions of the Air” in 1953, Shirley became the second black male to perform there after he won first prize at the Met’s National Council Auditions in 1961. That same year Shirley became the first African American placed under contract with the Met and the first black tenor to sing leading roles there.
Shirley was born on April 18, 1934 in Indianapolis, Indiana. At age four Shirley began performing at church in a musical trio with his parents, Daisy and Irving Shirley, and at age five he won a local talent competition. Irving Shirley went to work for the auto industry in Detroit, Michigan, moving the family there in 1940. During his school years Shirley studied voice at Detroit’s Northern High School, and then won a scholarship to Wayne State University. After graduating in 1955 with a Bachelor of Science degree in Music Education, Shirley became the first black high school music teacher in Detroit, Michigan. Shirley married Gladys Lee Ishop on June 24, 1956, the same year he was drafted into the Army. The couple had two children, Olwyn and Lyle.
Before making his debut with the Met in October 1961, Shirley continued his musical education at the Tanglewood Music Center, and at Boris Goldovsky’s opera summer school. His first public operatic debut in 1959 was with a small opera company in Woodstock, New York, where Shirley sang the leading role of Eisenstein in Johann Strauss’s Die Fledermaus. The next year Shirley won the American Opera Auditions and was invited to sing in Italy. He made his European debut in the fall of 1960 at Milan’s Teatro


Music education in the Lower School at Dwight-Englewood includes singing, movement, music appreciation and music history, as well as the skills of listening, reading, playing, and writing music. Another important aspect is giving children opportunities to perform.
It is our belief that although performance is an
integral part of music education, children of a certain age should not feel
overwhelmed or intimidated by the idea of performing on a stage with bright
lights and hundreds of people watching.
It is because of this that we provide an opportunity for children in
Kindergarten and Grade One to perform a concert that is held in the music room
and showcases some of the skills and repertoire the students have been working
on throughout the year. We chose
Valentine’s Day for two reasons. It is
at that time of year when children have been taught the necessary skills in
music and have had opportunities in their music classroom to perform for each
other, and the other reason is simply because it is a wonderful way for us to
show the love and friendship we feel for our family and friends.
This year, the children sang: Fanga Alafia, a Nigerian welcome song (K); Mail Myself to You by, Woody Guthrie (K); The Dream of Martin Luther King, a song about Martin Luther King and his work for freedom and justice (K, 1); Little Wheel Turning, a folksong (K); Count On Me, by Bruno Mars (K). Treasure Chests, a song about each of our cultures and heritage (1); Cancion del Amor, a love song sung in Spanish (1); and finally, Put a Little Love in Your Heart, a Valentine’s Day favorite (1).


Bauhaus Weimar: Student
Preliminary Courses, Wood Carving and Participant in the De Stijl course
Farkas Ferenc Molnár was born on 21 June 1897 in Pécs, Hungary. Molnár was a Hungarian architect who emigrated to Germany after the fall of the Republic of Councils in Hungary in 1920. He studied at the Bauhaus in Weimar from 1921 to 1925 under Johannes Itten, and later worked in Walter Gropius’s architecture office. Molnár designed the ‘Red Cube’ for the experimental Bauhaus house, the Haus Am Horn, at the first large Bauhaus exhibition in 1923. The design was not implemented, however, and the jury instead decided in favour of the design by Georg Muche (master of the weaving workshop at the Bauhaus). The building was a major feature of the Bauhaus exhibition in 1923, at which the college presented itself and its products to the public for the first time.
Molnár returned to Hungary in 1925. At the suggestion of Walter Gropius, he founded the Congrès International d’Architecture Moderne (CIAM) and was responsible for its Hungarian section. He died on 12 January 1945.
· Farkas Molnár (1925): Life at the Bauhaus, aus dem Ungarischen übersetzt ins Englisch von John Bátki, in: Timothy O. Benson, Éva Forgács (2002): From Between Two Worlds. A Sourcebook of Central European Avant-Gardes, 1910–1930, Cambridge, MA. [Originally published as „Élet a Bauhausban“, Periszkop (June-July 1925)].
· György Várkonyi (2010): Drachensteiger, in: Júlia Fabényi (Hg.), Von Kunst zu leben. Die Ungarn am Bauhaus, Pécs, S. 198–213.
More articles on the topic
Lis Beyer-Volger1906 - 1973
Beyer designed one of the rare garments created at the Bauhaus: a dress tailored geometrically in various shades of blue and ending just above the knee – scandalous for 1928!
Friedl Dicker1898 - 1944
She had devoted her life to art and art education – even in the concentration camp at Theresienstadt, she used this to offer children a little bit of normality. Friedl Dicker died in Auschwitz in 1944.


Compulsory Attendance Age
9 years of education required, age not specified.
According to the Primary Education Act, parents have the right to homeschool their children. However, they “must, in writing, notify the school at which their child is enrolled about the home schooling no less than three months before the beginning of the school year”.
This notification “must contain the following information: the publicly established curriculum which the child will follow during home schooling, the child’s name and surname, the place where the schooling will be carried out and the name and surname of the person(s) who will be teaching the child”.
The primary school at which the pupil is enrolled is obliged to “keep documentation on the pupil’s home schooling,” and the law prescribes that such pupils “must receive an educational standard at least equivalent to that provided by the mandatory curriculum provided by the public school”. For this reason, “the pupil must sit examinations on the basis of which the achieved standard of knowledge” is assessed. Testing is performed at the end of each school year.
In the first three school years, pupils are tested in knowledge of their native language and mathematics. In the fourth through sixth school years they are tested also in knowledge of a first foreign language. In addition to these subjects, in the seventh
through ninth school years pupils are tested in knowledge of history, civic and patriotic education and ethics, physical education, one subject in the field of natural sciences, one in the field of social studies and one in the field of arts. According
to the act, “If the pupil fails to achieve the required standard of knowledge for an individual school year, they shall be entitled to revise the examination before the beginning of the following school year. If the pupil again fails to demonstrate
the required level of knowledge, they must continue their elementary education in the following school year at a public or private elementary school”.
Children with special needs who are homeschooled using specially adapted curricula or special education and training programs are “tested according to the manner of assessing the achieved standard of knowledge determined by those programmes”.
The primary school at which the pupil is enrolled issues the pupil a homeschooling certificate which is a publicly recognized document.


Music within Westbrook Old Hall Primary
Classroom Music Education
Aims: to develop musicianship
to develop creativity in sound.
Within Westbrook Old Hall Primary School the children receive a weekly classroom music lesson. The regular and practical nature of these lessons ensures progression in musicianship across the primary years. The children are regularly exposed to the skills of listening, singing, playing instruments and composing.
At a very basic level, music comprises of sound patterns and contrast in sound. The children's attention is focused upon these two aspects. They learn to recognise and then create patterns as well as to recognise how contrast is generated through the varying dimensions of music.
Patterns over patterns, patterns after patterns. Contrast in sound created by changes in timbre (sound quality), duration, pitch, dynamics, tempo and texture. This is the basis of the musical teaching within the classroom.
In the classroom the songs are selected or composed to match vocal development at the given age. The voice is seen as an instrument and at all ages the children are encouraged to sing and play. Instrumental parts are sung before they are played.
The children are taught the Curwen Hand Signs to help develop their sense of pitch. They are also introduced to and use the French rhythm names to chant ostinato (repeated) patterns.
The children are exposed to notation from the outset through the use of ICT programmes within lesson delivery and from printed song scores. They access this as part of their musicianship but it is always sound before symbol.
The children are introduced to the Garage Band App and use it to compose their own music.


Music is one of the highest forms of creativity, and music education should engage and inspire children to develop a love and understanding of music.
The children will be able to listen to, create, review and respond to music from a wide range of genres, using different musical instruments, as well as a range of technology to do this. They will use their voices to sing and compose music, as well as learning about vocal health. They will also be introduced to a wide range of musical language.
In Key Stage 1 the children will be taught to play both tuned and untuned instruments as part of an ensemble as well as solo pieces. They will also learn to keep a rhythm, and create a rhythm using clapping or chants to support them. Children will also listen to music and form opinions of genres and use musical language to speak to others.
This is then progressed through into Key Stage 2 where the children look at the music in more depth and their discussion is based on a wider range of high quality recorded and live music. Furthermore to this, the children will learn to read music, using a staff and other musical notation. The children will also look into a history of music and begin to compose with more fluency and control


This is the VOA Special English Education Report.
We continue our series on learning disabilities with a look this week at a condition called dyspraxia.
Dyspraxia is a movement disorder. The World Health Organization says about six percent of children show some sign of it. The majority are male.
The National Center for Learning Disabilities says people with dyspraxia have trouble planning and completing fine motor tasks. The brain has trouble sending messages to the body to do what the person wants. Something as simple as waving goodbye may be difficult.
There are different levels of severity, and the effects can change over time. Babies may not try to crawl or roll over. They may have difficulty moving just their eyes instead of their heads.
As they get older, children may have trouble walking or holding a cup, riding a bicycle or throwing a ball. Trouble with letter formation or slow writing can interfere with school work.
People with dyspraxia may even have trouble speaking. So imagine the difficulty in learning a sport. Adults can have problems driving a car, cleaning the house, or washing and dressing themselves. Social skills are another issue. People with dyspraxia can have trouble making friends.
Like other learning disabilities, it cannot be cured. Children might be laughed at by other children. Teachers might think they are slow. The problem is not with intelligence but with motor skill development. Yet experts say the result of these reactions can be depression and other emotional problems.
This is one reason why early intervention is important. Children might feel a lot better about themselves if they understand why it takes longer for them to learn to do things.
Experts say it is important for parents to provide help and support to dyspraxic children from an early age. Helping them learn easy physical activities that develop coordination can build their trust in themselves. And simple activities can progress toward more complex tasks. Working with occupational, speech and physical therapists can lead to further improvements.
A person with dyspraxia might also have other learning disabilities such as dyslexia or dysgraphia, which affect reading and writing. You can learn about these disorders at voaspecialenglish.com. We have transcripts and MP3s of our series on learning disabilities. Next week the subject is dyscalculia, a disorder involving mathematical abilities.
And that's the VOA Special English Education Report, written by Nancy Steinbach. I'm Bob Doughty.


Busou Renkin Coloring Pages for Manga Coloring Chalenge
Playing with colors is always interesting, especially for kids. There are many ways to provide the kids to play with colors. One of the simplest things is the coloring books or printing the coloring pages. There are many options for objects for the coloring activities. One of the common objects for coloring activity is images from comic books. The busou renkin coloring pages is one of the popular coloring pages based on the comic book or manga called busou renkin or the Arms Alchemy.
The manga is written and drawn by a comic artist named Nabuhiro Watsuki. The original busou renkin manga was released on Shonen Jump, a weekly magazine from Shueisha. The busou renkin coloring pages has a unique characteristic of Japanese comic or manga. The line art of manga or Japanese comic needs special approach on the coloring. The coloring can be done with crayons, colored pencil, marker pen or even paint or water colors.
The busou renkin coloring pages is suitable for coloring activity for children as well as for adults. It is a part of art education where anyone can develop their conceptual understanding and cognitive abilities. There is a trend that uses coloring pages to promote various kinds of products.


Building multi-lingual and culturally inclusive futures for our children
Best described by the school’s first board chairman, Mr Ditch Williams, the Rawa Community Schools Philosphy is to teach
“…two ways: Manyjilyjarra on the top and English on the bottom”.
Also known as the Bilingual/Bicultural Maintenance Model, the school is dedicated to teaching in the context of two languages and two cultures: Manyjilyjarra and English/Western, with clear emphasis on the maintenance, support and respect of the child’s first language and culture.
In 2017, the school broadened its use of ‘nature’ and reclaimed a two-way learning pedagogy through the CSIRO Two-way Science, based around Traditional Owners teaching students ‘On Country’.
A nature pedagogy enables children to use their deep relationship with nature to enhance learning. Martu teachers and elders teach students ‘On Country’ through a Nyiti Ranger program in the early years, then in the High School Ranger Program.
It is within this context that the curriculum is founded on the Early Years Learning Framework and the Western Australian Curriculum. The curriculum is modified appropriately to meet the needs of education in the 21st century and more specifically in the Punmu and Kunawarritji communities. Literacy and numeracy skills are emphasised, as they are crucial in enabling children to play an active role in maintaining culture, country and community now and in the future and also succeeding in contemporary Australian society.
Close community involvement in the day-to-day operation of Rawa Community School strongly supports the ideals of Martu self-determination and independence. As a result, the students remain constantly aware of the importance of formal education and the participation of local authority in its direction. In this way all community members are witness to the important role of the community in determining the direction of their school and are assured that their decisions and ambitions are respected. As the original chairman of the board often remarked, at Rawa the Martu and non-Martu are “coming up together”.


Reprinted with permission from the Waconia Patriot
By Al Lohman
Are you able to read this sentence?
For students entering elementary school, the goal is to get them to read a sentence like the one above, and this fall Waconia School District 110 has added a new word study curriculum to its language arts program.
The district typically reviews its curriculum every few years based on current education standards, the latest research and best practices, and student needs and assessments. So explains Sarah Klitzke, Waconia Public Schools teaching and learning manager.
Following its latest language review, the district selected Wilson “Fundations” for its kindergarten through second grade curriculum, according to Klitzke.
Wilson is a provider of research-based reading and spelling programs for all ages, and the Wilson reading system has proven highly effective, Klitzke notes. A team of teachers, special education instructors and reading specialists were involved in the latest curriculum review.
With Wilson, the path to meeting literacy objectives is all mapped out, with a focus on early intervention for K-2 students.
That was one reading concern expressed at a program last fall staged by a local parent-led group called Dyslexia Advocates, which advocates for students who struggle with reading and writing.
The best way to achieve literacy success is to identify the individual student’s needs and then implement the correct teaching strategy, according to Wilson lesson planners. Each model in the Wilson system differs in practice, intensity, and duration, but all have been designed to help students master the appropriate level of literacy.
“Wilson Fundations is a multi-sensory way for kids to learn the foundational skills for reading,” said Kaitlin Thompson, second-grade teacher at Bayview Elementary. “The daily routines make it easy for teachers and students to feel success while packing so many skills into one lesson.
Other teachers say they are “amazed at how much rigor and fun are wrapped into one program,” Klitzke reports.
“One of the biggest shifts with our new curriculum is that students are understanding how to apply the rules of our English language into both reading and writing across all subject areas,” she said. “Our teachers are already seeing students apply these learning strategies which is leading to more confident readers.”


It’s never too early to introduce your child to music. Think of the early Nursery Rhymes and Lullabies you sing from birth. Playing an instrument however requires careful timing. It’s important that the youngster has an interest in learning and can do so in a non-pressurised environment.
I have found that from around 5 years old children are ready to sit at a piano for 15+ minutes and learn the basics. They are more than happy to play games that help them to learn the names of the notes, build chords and practice scales. They are keen to learn and practice simple melodies, learn about other instruments and styles of music and develop their aural awareness. All of this broadens their musicality and gives them a head start for music lessons at school and for taking recognised grades when older.
Of course all children are different and they develop at different speeds however I have found it easy to tap into a child’s interest and engage them with some aspect of music. As soon as my daughter was able to sit up I would sit her at the keys of the piano and allow her to explore and find out for herself what she could do. As she has grown I have been careful not to pressure her to play – although I would love for her to learn – I really want her to discover for herself and have an intrinsic desire to play.
The research that has been carried out on the effects of music education on child development is immense – Learning about patterns supports mathematical acquisition, communication and emotional intelligence is developed as well as confidence blossoming with progression and performance. So what are you waiting for? Piano is a great first instrument to grasp the basics and then there is a whole world of instruments to choose from.


Resources › For Educators Self Contained Classrooms Self Contained Classrooms Support Students With Significant Disabilities Share Flipboard Email Print Getty Images / Caiaimage / Robert Daly For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Jerry Webster Special Education Expert M.Ed., Special Education, West Chester University B.A., Elementary Education, University of Pittsburgh Jerry Webster, M.Ed., has over twenty years of experience teaching in special education classrooms. He holds a post-baccalaureate certificate from Penn State's Educating Individuals with Autism program. our editorial process Jerry Webster Updated July 03, 2019 Self-contained classrooms are classrooms specifically designated for children with disabilities. Self-contained programs are usually indicated for children with more serious disabilities who may not be able to participate in general education programs at all. These disabilities include autism, emotional disturbances, severe intellectual disabilities, multiple handicaps and children with serious or fragile medical conditions. Students assigned to these programs have often been assigned to less restrictive (see LRE) environments and have failed to succeed, or they started in targeted programs designed to help them succeed. Requirements LRE (Least Restrictive Environment) is the legal concept found in the Individuals with Disabilities Education Act that requires schools to place children with disabilities most like the settings where their general education peers will be taught. School districts are required to offer a full continuum of placements from the most restrictive (self-contained) to the least restrictive (full inclusion.) Placements should be made in the best interest of the children rather than the convenience of the school. Students placed in self-contained classrooms should be spending some time in the general education environment, if only for lunch. The goal of an effective self-contained program is to increase the amount of time that the student spends in the general education environment. Often students in self-contained programs go to "specials" -- art, music, physical education or humanities, and participate with the support of classroom para-professionals. Students in programs for children with emotional disturbances usually spend part of their day on an expanding basis in the appropriate grade level class. Their academics may be supervised by the general education teacher while they receive support from their special education teacher in managing difficult or challenging behaviors. Often, in the course of a successful year, the student may move from "self-contained to a less restrictive setting, such as "resource" or even "consult." The only placement "more restrictive" than a self-contained classroom is a residential placement, where students are in a facility that is as much "treatment" as it is "education." Some districts have special schools made up of only self-contained classrooms, which might be considered halfway between self-contained and residential since the schools are not close to students' homes. Other Names Self-contained settings, Self-contained programs Example: Due to Emily's anxiety and self-injurious behavior, her IEP team decided that a self-contained classroom for students with Emotional Disturbances would be the best place to keep her safe. Cite this Article Format mla apa chicago Your Citation Webster, Jerry. "Self Contained Classrooms." ThoughtCo, Jul. 31, 2021, thoughtco.com/self-contained-classrooms-3110850. Webster, Jerry. (2021, July 31). Self Contained Classrooms. Retrieved from https://www.thoughtco.com/self-contained-classrooms-3110850 Webster, Jerry. "Self Contained Classrooms." ThoughtCo. https://www.thoughtco.com/self-contained-classrooms-3110850 (accessed August 3, 2021). copy citation Watch Now: For What Ages and Grade Levels Are Special Education Services Available?


|Warne Sisler||Warne.Sisler@burnabyschools.ca||Department Head|
OVERVIEW OF ELL CONTENT COURSES
English Language Learners arrive in Canada with a desire to maintain academic progress while they are in the process of acquiring social and academic English language skills. Content-based ELL courses assist with this goal by focusing language learning on the content and language skills that are necessary for success in secondary school classes. ELL teachers differentiate instruction to meet the individual needs of all students.
Overview of Levels 1 and 2 Language and Literacy Courses:
The intent of ELL Language and Literacy is to prepare ELL students for successful participation in mainstream English classes. Language and Literacy explores who we are and our connections to a wider world through the study of fiction and nonfiction texts. Emphasis is placed on scaffolding language to support critical thinking. A wide range of literary and factual genres including short stories, novels, poems and plays, biographies and expository writing are included to develop an understanding of how authors use language to communicate effectively with their intended audience.
Overview of Levels 1 and 2 Cultural Studies Courses:
The intent of ELL Cultural Studies is to prepare ELL students for successful participation in mainstream social studies classes. Cultural Studies explores the interaction of students and their communities. Initially students focus on familiar, concrete environments of family and communities. As their linguistic abilities increase, topics extend to less familiar national and international communities. Emphasis is placed on scaffolding language to support critical thinking. The major themes of society, politics and law, economy and technology and environment might be explored through five essential questions.
Overview of Levels 1 and 2 Science Applications Courses:
The intent of ELL Science Applications courses is to support successful participation in mainstream science classes. Initially, in ELL1 Science Applications, students focus on topics that are concrete and familiar. As linguistic abilities increase, topics extend to those that are more abstract and theoretical. Emphasis is placed on scaffolding language to support critical thinking. In ELL 1 Science Applications, the major streams of life science, physical science, earth and space science might be explored through six essential questions.
The purpose of ELL2 Science Applications is to support literacy development for ELL students currently enrolled in mainstream science courses. Emphasis is placed on the development of all four language strands- listening, speaking, reading and writing. Liaison with science teachers helps to insure coordination of content and language learning. The focus of ELL 2 Science Applications is the development of specific science literacy skills rather than presentation of separate content objectives.
Overview of Level 1 Technical and Applied Language Course:
The intent of ELL Technical and Applied Language is to support student success in a number of elective secondary courses such as physical education, home economics, technology education, and career and health education. As well, it is important to help students acquire the cultural and linguistic knowledge necessary to insure personal safety.
Transition to ELL Level 3 and 4 Courses—Language Adapted (LA) Courses:
In Language Adapted courses, ELL learners continue to build on their academic language skills in the areas of reading, writing, speaking, and listening. They also have the opportunity to earn graduation credits. In the English 10 course, students will write a Provincial Exam which will form 20% of their final mark for the course. Please see English and Social Studies websites for further information.


Two Early Years Resources can be found here.
The activities in these packs are designed for children working at the EYFS and Key Stages 1 and 2, and will help teachers to establish effective listening skills with children with a range of abilities. Each of the photocopiable worksheets is accompanied by detailed step-by-step instructions.
This series is designed for Nursery and Early Years children. It consists of six visually appealing books containing photocopiable activities which have been designed to develop early literacy and numeracy skills and practice perceptual and fine motor skills. Instructions are given as easily recognisable icons. The books can be used to teach new skills or reinforce and consolidate those already taught.Click here for more details


There appeared nothing remarkable about the two crafts, but the little crowd that continued gathering upon the green stood looking out across the bay at them none the less anxiously for that. They were sailing close-hauled to the wind, the sloop following in the wake of her consort as the pilot fish follows in the wake of the shark.
A flaming sky, a crimson flood, Here's joy for body and mind, As in our canting crafts we scud With a spanking breeze behind. The Song of the Fisher Folk. This is a land of a thousand beauties.
O singular serenity of writing, to practise which the Artificer of the world stoops down, at whose dread name every knee doth bow! O venerable handicraft pre-eminent above all other crafts that are practised by the hand of man, to which our Lord humbly inclines His breast, to which the finger of God is applied, performing the office of a pen!
The chief centres of artistic furniture-making are Madrid, Barcelona, Granada, and Zaragoza. Exhibitions of arts and crafts and of all kinds of industries and manufactures are also held, at intervals, in the principal towns all over the country. An interesting exhibition of Spanish and South American productions was held in 1901 in Bilbao with great success.
In His Writings the Báb tells His followers that they must be distinguished by brotherly love and courtesy. Useful arts and crafts must be cultivated. Elementary education should be general. In the new and wondrous Dispensation now commencing, women are to have fuller freedom.
They were a wandering race, it appears, of many tribes and, even, languages. Not apt to arts or crafts, they had, and have, an unrefined delight in bright colours. They enjoyed a 'Nature-Worship, believed rather dimly in a presiding Power, and very definitely in certain ethical and moral rules.
The smell of every plant on the crag was there; the odors of leather, of paint, of wood, of iron, from the crafts shops at the base. Smoke from chimneys in the valley was mixed with the strong scent of horses, hay and grain from the street of King's Stables.
It encouraged the poorest labourer to practise, for instance, all those time-honoured crafts which Cobbett, in his little book on Cottage Economy, had advocated as the one hope for labourers.
When agriculture, commerce, or manual crafts have given men some knowledge of nature, the world thus recognised and dominated is far from seeming ultimate. It is thought to lie between two others, both now often called mental, but in their original quality altogether disparate: the world of spiritual forces and that of sensuous appearance.
"Go on what further chanced?" demanded Eachin. "I did on my harness," said Simon, "such as it was; took my mother's blessing, a high spirited woman, who spoke of my father's actions for the honour of the Fair Town. This heartened me, and I felt still bolder when I found myself ranked among the other crafts, all bowmen, for thou knowest the Perth citizens have good skill in archery.


The age group for this room is 2.5 years to 3.8 years of age depending on enrolment. There is a 1 teacher to 8 children ratio in this room. The room limit for enrolment is 24 children with 3 teachers. Each day the children will engage in many of hands - on activities. They explore, inquire and discover solutions by themselves. These fun, learning activities are all age appropriate. They help build confidence, instill self-esteem, encourage self-expression, and develop social skills. There are five important areas that prepare children for early stages for elementary school.
|1.||Social and emotional development;|
|2.||Approach to learning;|
|4.||Physical well being and motor development, and|
In addition, the Junior room will provide a monthly calendar that will be e-mailed out to parents describing all special events, birthdays and activities. Programs are prepared weekly which outlines what the children will be doing on a daily basis. Programs and calendars are also posted on the board by the door. A cubby is provided with a name tag for your child's coat, bag, rest blanket and spare clothing. Please be aware your child may share cubbies with another child due to part time children that attend the daycare.
The program begins at 8:50 a.m.. Morning circle is held every day to discuss calendar, weather, songs, story, Mini-phonics, special event 'theme"Days, birthdays, and group discussions. Our goal is to teach the basic concepts (ie. Letters, numbers, colours, shapes, sizes etc). and prepare each child for a smooth transition into our senior room and into kindergarten. Part of the junior room is to learn about sharing and getting along with others. This is a time when they begin participating in activities for longer periods - listening to stories, singing songs, playing games, and doing art projects. Through stories, children learn to appreciate language, gain new vocabulary, learn to use new words and concepts. Simple participatory songs and games are important introductions to speech patterns, sensory motor skill development and movement skills.
Furthermore, the Junior room focuses on a Mini-Phonics program. The mini-phonics program will allow your child/ren to learn how to recognize and write the capital and lowercase letters of the alphabet. Masteringany kind of learning takes practice. We provide practice with worksheets/workbooks on a daily basis. Inaddition, we are always working with the children on writing names. The teachers follow age appropriate activities and guidelines for both development and curriculum. This makes the transition from the Junior room program into the Senior room smooth, natural and fun.
Our program provides routines to assist the children by enhancing independence skills and to provide a calm and comfortable environment.
The routines include:
- toileting routine is supervised but independence is encouraged
- an opportunity for independence ie. Toileting, hand-washing
- an opportunity to practice hygiene
Breakfast Snack, Afternoon Snack and Lunch Routine
- breakfast snack is provided in the morning in the junior room
- lunch is provided by a catering company - snack is provided in the afternoon, prepared by staff
- a healthy menu is posted for every season (see kitchen board)
- we are a Nut free environment
- children are encouraged to taste the different foods
- an opportunity to Increase language skills (learn types of foods)
- an opportunity for table manners
- an opportunity to enhance independence skills (washing hands and mouth after meals,scraping our lunch plates)
- we provide a comfortable environment for children to rest their bodies (soft music is played)
- personal blankets and soft toy are allowed from home to provide relaxation
- ministry guidelines states 2hour rest time is required
- play time outdoors is 1 hour in the morning and 1 hour in the afternoon (weather permitting)
- outdoor attire (shoes, coat etc.) is needed
- an opportunity to enhance independence,attach velcro straps on shoes, zip zippers, snap snaps etc


Welcome to the Alhambra District Technology Department. The Alhambra District provides students and teachers with opportunities to use interactive technology to communicate, collaborate, analyze, and enhance their understanding of information and increase student engagement in the classroom.
The Technology Department supports the teachers and staff of Alhambra District through a wide variety of innovative, educational programs and training opportunities. The Technology Department offers both certified and classified district personnel an array of technology training opportunities.
With the support of the Alhambra Community and the District Capital Override, we are able to provide a 2:1 device ratio for our students.
This link to resources is provided as a courtesy to our parents. The District does not endorse, and is not affiliated with, any internet provider listed in the link.
Verizon Innovative Learning
At the start of the 2019 school year, Barcelona Elementary, Catalina Ventura, Granada Elementary School, Madrid Neighborhood School, Sevilla Elementary School and Simpson Elementary will be joining the Verizon Innoative Learning education initiative. In partnership with Digital Promise, the initiative equips every student and teacher in the school with a device and up to a four-year 4G LTE data plan. In addition to the free technology and access, the schools receive extensive teacher training and support along with the opportunity to engage in powerful teaching and learning that leverages technology in and out of the classroom. Over the course of the initiative, Verizon Innovative Learning will also provide the opportunity for students to leverage emerging technology such as augmented & virtual reality, artificial intelligence, 3D design and internet of things. “We could not be more proud to be partnering with Verizon to update our schools’ technology across our district,” said Alhambra Superintendent Mark Yslas. “We know these solutions will help further connect our students and promote a social and global consciousness we strive for within our schools.”
Students from across the district spent a school day learning more about the technology they use daily courtesy of Apple Education. Apple Specialist Nora taught the students new tips to use on their iPads; for them to implement on future assignments and projects.
Internet Safety is an important topic in our digital world. Students should learn more about their privacy through a healthy interaction with the use of the Internet. Through this website, students learn how the Internet offers an amazing way to collaborate with others worldwide, while staying safe by distinguishing between inappropriate contact and positive connections. These foundational skills teach students how to be safe on the Internet.


Why should music be allowed in schools?
Many students think listening to music helps them focus, and puts them in a focused and happy mood, which would improve performance in schools and bring down the bullying and stress levels in school . “The music not only helps eliminate ‘white noises’ but also creates a sustained supportive ambiance.
Why music should not be taught in schools?
2 Detract From Academics. Some argue that music programs in schools can detract from academics and hinder students’ learning in more important areas. They claim that students will spend too much time on practicing, trips and performances, which will affect their ability to do their homework and study.
Why are schools getting rid of music programs?
Schools are receiving less funding, and in order to keep “crucial” programs and pay employees, the funds for music programs within the school are being cut drastically. As a result, many schools nation wide are loosing their music departments.
Why music is bad for studying?
In a nutshell, music puts us in a better mood, which makes us better at studying – but it also distracts us, which makes us worse at studying . So if you want to study effectively with music , you want to reduce how distracting music can be, and increase the level to which the music keeps you in a good mood.
How does music affect learning?
Students in multisensory learning environments can do better than those in unisensory environments; evidence has shown that it can increase accuracy, harvest longer-lasting recall and improve problem-solving skills. One study found music without lyrics had the best effect on students’ learning .
Is it important for all students to have music lessons at school?
Music is an extremely important subject for all children to learn and can lead to better brain development, increases in human connection, and even stress relief.
Why does music matter in education?
Thousands of scientific and academic studies have shown that music education improves academic achievement, builds communication skills, fosters creativity, develops teamwork and increases engagement in school.
Should music be played in classrooms?
Although there may be some potential problems with letting students play their own music , there are many benefits to it. Listening to music while working can help students concentrate, drown out other conversations or any bothersome activities going on around the room, or relieve students from stress.
How many schools have no music programs?
8,000 public schools
What percent of schools have music programs?
Schools that have music programs have significantly higher attendance rates than do those without programs ( 93.3 percent as compared to 84.9 percent ).
Should art and music be mandatory in schools?
And Art . In conclusion, art and music should be mandatory in school because art and music can help the brain and relax and functions, and it also helps people learn about cultures, foreign languages, math and reading. It also reduces violence and school dropouts.
What kind of music is good for studying?
Classical music—Mind-boosting effect helps with mathematics In fact, the Mozart Effect has little to do with listening to Mozart and more to do with listening to music that activates a certain part of the brain.
Is it better to study in silence or with music?
It was found that those who listened to complete silence while studying did the best while students who listened to music while studying did the worst. Researchers concluded that the changing notes and words of music while memorizing an ordered list impaired one’s cognitive abilities.
Is LOFI good for studying?
By listening to Lo Fi music you are helping your brain to focus. The brain picks out the differences in sound and in turn helps it get into a mindset of focus. It is great for if you need to cram and you can’t seem to sit still, it can give your brain something to work alongside with.


Fur, feathers, and fins - when did they all begin? Were animals designed by a genius Creator, or did they evolve by random chance?
In Animals by Design, you'll discover what the Bible and science say about the source of all life. You'll also explore the unique features of favorite, famous, and far-out creatures!
You'll find answers to these questions and more! The third book in the Science for Kids series, Animals by Design will leave you in awe of your creator as you study the wonderful creatures in His world!
If you prefer, this resource, Animals by Design, is also available in digital form as an eBook and can be downloaded now.
|Title:||Animals by Design: Exploring Unique Creature Features|
|Author:||Institute for Creation Research|
|Publisher:||Institute for Creation Research|
|Publication Date:||May 2018|
|Audience:||2nd - 6th Grade|
|Dimensions (inches):||7 x 7 x 3/8|
|Shipping Weight:||10 oz.|
There are so many unique animals in here that my older kids love reading about! There are also bullet points on each page that we read to our toddler instead of the full text. We are both Christians and engineers, so it is important to us that our kids understand that creation is supported by science. We have found this series of books very helpful in accomplishing that.
Highlights God's creation with beautiful illustrations and fun facts. Enjoyable for children and parents alike. Made of quality material. I bought this for my children and me but have decided I may need a few more copies for nieces and nephews at Christmas time!
This easy to read book for children (and adults) has wonderful illustrations and interesting facts about animals. The illustrations are colorful and attention grabber. The three bullet points at the beginning of each topic capsulize and provide a preview of these interesting facts. Most topics contain, "Did you know?" at the bottom of the page to enlighten the mind. There is a Glossary at the back to define unfamiliar words and an Index to quickly locate a page about an animal. The book upholds that God created and designed these animals, not a result of evolution. Animals by Design highlights what the Bible and science say about each unique animal. This resource will balance the collection of books, which support evolution of animal species.
Disclaimer: I received a free digital copy of the book from ICR as part of their launch team. This rating and review is my personal, honest evaluation of the resource.
My family is enjoying learning new facts about animals in our world. As a science teacher, I am loving the rich details and unique characteristics of some unfamiliar animals. As a mom, I love how my children are drawn in by the colorful illustrations and diversity of the animals explored. This is a great non-fiction resource where each page stands on its own, so you can read about a few animals and then come back for more. At the same time, there is a definite thread that runs throughout the text to help readers see how each animal is specially created by design. Complex concepts related to origins are addressed in the text and supported with a glossary.
Disclaimer: I received a free digital copy of the book from ICR as part of their book launch team. This rating and review is my personal, honest evaluation of the resource.


If we are serious about ensuring that all children learn to read within their first few years of schooling, we should make sure that the basic building blocks of literacy are in place for all children when they begin formal schooling. The research shows clearly that children commencing school with both phonological awareness and well-developed general language skills are far more likely to learn to read easily and quickly. If all children were to receive a program of instruction in these essential pre-requisites in the year prior to commencing school, far fewer children would struggle to learn to read. It would also mean a levelling of the playing field so that all children, regardless of their family background, would be starting to learn to read from a more similar knowledge base. It is currently the case that many children from less advantaged home backgrounds beginning school are already way behind their more advantaged peers in these key pre-literacy skills.
The idea of teaching these skills to pre-school children may sound off-putting to some but there is no reason why these skills may not be taught effectively in an engaging and play-based way that is more appropriate for young children. An effective pre-literacy program for pre-school children should comprise instruction in the two key areas identified by research as the most important pre-requisite skills for learning to read. First, they should be engaged in games and play-based routines that teach systematically the skills of phonological awareness so that children come to school already able to break up words into their component sounds and to manipulate the sounds in words. The second key component is an emphasis on developing good oral language skills more generally, including explicit vocabulary instruction. The best means of achieving this is by structured storybook reading activities where children are encouraged to engage with the story being read, to answer questions about the story and to relate the events in the story to their own lives. A focus on these two prerequisite skill sets provides an excellent foundation for learning to read. This conceptualisation of what constitutes the best preparation for learning to read forms the basis for our new pre-school program, known as PreLit.
PreLit is an early literacy preparation program, designed to be delivered the year before children start formal schooling. It will also prove useful for teaching children who come to school without the necessary prerequisite skills in place. The purpose of the program is to lay the foundations for good phonological awareness and other language skills in young children, to facilitate literacy development in the early school years. PreLit is particularly focused on improving the learning outcomes for those children considered at potential risk of long-term reading failure but will provide a good grounding in the key prerequisite skills for literacy for all children about to begin school. PreLit instruction is based on the findings of the accumulated research with this age group and will provide early childhood teachers with research-based teaching strategies and an effective model of delivery for the teaching of phonological awareness and oral language. It is designed to complement a play-based learning environment through brief periods of daily instruction.


Texas Music Educators Association: The Art of Legislating Arts Education (with Teacher Notes and Instructions)
Arts advocacy organizations can achieve its goals by helping shape legislative and school board policy at the state level. Serving music educators and students statewide, the Texas Music Educators Association (TMEA) achieved a meaningful legislative victory with the passage and implementation of Senate Bill 815 in 2003, which mandated standards-driven music education in all districts. This case describes the journey to pass this legislation, as well as lessons learned through lobbying for arts education. The study highlights the continuing role of TMEA as an advocate for arts education, exploring the possibility of future legislation to further secure a strong position for quality arts curriculum in Texas schools.
Author: Phil Pierick, ed. Michael A. Anderson
Published: Volume 2, Winter 2017
Details: PDF Download – 8 pages plus Appendices


Art education refers to learning, instruction and programming based upon the visual and tangible arts. Art education includes performing arts like dance, music, theatre, and visual arts like drawing, painting, sculpture, and design works.
Art Education is developed as an important curriculum feature:-
The Visual arts curriculum is structured to provide a broad-based and balanced programme for each of the four levels in Junior School. Each level has eight strands, which are organised to ensure a balance between making art and observing art, responding to art and transforming to art in the Middle School.
A 4- day Artist Camp provided Genesians the opportunity to see maestros in action, making a blank canvas come to life and sculpting raw marble stone into a beautiful piece of art.
During the Camp, students interacted with renowned artists Ashok Hazra from Ajmer, Shail Choyal from Udaipur, Anjani Reddy from Hyderabad, Paramjeet Singh from Delhi, Somenath Maity and Ayushman Mitra from Kolkata and Mukul Panwar from Delhi.
It was great to see aspiring young artists come together and get inspired to create masterpieces of their own. Both the teachers and students were extremely honoured to have met some of the country’s best artists.


Policies and Procedures
All policies are formulated with parent, student and staff input and consultation. The Governing council reviews policies with the leadership team on a regular basis.
Parent Information Handbook
Our Parent Information Handbook is given to all new families and provides a summary of important information. A copy can be requested at the Office or printed from this PDF Parent Information Handbook
Planning & Reporting
All staff participate in Professional Learning Teams in the school. Staff work collaboratively in Year Level Teams to bring about positive student outcomes.
At St Leonards our goal is for every student to be able to understand, use and reflect on written texts in order to achieve their goals, to develop their knowledge and potential, and to participate effectively in society. The Australian Curriculum and the DECD Numeracy and Literacy Strategy form the basis for our literacy teaching and learning programs.
The Australian Curriculum tells us that:
Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.
In South Australia the Numeracy and Literacy (Birth to 18) Strategy describes a 5 year plan for leading Numeracy and Literacy improvement. This is a plan to give children a great start from birth, build strong foundations as they enter the education system and develop into powerful lifelong learners.
Teachers plan literacy sessions which include instruction in reading, writing, word knowledge and oral language.
The Big 6 of reading informs our practice around reading.
PLD (Promoting Literacy Development) is used in classrooms as a consistent approach to the teaching of literacy across the school
Testing and data collection monitors and tracks student achievement, with a focus on both summative and formative assessment.
Common agreements exist in Year Level Teams to ensure consistency across classes. We encourage parents and caregivers to be partners in literacy learning through providing support with homework, modelling the purpose of reading, providing opportunities for children to practise their literacy skills (eg writing the shopping list), reading regularly to their children and to encourage reading for meaning and enjoyment.
‘Children who are able to apply mathematical understanding and communicate effectively in a range of contexts – economic, technical, scientific and social – are best placed to succeed in education and in life’.
At St Leonards we aim to develop mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills in all our students through a mathematics curriculum which engages students with carefully paced, in-depth study of critical skills and concepts. Teachers help students to become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.
Teaching and Learning programs across the school are based on the Australian Curriculum:
Staff track individual student progress, engage in professional learning and recognise connections between the areas of mathematics and other areas to develop an appreciation of mathematics as an accessible and enjoyable area of study. Our goal is for students at St Leonards to become confident, creative users and communicators of mathematics.
The students of St Leonards School develop personal and social skills as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. Developing a culture of wellbeing involves students learning to recognise and regulate emotions, develop empathy for others and understand relationships, establish and build positive relationships, make responsible decisions, work effectively in teams, handle challenging situations constructively and develop leadership skills.
Students with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them. The development of personal and social capabilies is an important foundation for learning and for citizenship.
Glenelg North SA 5045
Phone: (08) 8294 9811
Fax: (08) 8295 2568
RESPECT READINESS RESILIENCE


Mrs Aileen Turner
The two year programme in Food is based on providing students with opportunities to learn, and practice, basic life skills as well as working within the Technological Practice strand of the Technology Curriculum. The students work with practical hand-on activities using literacy and numeracy skills specific to Food Technology, alongside learning to develop ideas using planning, problem solving and time management skills.
In Year 7 students are introduced to basic skills in context and begin to explore the concepts of Planning for Practice in Technology.
In Year 8 the students build on prior knowledge continuing to develop practical skills and are provided with the opportunity to become independent learners through their own planning, and implementation of this programme.


NASHVILLE, Tenn. -- Many patients haven't a clue about the meaning of the dietary information in food labels, researchers here reported.
NASHVILLE, Tenn., Sept. 26 -- Many patients haven't a clue about the meaning of the dietary information in food labels, researchers here reported.
The dietary information from labels may be well beyond patients' math skills in particular, reported Russell Rothman, M.D., of Vanderbilt University here, and colleagues, in an online study in the November issue of the American Journal of Preventive Medicine.
Poor label comprehension correlated highly with low-level literacy and numeracy skills, but even patients with better reading skills could have difficulties interpreting labels, they found.
In a cross-sectional study from June 2004 to April 2005, 200 primary-care patients (mean age 43, 72% women) from a wide socioeconomic range, filled out a Nutrition Label Survey, designed with input from registered dietitians, primary care physicians, and authorities in health literacy and numeracy.
The standardized tests for reading and math skills were the Rapid Estimate of Adult Literacy in Medicine (REALM) and the Wide-Range Achievement Test, third edition (WRAT3). Of the patients, 68% had at least some college education, while 75% had at least a high school education.
Superficially, most patients (89%) felt the food labels were a snap. Yet on average, only 69% (standard deviation 21%) of the patients answered food-label questions correctly. And broken down, even that figure turned out to be misleading.
Reading ability was far better than math facility. Of the patients, 77% had at least ninth-grade reading skills, but only 37% had ninth-grade math skills, and the test results reflected the math deficiency.
For example, only 32% of the patients could calculate the number of grams of carbohydrate (67.5) consumed from a 20-ounce bottle of soda that contained 2.5 servings (total carbohydrates per serving = 27 g.).
In addition, only 60% of patients could determine the number of carbohydrates consumed if they ate half a bagel, when the serving size was a whole bagel.
Calculating net carbohydrates was another obstacle. Only 22% of patients could determine the net carbohydrates in two slices of low-carb bread, and only 23% could determine the net carbohydrates in a serving of low-carb spaghetti.
In a summary of the nutrition questionnaire errors, the researchers said there were 970 errors in the subjects' responses to the first 12 items. Common errors included misapplication of the serving size (n=325), confusion due to extraneous material on the food label (n=369), and incorrect calculation (n=276).
Higher comprehension of food labels was significantly correlated (all P values
Some of the researchers' suggestions were:
In a summary of the study's limitations, the researchers mentioned that as in all cross-sectional studies, the results can show associations but not causation. Patients' performance may have been inflated by the survey design, which permitted 50-50 guessing on 12 of the questions. Greater deficits in label comprehension might have been shown if the survey had been given to a broader population, they said.
Finally, they authors said, at this point they do not know whether patients misunderstanding of nutrition labels actually translates to poorer dietary habits or worse clinical outcomes.
The results of this study suggest that there may be important opportunities for healthcare providers and the FDA to improve nutrition education and nutrition labels, Dr. Rothman said.
"Future studies should examine the optimal design of food labels and the role of improved patient-provider communication to enhance patient comprehension and behavior," he concluded.
Included in the funding support for this study was an award from the Pfizer Clear Health Communication Initiative.


Bongani Nkosi writes in the Mail & Guardian online regarding findings that the average grade nine mathematics mark at SA public schools in SA was 13%:
Many rural schools in the Eastern Cape lack maths teachers, for example, he said. “Every second school does not have a maths teacher.
“Something has to be done to assist learners without maths teachers.”
To attend virtual classes by one of the best mathematics teachers in the world – Salman Khan – all these students need is an internet connection and a device that can stream youtube clips. Other than those costs, it’s free.
The Khan Academy could help these poor kids – who have to rely on a failing state education structure for their literacy and numeracy skills – to take responsibility for their own education and future and give government teachers the boot.
Check out the Khan Academy’s Artihmetic and Pre-Algebra course here.


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Broadening the Special Education Options Available in Mississippi
As of the 2012-13 school year, Mississippi was home to 151 school districts and nearly 448,156 students. Of those students, 53,836—12 percent—were categorized as children served under the Individuals with Disabilities Education Act (IDEA). During that period, the largest percentage of special needs students were categorized as struggling with:
- Language/speech impairment
- Specific learning disabilities
- Other health impaired
- Developmental delay
- Mental retardation
- Emotional disturbance
- Educable mental retardation
In 2015, the Mississippi Legislature enacted the Equal Opportunity for Students with Special Needs Program, which allowed parents of special-needs students to use a percentage of the money their children would have been allotted in public school settings on education alternatives instead.
Mississippi parents eligible for this program can use the money to send their kids to private schools and provide them with private tutoring and other outside educational resources.
Special education teachers in the public schools often communicate with parents of special needs children to determine how and if IEPs (Individualized Education Programs) can be revised to help the children succeed. If it is determined that the district cannot provide all of the services needed for the child, some parents may choose to apply for the grant money to send the child to a private program.
Mississippi’s Office of Special Education helps local school and districts provide effective educational programs to students with disabilities, ages 3-20, who need special education and related services.
Recruiting Special Education Teachers in Mississippi
It’s no secret that Mississippi continues to struggle with educator recruitment, particularly in rural parts of the state. In fact, nearly one-third of all districts in the state have been identified as critical needs districts—defined as districts with at least 10 percent of the educators not properly licensed for the subject they are teaching and districts where at least 30 percent of the teaching staff is eligible for retirement.
Along with math and science, the Mississippi Department of Education has identified special education among its critical shortage subject areas due to faculty vacancies.
Two organizations working hard to fill teacher vacancies in Mississippi are Teach for America (TFA) and the Mississippi Teacher Corps (MTC), both of which work on placing high-achieving college graduates into rural and low-performing Mississippi schools. TFA has more than 300 teachers working in schools across Mississippi, while MTC has 65 first- and second-year teachers in the state.
Another recruitment effort, the Mississippi Excellence in Teaching Program, is a teacher preparation program designed to attract top students to needy districts by providing full scholarships to honors-college caliber students who major in education and teach in Mississippi for at least five years.
Three Master’s-Prepared Special Education Teachers Who Are Making a Difference in Mississippi
Special education teachers in Mississippi making a difference in the lives of Mississippi’s special needs youth often receive recognition for their commitment to the success of their students.
For example, two teachers named as finalists for the Mississippi Teacher of the Year (2015-16) award are involved in special education.
Paula Whitaker, a special education teacher at Oxford Elementary, holds a bachelor’s degree in elementary and special education and a master’s in early childhood education. She is also working to become a Certified Academic Language therapist. Paula has led staff development in a number of areas, including Autism in the Classroom. She is a fierce advocate for students with disabilities and strongly believes that every student deserves a chance to be successful.
Anna Morris, a second grade teacher at Oak Grove Lower Elementary in the Lamar County School District, earned a BS and an MS in Elementary Education, with a concentration in mild to moderate disabilities, as well as Teaching English in a Foreign Language (TEFL) certification.
Stacey Todd, another master’s-prepared special education teacher, earned the prestigious Mississippi Teacher of the Year award in 2012. Stacey is a special education teacher at Oak Grove High School, where her philosophy is that every student can learn, but every student does not learn the same way. Stacey has a desire to bridge the gap between mainstream students and those with disabilities.


Working to strengthen the natural partnerships between schools and communities, close to 3 000 parents, caregivers, and representatives from community organisations such as churches and libraries attended special community training at the rural schools that form part of Nal’ibali’s Story Powered Schools network in Ugu and Uthukela in KwaZulu-Natal and Maluti and Mbizana in the Eastern Cape.
“It takes a village to raise a child,” says Story Powered Schools programme manager, Michael Cekiso, explaining the valuable role that parents and other adults can play in the upbringing and literacy learning of all our children.
Children are learning all the time: in the home and in the community. Learning doesn’t only happen at school. Children are learning whether they are playing, listening to a story or simply observing the adults around them going about their daily lives. This type of informal learning is powerful because it means that all adults, no matter their experience or education level, can act as role models and teachers for their children, simply by telling or sharing a story with them in their mother tongue.
The ability to read is the foundation of all learning and when adults read or share stories with children in relaxed and engaging ways – and in languages they understand, they are inspired to learn to read and write themselves. Using the Nal’ibali reading-for-enjoyment campaign’s proven approach to literacy development, the Story Powered Schools project has been helping school staff and volunteers in select schools make use of reading-for-enjoyment practices before, during and after school since the start of the year. Now, it is encouraging the support of the wider community to ensure that these children are given every possible chance to fulfil their potential.
Rural communities in the Eastern Cape and KwaZulu-Natal face some of the biggest challenges when it comes to education; battling a significant lack of resources and materials but community members were urged to act, rather than despair.
Emphasising what can be achieved when schools and communities work together, the training covered the importance of early-childhood development – or what parents and caregivers can do at home before their children start school to jump-start their learning; the benefits of using home languages or more than one language; and how libraries, churches and other organisations, as well as individuals, can support the work of schools by setting up and running reading clubs their own reading clubs or supporting those of the schools.
In addition to the training provided, community members were directed towards the Story Powered Schools web- and mobisites (www.storypoweredschools.org and www.storypoweredschools.mobi) where they can find free stories in home languages as well as tips, ideas and guides on how to share these with children or set up their own reading clubs. Members of the public interested in making use of these approaches and free resources are encouraged to do so.
By Nal’ibali | Jun 03, 2017


Watch as our good buddy Boo aces this pitch test!!
The powerful musical skill of absolute pitch shows up in about 1 in 10,000 English speaking kids. In cultures where the language is more reliant on pitch and tone however, there’s an almost culture-wide sense for absolute pitch.
There are several methods and strategies for teaching kids absolute pitch. In the 80’s, Ruth & Naoyuki Taneda did it with “consistent and meaningful play with individual notes” with their groundbreaking Taneda Method. Not long after, Diana Deutsch compared children who received this kind of musical play with children who don’t, and further cemented the idea of “meaningful play with individual notes during the critical period for auditory development.”
More recently, it’s also been shown that High Information Music can help babies and toddlers get a serious jumpstart on pitch and musical development. For some good examples, YouTube some High Information Music or check out the app Nuryl.
Here at Prodigies, we use videos and colorful workbooks to help kids sing, hand-sign and play their way to an awesome music education. For April, we’re celebrating the Month of the Young Child with a month long sale at PreschoolProdigies.com/shop #MOYC
Our good buddy Boo in the video grew up on a pretty steady diet of high information music. By age 2, he was rocking Prodigies Deskbells and videos and wowing us with his note recognition, bell playing and hilarious dance moves. Here, at age 4, here’s cranking through all 8 C Major notes with essentially 100% accuracy.
We get asked all the time… “When is the time to start music lessons with my child?” and long story short, the answer is YESTERDAY. The English speaking world should not be stuck with only 1 in 10,000 people enjoying this amazing musical ability while other cultures have it built into their day to day conversations. But for that to happen, we need #preschool #teachers and #earlychildhood #educators to start placing an emphasis on giving young kids meaningful and memorable play with individual musical notes!
To help spread music education as best as we can, we’ll be sharing more free resources on the Prodigies Blog this April to celebrate the Month of the Young Child, we’ll be having a month long sale in our shop, we’ll be releasing new episodes inside the Playground and releasing more free episodes on the blog as well.
#HappyMusicing #Prodigies #SingSignPlay #Boomwhackers


Computer Know-how Assist
Students on this program will study fundamental electrical principle and the way it applies to residential electronics, industrial electricity, and mechanical and robotic operations. Other pilot applications are also proliferating throughout the country with unknown outcomes presently. This terminal degree in computers and know-how is designed for those students who wish to take on the uppermost leadership positions within the discipline as well as for those who need to teach and conduct analysis as their primary roles.
There have been three programmes from the Electrical Engineering Division in this elite group, the opposite two programmes being the Built-in Electronics and Circuits (IEC) programme, and the VLSI Design: Device and Technologies (VDTT) programme (which is collectively run with the Division of Laptop Science and Engineering. Some laptop info technology online programs offer a mix of synchronous and asynchronous courses.
This helps college students progress by means of this system, whereas building on their foundational skills. Graduates of the Software Engineering undergraduate program hold positions similar to Software Engineer, Software Architect, Software System Project Supervisor, and Software program Undertaking Staff Leader. The necessities of pc software program, hardware, and laptop computer administration type the foundation for building further technical programming skills.


We have compiled a list of the most popular college majors, which can help as a starting point in your college major research.
According to the U.S. Department of Education, the most popular college majors are:
1. Business – Common focuses include accounting, management, finance, marketing, and human resources.
2. Education – There are currently shortages of teachers for math, science, and foreign languages. Other areas to consider in education are guidance counseling, administration, and curriculum development.
3. Psychology – The study of human behavior can be a fascinating subject. One drawback is that a master’s degree or PhD may be necessary to ensure future employment.
4. Nursing – Available jobs are increasing rapidly with our large aging population. Nurses work 24 hours a day so there are three daily shifts that need to be staffed.
5. Political Science – A broad major that requires an area of concentration. Focuses include political campaigns, public policy, statistics, and lobbying.
6. English – English majors often enter the fields of journalism, reporting, advertising, public relations, teaching, or law.
7. Computer Science –The numbers of available jobs increases every year. Students can end up in a diverse range of fields including robotics, medicine, and videogames.
8. Communications – A broad field with paths leading to advertising, government, and media.
9. Biology –Some popular concentrations include biotechnology, genetics, and medical research, but many students also move on to become environmental scientists, optometrists, or veterinarians.
10. Elementary Education – A very popular major with more job opportunities if you study an education subject with a specific focus such as special education or speech therapy.
Students are also always interested in the highest-paying college majors. Here is a list of the top ten highest-paying college majors accompanied with starting salaries:
- Petroleum Engineering ($86,000)
- Chemical Engineering ($65,000)
- Mining and Mineral Engineering ($64,000)
- Computer Science ($61,000)
- Computer Engineering ($61,000)
- Electrical Engineering ($60,000)
- Mechanical Engineering ($58,000)
- Industrial Engineering ($57,000)
- Aerospace Engineering ($56,000)
- Information Systems ($54,000)
*salary estimates by the National Association of Colleges and Employers
As shown, the high-paying degrees are highly technical and are math and science focused. These majors, however lucrative, may not be a good fit if your passion is in another subject. Any field can be lucrative if you become successful in your specialty. It is advisable not to choose a major based solely on your paycheck. Be pragmatic and consider not only salary, but other factors such as work environment, amount of social interaction, and opportunity for development.


My colleague, Paul Morsink, and I are teaming up today to talk to Social Studies teachers in Michigan about online inquiry, the construction of meaning across multiple, multimodal Internet texts, and the use of web-based tools that could support metacognition and (we hope) development of online inquiry processes. We feel like our talk could be a day-long event. However, we’ve built a two-hour session that will get teachers thinking about the complexities of inquiry and the wide array of complex strategies that students must bring to bear as they construct an integrated understanding of a topic from many texts, online. #mcss13 and #metamin [for the metacognitive minute reflections]
Michigan Council of Social Studies
Our Presentation [click title to download the .pdf of presentation slides]
Braasch, J. L. G. G., Bråten, I., Strømsø, H. I., Anmarkrud, Ø., & Ferguson, L. E. (2013). Promoting secondary school students’ evaluation of source features of multiple documents. Contemporary Educational Psychology, 38(3), 180–195. doi:10.1016/j.cedpsych.2013.03.003
Britt, M. A., & Aglinskas, C. (2002). Improving students’ ability to identify and use source information. Cognition and Instruction, 20(4), 485-522.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332
Coiro, J. & Hagerman, M.S. (2013). Digging deeper: Online reading comprehension and collaborative inquiry. Retrieved from http://www.slideshare.net/mschirahagerman/7-1516-digging-deeperonlineinquiry-digiuri-24275493
Dimmitt, C. & McCormick, C.B. (2012). Metacognition in education. In K.R. Harris, S. Graham, T. Urdan, C.B. McCormick, G.M. Sinatra & J.Sweller (Eds.) APA Educational Psychology Handbook, (Vol. 1, pp. 157-187). Washington, DC: American Psychological Association. doi: 10.1037/13273-007
Goldman, S. R., Braasch, J. L. G., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and Learning From Internet Sources : Processing Patterns of Better and Poorer Learners. Reading Research Quarterly, 47(4), 356–381. doi:10.1002/RRQ.027
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. New York: Routledge.
Perfetti, C. A., Rouet, J.-F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 99-122). Mahwah, NJ: Lawrence Erlbaum Associates.
Rouet, J.-F. (2006). The skills of document use: From text comprehension to web-based learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Sevensma, K. (2013). Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers’ online reading comprehension strategies. (Doctoral Dissertation). Retrieved from ProQuest, UMI Dissertations Publishing (2013. 3563033.)
Wiley, J., Goldman, S.R., Graesser, A.C., Sanchez, C.A., Ash, I.K, & Hemmerich, J.A. (2009). Source evaluation, comprehension and learning in Internet science inquiry tasks. American Educational Research Journal, 46(4), 1060-1106. doi: 10.3102/0002831209333183
Wiley, J., & Voss, J.F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91, 301-311.
Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.


Foundational skills are the building blocks for success. We need to stop making excuses that the foundation isn’t interesting.
We hear a lot in education about students finding their passion and pursing their interests. While I can’t argue that finding a passion is important, having foundational academic skills provides the key to success in the future. We must strive for balance . . . the balance between academic skills and interests . . . the balance between school skills and life skills. Without balance, success in the future isn’t possible. Without balance, our students won’t be Ready for Tomorrow.
Yes, we must provide students with voice and choice; we must provide students opportunities for success in areas of interest. We must also teach students to be disciplined in areas that don’t come easily or aren’t as interesting. In any job, in any undertaking, there are things we must do that we don’t enjoy. Even when living our dreams and working in the ideal job, part of our daily responsibilities require discipline and focus.
Let’s prepare young people for success by modeling balance. Life is about passion and discipline, commitment and flexibility, work and play. Our job is to prepare students to be Ready for Tomorrow. It all starts with the cornerstone . . . and continues with each building block for success.


Beginners Improvisation Guide
For some students the act of improvisation or “making things up on the spot without preparation” seems to be an almost overwhelming task. They become so afraid of breaking the rules that not even a single note is sounded for fear that it could be “wrong.” Other students just jump right in and start banging away with no apparent rhyme or musical reason. Between these two extremes there lies a happy medium. So here’s a improvisation guide with a few thoughts from the staff of the Dallas School of Music and the publishers of dlp Music Books to build on our 12 Improvisation Tips article.
Improvisation for Beginners
You can begin to improvise after learning your first few notes or a scale. For example, the three notes of a C chord (C, E, G) are also contained within the first five notes of the C scale (C, D, E, F, G). If you have a background track or are “jamming” in C, you can create all sorts of musical ideas using these notes simply by applying the guidelines below:
➊ Repeat notes or short patterns. You don’t always have to play a lot of (different) notes in a row. In fact, the best solos are usually the simplest. Repeating notes or short patterns are easy ways to sound like a pro.
➋ Hold notes and add dynamics. There’s no need to constantly play a note on every beat. Simply holding a note out while gradually getting louder or softer can be an effective improvisational device.
➌ Leave space! Beginning improvisers often “over play” and forget that musical lines should form phrases like sentences … with commas, periods, and even exclamation points.
Be sure to leave space to breathe regardless of the instrument you play.
Improvisation for the More Advanced Musician
Perhaps you have listened to lots of solos and even learned a few by rote or by reading transcriptions. If you understand how chords, scales, and progressions work together and want to create your own unique solos, here are some guidelines to keep in mind for playing a well-crafted solo:
➊ There should be a balance between consonance and dissonance. Consonant intervals are usually described as pleasant and agreeable. Dissonant intervals are those that cause tension.
➋ There should be a balance between ascending and descending lines. That’s why it is vitally important to practice scales in both ascending and descending form!
➌ There should be a balance between scale and arpeggio motion. An arpeggio is simply playing the notes of a chord one at a time. A good improviser can execute scales and arpeggios equally well.
➍ There should be a balance between notes and rests. Even seasoned improvisers need to be reminded about the need for space. Too often the more one knows, the more one tends to play, but that can be challenging for listeners. Allow room for reflection.
Remember that improvisation can and should be practiced and that you will not miraculously play things that you have never played before. Try to apply some of these basic ground rules as you explore the art of improvisation and above all—have fun!
This content is provided by the faculty of The Dallas School of Music (DSM), passionate teachers and online publishers of music education resources. DSM provides a variety of educational products and services for individuals as well as organizations, helping people to discover, learn, and play music.


Regional and rural STEM-enthusiastic students get a chance to compete with peers in an outside-the-box State first.
29 Nov 2019
Attending competitions, contests and championships can present some unique challenges to high school students from regional and rural areas – across academic, sporting and extra-curricular areas and interests. Often with vast distances to travel to attend and compete in special education events, these students face pressures that most metropolitan students rarely consider – higher costs, parent work restrictions to attend an interregional event, additional time away from the classroom. As the STEM Industry School Partnerships (SISP) program has increasingly proven, with every challenge comes an equally unique opportunity to bridge the gaps for distance-based science students.
“Participation in a competition platform against state peers is central to students’ forming their individual future senses of motivation, planning and success,” says SISP Program Leader, Dr Scott Sleap.
“Yet there are occasions where participating in and presenting their work for assessment against these peers can be limited, where factors outside a students’ control will affect their capacity to join in these events,” he said.
Rising to the challenge, Dr Sleap engaged three of his SISP Project Officers from the Hunter (Peggy Mangovski), Mid North Coast (Jeff Appleby) and Riverina (Ian Preston) to take up a world-first professional development opportunity. These three highly regarded regional secondary teachers have become the first teachers in the world to completed accreditation for training and implementation of the globally successful robotics education resource, Tetrix.
“Robotics engineering is an easy way to encourage school kids to be passionate about building things,” says Ms Mangovski.
“By becoming accredited to train and implement this learning toolkit in regional schools we are providing state-of-the-art education platforms as the benchmark for students to engage their interests in coding and robotics, and develop a project that is ready for showcase,” she said.
The Tetrix system has been adapted to be utilised by regional schools to design, develop and showcase engineered solutions with their interschool peers – but with a special difference.
“Tackling the challenges of distance, resource and access, the Tetrix toolkits are designed as a ‘Competition in a Box’ format where school groups unpack their kits, plan, design and produce their STEM-focused build project locally,” said Dr Sleap.
“No need to travel or miss class, but with full participation and opportunity to achieve.”
“The competition adjudicators then conduct a videoconference competition where students present their projects and they are judged just like a ‘regular’ competition process - as though we were all together in the same venue,” said Dr Sleap.
“The Competition in a Box format removes the barriers to education equity through simple and practical applications of technology and thinking outside the box,” he said.
The first Competition in a Box will run in Term Two of 2020 and the Tetrix-accredited teachers in the three regions are encouraging their colleagues to reach out and enable school participation in this world-first event.
For more details and media enquiries contact Dr Scott Sleap 0409366504
STEM Industry School Partnerships
Level 3 105 Phillip St
Parramatta, NSW 2150


Above: Students demarcating orthographic drawing features to cardboard using thumbtacks. Students will later physical model.
Above: Overseeing students working on modelmaking phase (cutting cardboard)
Above: Student cutting out cardboard patterns from orthographic master.
Introduces the world of 3D thinking, representation and communication, with a focus on spatial thinking. Provides the foundational skills and knowledge needed to understand, create, and use computer-generated 3D representations.
This course is an introduction to spatial thinking and graphical representation and communication. As a foundations course, it aims to expose students to spatial thinking concepts and to provide them with the basic knowledge and technical skills required to envision three dimensional structures, visualize and think in three dimensions and to analyze and solve specific spatial thinking problems using sketching, computer-based geometric modeling, and physical modeling.
Upon successful completion of this course, students will be able to:
Describe and use spatial thinking.
Use graphical representations and communication in different problem domains such as design, art, medicine, business and engineering.
Examine and interpret 3D representations via drawings, computer-based models and physical models.
Visualize and define spatial problems and proposed solutions, create and manipulate 2D and 3D solutions,
Select various representation tools and techniques and make associations among them when working on problems requiring spatial thinking: e.g. parametric CAD applications.
The course consists of one 2-hour lecture and one 3-hour lab each week. Lectures are related to project/lab material. In addition to weekly exercises, students complete one, final group assignment surrounding the design and fabrication of a functional automaton. This automaton is constrained in that it must demonstrate one rotational and translation movement of a maquette using a solitary hand crank.
Exploration sketching, Perspective projection drawing, Orthographic and isometic drawings, Missing View problems, modelmaking, CAD (e.g. SolidWorks).


Growing a bean plant is a simple science experiment that can be accomplished with a very little preparation. Additional variables can be used to expand the experiment. Determine how much sunlight is optimal by placing plants in sun, partial sun and dark to grow and measure the growth needs. Test the optimal amount of water needed or the best depth to plant at by changing these variables in the experiment.
- Clear plastic cup
- Potting soil
- Bean seed (2 per cup)
Using a clear plastic glass will allow students to better observe the growth of the roots. Plant the seed close to the edge of the glass for better viewing of root development.
Fill the cup three-fourths full of potting soil. If the experiment is testing other variables such as sunlight, water or temperature, fill enough cups for each variable. Create one cup for a control.
Press beans into soil approximately 1 inch apart to a depth of 2 inches for the control cup. Additional cups can be planted according to the variables being tested.
Water thoroughly and place in a sunny spot. Monitor beans for growth.
Things You'll Need
- Using a clear plastic glass will allow students to better observe the growth of the roots. Plant the seed close to the edge of the glass for better viewing of root development.
About the Author
Based in Minneapolis, Dawn Marcotte has been writing for more than 10 years. Her recent writing has turned to nonfiction and includes articles on home and garden, education, crafts and automotive subjects. She currently has several eBooks published and available online. Marcotte has a Bachelor of Science in elementary education from the University of Iowa.