This morning, I read the RBC document, Humans Wanted- How Canadian youth can thrive in the age of disruption. It is a fascinating read for politicians, business and industry leaders, post-secondary and K-12 educators. I would suggest that it is important for the general public to understand this skill crisis facing our Canadian youth. However, it is especially critical that the âback to the basic punditsâ (who want to have schools teach how they were taught and content they are familiar with) are knowledgeable that âCanadaâs education system, training programs and labour market initiatives are inadequately designed to help Canadian youth navigate this new skills economy.â (pg 3)
Interesting enough, our school division is hosting an Apple event this coming Wednesday entitled, Preparing Students for Todayâs Mobile Workforce. While a small conversation will be had, the topic needs to be highlighted with more intention and greater intensity, if we want our youth to be gainfully employed into the future rather than being automated out! But what does that look like for the 2.4 million forecasted job openings between 2018-2021?
First of all, the top five projected skills demand for all occupations are: Active Listening, Speaking, Critical Thinking, Reading Comprehension and Monitoring. (pg 12) Communication and critical thinking, two of the big three Câs are crucial in all occupations. And breadth of skills is said to be more critical than proficiency. As Montreal IT conglomerate CGI says, âWe look for people who can go wide and then go deep.â (pg 35)
Among cross-functional skills, which help us perform more complicated tasks, our research shows that social skills such as co-ordination and social perceptiveness will be nearly as important across all occupations, followed by analytical skills such as judgment and decision-making. (pg 16)
Social skills, imagine that!
In the report, a decision is made to group occupations into six broad clusters: Solvers, Providers, Facilitators, Technicians, Crafters and Doers and provide their vulnerability for technology disruption. Technology is not going away and the future of work in Canada and throughout the world is changing. They provide six things that you need to know about the future of work which supports the shift to these new skills while still recognizing the importance of education traditions. (pg 26-27)
- Analytics are trending
- Math is a big plus
- Firms want flexibility
- Digital is non-negotiable
- The three Câs are crucial
- Mobility is a thing
Iâve always contended that the learning of foundational skills, literacy and numeracy are non-negotiable in any education system. But they need to be taught in such a way to enhance other skills that are becoming increasingly important in todayâs world. âWe need to build resilient, persevering young people who are fluent in cultural diversityâ says Paul Davidson from Universities Canada.
Instead of training people for the certainties of the past, we need to help them prepare for the ambiguities of the future. Which means preparing youth to work with knowledge that doesnât yet exist, using practices that havenât been developed and thinking about jobs that have yet to be created. (pg 35)
Our current provincial/national assessment practices can somewhat provide politicians and the general public with accountability in meeting standards of reading, writing and arithmetic. But, so many of the other skills that are necessary for future success are less able to be formally assessed. School systems need some flexibility in accountability procedures to allow for richer and more authentic learning opportunities. âThe Canadian economy is expected to add 2.4 million jobs over the next four years, all of which will require this new mix of skills.â (pg 3) School systems, simply must be allowed to prepare for this realizationâ¦ NOW!


Modern Money Skills
If you go to any elementary school math class, chances are, youâll see lessons about money taking place. Itâs the traditional stuffâdollars, coins, counting change, adding and subtracting moneyâall important stuff.
In fact, I have many activities here on this site and in the TeachersPayTeachers storefront that help you teach money skills. When I was little, I remember my Dad going to the bank every Friday evening. Heâd deposit his paycheck, take cash out and do whatever other details he needed to do. Who does that anymore?
But, our society has changed significantly in the past several years. Partially hastened by the pandemic, how kids learn money needs to change. If you remember, early on in 2020, it was learned that the covid-19 virus could be transmitted via cash and coins.
So, many stores stopped accepting cash.
But, even for the stores and businesses that have not stopped taking cash, most will tell you that the bulk of the purchases are done with a credit card, debit card or things like Apple Pay or Venmo.
Itâs not at all unusual to be faced with an iPad instead of a cash register when you go to complete a purchase.
We really need to adapt how we teach math and money skills. Coins and dollars are important and they are the foundation for money and value. But if we do not teach kids transactional skills and how money actually works, weâre doing them an incredible disservice.
At what age should you teach money skills?
This will vary with the child. A low risk way to get started with some of these is to use gift cards. A child could use a $25 gift card to shop in a store and you could explain all the concepts.
Money Skills for Kids
In addition to the traditional money skills kids need to know, the basic math, consider adding these to your curriculum. Or, providing materials for families to do this at home.
- Credit Cards, Gift Cards and Debit Cards: What is the difference between the two? How do you get one? How do you use one? And, safety/security measures for both.
- Apps to pay: Apple Pay, Venmo, CashApp, Paypal and things like that. What are some common payment apps, how do they work? And, as noted above, safety and security measures when using.
- Interest: What is interest? Paying interest vs earning interest, why does it matter?
- Online Banking: Who goes to a bank branch anymore? We certainly donât do the bulk of our banking there, like we did in the past. So whether itâs an app or a website, a child should know how to navigate it and use it, safely and securely.
- Online Purchases and Subscriptions: What are they? How do you pay for them? What are the fees?
- Using an ATM: What is it? How does it work? Where does the money come from? Safety and security.
There are other tangent concepts such as credit, building credit, budgeting and more. But, then you are getting more into independent living skills and not just money.
Another idea that comes to mind is online shopping. My 13-year-old often wants to buy things online, and some of the websites look really sketchy to me. So Iâve had to explain to him why the site looks untrustworthy and so on.
If your child has a learning disability, consider adding IEP Goals for Money Skills to their IEP. It is an area often overlooked.
Many banks offer videos and materials online to teach things like this.
With these foundational skills, your child will be on their way to being a financially responsible adult.
Lisa Lightner is an award-winning and nationally-known Special Education Advocate and Lobbyist who lives in suburban Philadelphia. She has or is serving on the Boards of numerous disability and education related organizations including the Epilepsy Foundation and PA Education Voters. She also has testified before State House and Senate committees relating to special education issues and education funding issues.


Effective early literacy and numeracy development is vital for school readiness and formal school learning to take place. This workshop will delve deeper into evidence-based literacy and numeracy skills at a preschool and reception year level, that will provide the foundations for reading, writing and mathematics. Participants will leave with activity ideas, resources and guidelines to implement in their own schools.
Venue: Bellavista School, 35 Wingfield Ave, Birdhaven, JHB
Date: 30 June & 01 July 2022
Day 1: 30 June ; 12:30pm â 15:30 (Registration @ 12:00pm)
Day 2: 01 July ; 8:30am -15:30 (Registration @ 8:00am)
*COVID regulations apply. Limited spaces.


September is National Piano & Classical Music month. While I love the piano and classical music and prefer to celebrate these everyday in our homeschool, I want to make September a little more fun and intentional.
Even if youâre not a musical family, you CAN celebrate in September. We have already talked about why music education is important and ways you can integrate it in to your homeschool. So, letâs talk about several ways you can make September a little more fun as you celebrate National Piano and Classical Music Month.
- Play at least one classical music piece a day as you study or work around the house. I know not everyone can read or study with music going, but if you can itâs a great way to gently introduce classical music. If not, try turning on some classical music while you clean the house or have quiet time in the afternoon as the kids play. Not only is it relaxing, provided you donât play Beethovenâs 5th Symphony, it is a great motivator for kids while they clean as the music pushes them in to a rhythm and they donât even realize it.
- Do SQUILT lessons each day or week as an extra part of your homeschool. Again, while I believe music should be incorporated into your school schedule all the time, I know itâs not feasible for everyone. So, why not start with a simple, quick and easy lesson that ANYONE can do and teach â even if youâre not musical. SQUILT offers the perfect lessons for all ages. Older kids can do more research as part of history, while younger kids can simply learn how to listen to music and enjoy.
- Try online lessons for piano. There are several apps and programs out there that are strictly online. You never have to leave your home. I find this a very good option, since my husband is a minister and often gets called away at a moments notice. Although I have a degree in music education (piano and cello), I am not always the best teacher for my kids. We start with the online lessons and I am there to correct and adjust as needed. It has seemed to work well so far.
- Music in the park or Concert under the Stars. Not every one has access to such events, but you can easily re-create these events in your own backyard â especially if you live in the country! Simply gather your picnic blanket, some bug spray (if necessary) and your music selections. Then go outside and watch the sunset or sit out under the stars while listening to classical music. Sounds like a near perfect evening to me!
- Listen for songs in well-known movies and try to identify them. Did you know that many and I would dare say most modern songs are based on classical music themes. They have a lot of the same or very similar melodies that you can learn to identify once you know some classical music.
- Listen to music and identify the instruments. My youngest brother and I would have competitions to see who could name the most musical instruments in a piece as we listened on the radio. Often times he beat me, Iâm sad to say, but it was great fun and good practice!
- Listen to a selection of classical music from a specific genre and identify the composer. If youâve studied classical music for a while, you might find this activity a little more fun that those just starting out. This is something we had to do in our Music Appreciation classes in college. It is a great way to learn how to identify certain nuances each composer would work in to their pieces.
- Sculpt composers out of playdough or clay. Simply get some playdough or clay and start sculpting away as you work through the Monthly Composer Unit Studies we have released so far here on Year Round Homeschooling. Little ones could work on making note shapes out of the playdough as well!
- Share music cupcakes! Bake some delicious cupcakes and decorate them with music notes to share with neighbors or family and friends.
- Make cardboard instruments and put on a performance. This is a great hands-on learning activity for kids to do. Not only does it stretch their artistic imagination, they will have to use their listening ears when putting on a performance. Which instrument is playing now? How many beats until I come in again? Such a fun way to learn more about music and get everyone involved!


Male & Female
About This Course(Online)
You may take this drawing course for sheer pleasure, for the enjoyment of taking up a hobby or learning something new. This is not to say that they might not lead to a fabulous new career, of course! This course might also be important for college students or beginning artists who need the motivation to complete a body of work or constructive criticism about their current or past art projects.
|Class||Buy||Price||Start date||End date||Details||Places Available||Batch size||Sessions||Sold|
|13489||Â£15.00||Nov 5||Jan 31||show timing||10||10||12||0|
Online Course description
This is a drawing course allows students to learn through observation and imagination. Students are allowed the privilege to be a part of the instructional options, whereas they may choose to focus on a particular topic or form of drawing. Instructional options may include human and animal portraits, perspective drawing, still-life drawing, cartooning and other illustrations. Three learning levels are accommodated: Beginner, Intermediate, and Advance. The course of study has a length spanning up to 10 classes. All students are required to provide their own materials. Beginner Level (Drawing 1): Students at this level may have little or no formal training in drawing and may want to learn how to draw. Students are expected to have a drawing /sketchbook, a notebook, basic drawing tools and materials such as B pencils, colouring pencils, pen, pastels, ruler, and eraser. Intermediate Level (Drawing 2): Students may have prior formal training but seek to develop their skill in drawing or a particular area of the drawing. Students are expected to have a drawing book, several kinds of drawing papers, and basic drawing tools and materials. Advance Level (Drawing 3): Students who are at the professional or college level may be seeking psychological motivation or constructive guidance with their art project or portfolio development, may take this course. Students at this level may decide that less than 10 classes will meet their goal and are given the privilege to choose fewer classes. Open Session: Invites students across the level to share the work and ideas with each other
Online Course requirements
A one-page essay is required before or during enrollment that explains the student's artistic experience, interests and goals for wanting to take the course. Evaluation for admission will be based on the student's ability to express what he or she needs, interest and commitment in the program, and his or her instructional goals are in line with what is being offered.
Masters of Art in Art Education (pending May 2022)
Bachelor of Arts in Visual Communication
Diploma in Teaching Art Education
Certificate in Senior English
Graduate Course in Reading and Writing in the Content Area


Music can change your mood and brighten your day. It is the lifeblood for many of us to stay positive. Music has a calming effect and reduces anxiety by 65%.
Music is a universal language that spans the gambit across nations, generations, and cultures. That is why even people who donât want to pursue music as a career learn to play musical instruments.
The world is currently living through a pandemic. It has changed the way we go about our daily lives and it has changed the way that we learn music too.
How Has the Pandemic Affected Music Classes?
Due to COVID-19 many norms throughout the world have changed. Education systems have had to rethink their model of teaching and learning. In-person education was completely eradicated for a period of time.
This change has given virtual education a huge boost. Educators throughout the world are turning to the internet to reach their students. Virtually connecting with people has never been easier.
Virtual lessons have kept music alive. They have extended educational relationships into a new online spectrum. A less than traditional creative space to learn and share the joy of music.
What are Online Music Classes?
Online music classes are virtual, given over the internet, and are accessible from the comfort of your home. They follow the same format as in-person lessons. Teachers and students can communicate about instruments, skill sets, and practice.
Virtual music lessons are a great way for students and teachers to connect. Whether you are just starting lessons or have been a student for a while, your musical knowledge will increase with online learning.
Online classes offer students the chance to continue to polish their skills. It also affords a creative outlet during a troublesome time to keep you focused and improve school grades. Virtual music lessons build on the foundational elements of music education such as proper positioning, hand placement, breath control, tone, and rhythm.
Above all else, virtual music classes foster an opportunity to create and share. From novice players to professionals, virtual learning allows participants to feel the beat and fall in love with a melody from home.
Limitation of Online Music Education
Music is powerful and therefore does not have many virtual limitations. However, one drawback of online music lessons is the lack of ensemble classes.
Ensemble classes are more difficult to manage virtually. Thatâs because everything from jam bands to orchestras build off each individualâs musical sound. Internet speed and variations in quality of mics and speakers can make playing together as a group nearly impossible.
Additionally, virtual ensembles do not offer the same type of dynamic learning. In a classroom setting ensemble players can see what others are doing. They can watch group members and learn from their strengths and weaknesses. This allows for studentâs musical skills to elevate with the help of their peers. But virtual ensemble classes are unable to offer these same benefits. Having more than one or two people in a virtual meeting at a time inhibits the ability to see these details.
During this pandemic, it is more important than ever that we retain our creative drive and think positive. Online music classes keep your skill sets sharp. They allow students to continue their musical education, communicate about weaknesses, build on strengths, and most importantly, to create music.
At B Natural Pianos and Music school, we offer virtual music lessons for the entire family. Our in-person classes have also resumed for those who feel comfortable. Contact us to enroll and get start today!


Music might seem unnecessary when it comes a childâs academic curriculum. However, evidence reveals that there are benefits to doing so as this does tend to improve their performance.
Playing a musical instrument or even participating in a music program can help you to increase your test scores, according to a study conducted by University of North Carolina study.
That said, here are 3 reasons why it helps children in their studies:
#1: Aids in Impulse Control
Learning to play an instrument is key to mastering impulse control. This, in turn, is a key indicator of success as an adult and academic achievement too. As they learnt to master this instrument with great patience, they also master fine motor skills in the process. This leads to mentality that is best described as a âmastery orientationâ which they understand comes from regular and diligent practice and which will help with their studies at school too.
#2: Helps in Brain Development
In the first few years of a childâs life, their brains is responsible for laying down neural connections rapidly. If they arenât used during this time, then the brain does not use but continues with the connections that a child uses regularly. Alternatively, children who are exposed to music develop these connections so as to master music skills in the future. This exposure, most importantly, also aids them in spatial, symbolic and critical thinking.
#3: Improves Listening Skills
Children who participate in music education gradually improve their listening skills since they have to know what the different notes sound like in music and imitate them too. With this proved by a 2010 study in âNature Reviews Neuroscienceâ, this improvement can help them pay attention in class and take in information better.


You must be logged-in in order to download this resource. If you do not have an AOE account, create one now. If you already have an account, please login.Login Create Account
Great! youâre all signed in. Click to download your resource.Download
Due to specific regulations in , AOE is not currently enrolling students in your state. We apologize, but at this time you can not move forward with course enrollment. Let us know if you have any questions. Please contact us with any questions.
Level: K-2 Art Education Lesson Plan
Art Elements: Shape
Art Skills: Painting, Drawing
Art History: Wayne Thiebaud
* Get more free lessons like this, on our Lessons Page
My students find the puffy shaving cream paint used in this lesson magical. Itâs easy to make and fun to use. Plus, this lesson is a great connection to art history for your youngest students. These make a fantastic hallway display. Just be sure to put up a âNo Touchingâ sign! Weâve featured Thiebaud-inspired lessons before on AOE. If youâre looking for something for your older students, check out Jessicaâs oil pastel and clay Theibaud-inspired lessons!
This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


In the News
History is being made this weekend as the last-existing, flight-qualified external fuel tank for NASAâs Space Shuttle Program makes a 16.5-mile crawl through the streets of Los Angeles to its new home at the California Science Center. On Saturday, May 21, the tank, a nearly 154-foot long, more than 65,000-pound behemoth dubbed ET-94, will be towed from the port in Marina del Rey (where it arrived after another epic voyage) to the science center. Eventually, it will be displayed with the space shuttle Endeavour and two solid rocket boosters in launch configuration â looking like itâs ready to blast into space.
How Theyâll Do It
Transporting a large object such as the external tank is no small job. Shuttle external tanks were routinely transferred from their manufacture and assembly point at NASAâs Michoud Assembly Facility in New Orleans to the Kennedy Space Center in Florida by way of barge. However, the trip to California is a bit more involved.In April, ET-94 boarded a barge as usual, but this time traveled west, through the Panama Canal to Marina del Rey in Los Angeles. On May 18, the tank is expected to arrive, and three days later, will be towed through the streets of Los Angeles â streets that were not designed to accommodate a giant rocket fuel tank!
Los Angeles has some experience with this sort of challenge as the space shuttle orbiter Endeavour traveled a similar route from Los Angeles International Airport to the California Science Center in October 2012. Though Endeavour is wider, taller and heavier, ET-94 is longer. Resting on its side, the tank is half the length of a football field. So it presents a different set of navigational challenges â which, coincidentally, make for some great math problems.
As does this bit of external fuel tank history â¦
A Slice of History
Most people will recognize the external tank as the giant orange structure that was attached to the shuttle to supply fuel to the shuttleâs main engines during liftoff. Space shuttle external tanks carried freezing cold liquid hydrogen and liquid oxygen and were the only non-reusable part of what was called the Space Transportation System, or STS. But the tanks werenât always orange.
Ever striving to lighten the load of the STS to make room for more science payloads, engineers developed the next iteration of external tanks, called lightweight tanks, or LWTs, using weight-shedding techniques including eliminating portions of stringers (structural stiffeners running the length of the hydrogen tank), using fewer stiffener rings, and modifying major frames in the hydrogen tank. This new tank provided a 6,426-pound reduction in specification weight that further evolved to an actual weight of 65,081 pounds for ET-94.
The final iteration of the external tank, called a super lightweight tank, or SLWT, shed an amazing 18,586 pounds from the very first specifications by using a new aluminum-lithium alloy (Al-Li 2195) and some new welding techniques.
Why Itâs Important
In 2003, disaster struck space shuttle Columbia during the STS-107 mission. The shuttle was fueled by ET-94âs sister tank, ET-93, and as the only remaining lightweight tank in existence, ET-94 was heavily analyzed to examine the role played in the incident by the tankâs external insulating foam. Several chunks of foam were removed from the tank during the analysis, necessitating future repair work to return it to its original appearance.
After analysis was complete, the tank resided at the Michoud Assembly Facility, awaiting an opportunity to fly to space that never came, as it could not compete with the svelteness of the new super-lightweight tanks and would require some weighty upgrades to meet new safety standards. Eventually, NASA donated ET-94 to the California Science Center for public display. When finalized, the display will be the only complete stack of STS flight hardware in existence.
Help your students apply their math problem-solving skills to this history-making event. While considering the challenges encountered in moving a giant fuel tank through the streets of Los Angeles, younger students can practice their number sense skills and older students can solve problems using formulas â plus use mapping technology to help ET-94 find its way to the California Science Center!
By Ota Lutz


The children have been working with Conor and Dermot on songwriting, percussion, instrument playing, music literacy and composition.
What is Music Generation?
Music Generation is Irelandâs National Music Education Programme that transforms the lives of children and young people through access to high-quality performance music education in their locality. Through partnership, we create rich and diverse ways for participants to engage in vocal and instrumental tuition delivered by skilled professional musicians, across all musical genres and styles.
Initiated by Music Network, Music Generation is co-funded by U2, The Ireland Funds, the Department of Education and Skills and Local Music Education Partnerships.
Cranny National School 2018 | All Rights Reserved. Created by Sarah Keane. Design & Developed by Buy Wordpress Templates


I. AN INTRODUCTION TO MULTICULTURAL TEACHING. 1. Journeying Toward Multicultural and Social Reconstructionist Teaching and Teacher Education. 2. Multiculturalism and the American Educational Tradition. II. CURRICULUM, INSTRUCTION, AND ASSESMENT. 3. A Multicultural School Curriculum, by Geneva Gay. 4. Instructional Pluralism: A Means to Realizing the Dream of Multicultural, Social Reconstructionist Education, by Carla Cooper Shaw. 5. Assessment as a Way of Knowing Children, by Mary Catherine Ellwein and M. Elizabeth Graue. 6. Reconstructing Bilingual Education from a Multicultural Perspective, by Toni Griego Jones. 7. Multicultural Concerns and Classroom Management, by Mary Lou Fuller. III. THE SUBJECT MATTERS. 8. Telling and Critiquing Stories of Our Teachingâfor Literacy, by Mary Louise Gomez. 9. Reading Within Multicultural Education: Beyond Silent and Silenced, by Patricia E. Enciso. 10. Mathematizing and the Democracy: The Need for an Education that is Multicultural and Social Recontructionist, by William F. Tate IV. 11. Learning Science as a Transformative Experience, by Jean Lythcott and James Stewart. 12. Teaching Social Studies for Decision-Making and Citizen Action, by James A. Banks. 13. The Social Reconstruction of Art Education: Teaching Visual Culture, by Kerry Freedman. 14. Multicultural Approaches to Music Education, by Julia Eklund Koza. 15. Curriculum and Instruction in Primary School Physical Education: A Critique and Visionary Perspectives for Reform in Teacher Education, by Jepkorir Rose Chepyator-Thomson. 16. Integrating Diversity and Multiculturalism in Health Education, by Veronica M. Acosta-Deprez. 17. Multiculturalism and Educational Theatre, by Mark Riherd and Nancy Swortzell. 18. Reading Film and Television in the Classroom: African American Representations in Popular Culture, by Ann DeVaney. IV. THE CLASSROOM AND THE COMMUNITY. 19. Field Experiences: Planting Seeds and Pulling Weeds, by Marilynne Boyle-Baise and Christine E. Sleeter. 20. It's Got to Be in the Plan: Reflective Teaching and Multicultural Education in the Student Teaching Semester, by Maureen D. Gillette. Index.


At Tushingham, the Music curriculum, alongside other arts subjects is designed to empower our pupils by enhancing their knowledge and abilities within the creative arts.
We believe that it is important for all our pupils to encounter and experience music in all its widest forms, and in this way experience the rich cultural world in which we live. Through an engaging music education our pupils live out our vision by being inspired to work together, think creatively, embrace other cultures, explore emotions, build imagination, develop self-confidence and help them understand the value of sustained effort to achieve excellence and aspire to be the best they can be in Godâs world utilising the talents and gifts they have been given.
The Tushingham music curriculum ensures pupils achieve the national curriculum outcomes by combining a variety of resources. We utilise the model music curriculum which provides a practical framework through which the statutory requirements of the curriculum can be met.
The MMC sets out sequences of learning in the following key areas which, when taken together, all contribute towards the steadily increasing development of musicianship:
- Performing/Instrumental Performance
Resources including Music Express and Kapow are then used to implement the model curriculum in EYFS, KS1 and lower KS2 with upper KS2 learning through whole class instrumental lessons provided by a specialist teacher.
In addition to weekly music lessons, pupils experience a variety of music performances by visitors and children have opportunities to have private instrumental lessons (for a range of instruments) within school time.
The whole music curriculum is further enhanced by opportunities to play an instrument in the Bridgewater Hall with the Halle Orchestra, sing as part of the Young Voices choir with 10,000 children at the AO arena in Manchester and take part in special singing events such as the song for the Queen (Platinum Jubilee event) and explore popular classical music through the BBC âTen piecesâ initiative.
Music is an integral part of our school worship, where songs and music are used to praise and reflect daily.
Our Music curriculum, interwoven with our Christian ethos, gives our pupils knowledge and understanding that music is a powerful creative tool with which they can impact the world. By providing our children with a rich music culture which they can incorporate into their lives, and the skills to play and perform music, we are creating pupils who can demonstrate practically a love for others and the world God has given them and who will flourish so as to make a positive impact on the world, both now and in the future.


MATHEMATICS EXAMINATION FORMAT FOR PRIMARY SCHOOL STD IV
This Mathematics assessment format is based on primary school syllabus of 2016 which took effect in 2017.
The format intends to assess the levels of competences of the Standard Four pupils, as shown in the syllabus.
2.0 GENERAL OBJECTIVES
The assessment intends to measure the pupilsâ competences in:
2.1 using the language of mathematics in communication;
2.2 thinking logically in evaluating different information;
2.3 solving problems in different contexts;
2.4 developing interest in using mathematical knowledge and logic for personal and societal growth; and
2.5 developing personal mental abilities in Reading, Writing and Numeracy skills (3Rs).
3.0 GENERAL COMPETENCES
The assessment which is based on the primary school mathematics syllabus, intends to measure the competencies and skills of a pupil in:
3.1 using the language of mathematics in presenting an idea or a motion (part one);
3.2 thinking and verifying in daily life (part one);
3.3 solving problems in different contexts;
3.4 thinking and verifying in daily life (part two); and
3.5 using the language of mathematics in presenting an idea or an argument (part two).
4.0 SPECIFIC COMPETENCIES
The assessment will specifically measure the ability of the pupil to:
4.1 use the number concept for communicating in different contexts;
124.2 use the skills of sequence in daily life;
4.3 use the mathematical operations to solve problems;
4.4 use the skills of the relationship between the number and things in different contexts (money and time);
4.5 use the skills of mathematical shapes in the mathematical context;
4.6 use the measurement skills in different contexts; and
4.7 use the statistical skills in presenting different information.
5.0 ASSESSMENT RUBRIC
The assessment paper will consist of five (5) questions, each with five (5) sub-items. Moreover, each question will come from a respective and specific competency.
The first question will be based on using the number concept for communicating in different contexts.
The second question will be based on using skills of sequence in daily life. The third question will be based on using the mathematical operations or using the skills of the relationship between the number and things in the contexts of money and time.
The fourth question will be based on using skills of measurement or mathematical shapes skills.
The fifth question will be based on using statistical skills in presenting different information.
Each sub-item of all questions will carry two (2) marks; making a total of fifty (50) marks. The duration of the assessment will be 1:30 hours; and 2:00 hours for the pupils with the visual impairment.
6.0 ASSESSMENT CRETERIA
The following are levels of performance in each task against the assessment criterias:
<> A pupil will be deemed to have poor competence if they fail all items of the question or if they pass only one item of each question.
<> A pupil will be deemed to have average competence if they answer two to three (2-3) items of each question correctly.
<> A pupil will be deemed to have good competence if they answer four (4) items of each question correctly.
<> A pupil will be deemed to have excellent competence if they answer five (5) items of each question correctly.
The assessment guide for the Mathematics competences is presented in Table 4. 14


Small modifications can go a long way to ensure students with special needs are successful.
Model acceptable and unacceptable techniques so students can see and hear differences, as they learn what you expect of them.
Use the same terms to explain and describe concepts; too many variations may cause confusion.
Create rehearsal cds of individual parts for those special needs students who may need to practice outside of class.
Modify scores for students who have difficulty with a full octavo. Create a âblankâ score with only the studentâs vocal line and the most basic music information, such as meter and key signatures. Insert visual cues that reinforce or remind students of specific musical goals.
Adapt expectations as needed by reducing the number of musical concepts students are are to master.
Create a musical cue that the student understands, even if itâs not a traditional music mark (such as as comma for breath). Ideally, have the student help you mark his/her score.
Use more than one type of assessment (e.g., written as well as oral) for each concept to allow the student with special needs to given an optimal response.
Plan for the kinds of educational supports and testing adaptations your students with special needs may require (for example, icons supporting written words, color coding, allowing extra time to take the assessment, administering assessment in individual or small groups, etc.)
Adapt a grade book for special learners so anyone involved with the studentâs academic success can have a detailed evaluation report.
If you grade on âbehaviorâ, âparticipationâ, or âgrowth in learningâ, consider calculating these elements separately from the other assessments, and donât add them to the studentsâ overall grade. This will help to more clearly assess a studentâs true progress in music learning.
Adapted from âSpecial Learners in Choral Ensembles: Steps for Successful Inclusionâ, Kim Van Weelden, Michigan Music Educator, vol 46, issue 1, 2008; and from Van Weeldenâs article, âChoral Mainstreaming: Tips for Successâ which appeared in Music Educators Journal, November 2001.
âSue Rarus, October 27, 2009. Â© National Association for Music Education


âMiss Diann, I need a hammer! Look! Look! See? I need a hammer!â
Three-year-old Jonathanâour âfix-it manââis pointing to a loose wagon screw that needs his immediate attention. We turn the wagon on its side to take a closer look at the wheel. Yes! We definitely have a loose screw.
âDo you need a hammer to pound it in?â I ask.
âYes!â exclaims Jonathan, nodding vigorously.
I return with a hammer, but Jonathan immediately notices that the tool in my outstretched hand is not the right one for the job.
âNo, not that one!â he says with a hint of exasperation in his voice. âI need a hammer! Look, it has a line. I need a hammer to fit in there to turn it and make it tight.â
This was not Jonathanâs first rodeo. He knew his way around a tool bench, just not by name. Allowing and encouraging children to play with traditional carpentry tools can enhance their knowledge, expand their vocabulary and create excitement about learning.
âOh, let me look again,â I reply.
I return with three tools. âJonathan, I have a hammer, a screwdriver and a wrench. Will one of these work?â
Jonathanâs eyes light up. âYes, I need a screwdriver!â He jumps with joy and gets straight to work.
My little friend is a science machine. This is logical thinking at its finest! We have deductive reasoning and problem-solving at a three-year-oldâs pace.
Jonathan is also working with force and motion. Having the vocabulary to explain that he needed a tool that would fit in that âlineâ demonstrated that he could imagine the type of tool that was needed.
Early experiences like this one will deepen Jonathanâs understanding of how objects fit together. This is exploring spatial relationships, fine-motor skill development and spatial reasoningâall in one activity!
Jonathanâs spark of excitement ignites the interest of his friend, Harrison, who joins in. Harrison is also in need of a screwdriver because he has decided that the screws on every bicycle and wagon in the yard need a good tightening.
As Harrison and Jonathan discuss their actions, their understanding of spatial relationships, shapes, sizes and measurement deepens. High-quality hands-on experiences like these provide opportunities for children to develop a richer vocabulary as they problem-solve out loud with comments such as:
âMy screwdriver isnât working.â
âNo, you need to turn it this way! Look, itâs going down!â
Children learn to understand and use information when they have direct contact with materials. Drawing a line from a hammer to a nail on a worksheet does not give children the same educational benefits as an actual hands-on learning experience.
When children explore the different ways that they can manipulate materialsâby rotating them, cutting them in half or transforming them into different shapes by constructing or deconstructing themâthey are learning how materials relate to one another and the space around them. Working with real tools and materials is critical to fostering childrenâs understanding of spatial relationships.
This is science, technology, engineering and math all wrapped up in an afternoon of play. This is how we build a STEM foundation.
So take your young friends outside for an afternoon of STEM exploration. Check your wagons, bikes, trikes and other outdoor toys to see if their screws might âneed some tightening.â No need to develop a curriculum. Itâs already pre-loaded into the activity.
While youâre at it, donât forget to document the learning standards that youâre meeting and check them off of your list!


What Is Phono-Graphix?
Phono-Graphix teaches reading based on phonemic awareness and knowledge of the alphabetic code. It is structured, systematic, and multi-sensory in design, but differs from traditional phonics instruction in the orientation of its core methodology.
Most phonics methods teach from symbol to sound.
The letter âaâ makes the sound /ah/ as in apple, or /a/ as in apron.
Phono-graphix uses the inverse of this approach and teaches from sound to symbol.
The sound is /ch/ and it can be represented by ch or tch.
Why Does It Work and Where Is It Best Applied?
Children learn to speak long before they are taught to read. They are, therefore, aware of the sounds in words long before they are introduced to the letters associated with those sounds. When reading is taught using âsound pictures,â Phono-Graphix presents the child with a visual representation of sounds he has already both heard and spoken.
Program authors, Carmen and Geoffrey McGuinness, designed it to be used with young students just learning to read, or older struggling readers who have been diagnosed with a learning disability. The program is adaptable for use in classrooms, small groups, or for one-on-one instruction.
How Is Phono-Graphix Taught?
Phono-Graphix emphasizes that printed letters are visual representations, or âpictures,â of sounds in words. To build phonemic awareness it provides direct instruction in three keys areas:
Segmenting â the ability to distinguish and separate individual sounds in words.
Blending â the ability to blend individual sounds to make a whole word.
Phoneme Manipulation â the ability to move individual sounds in and out of words
As each sound of the alphabetic code is systematically introduced, corresponding âpicturesâ for that sound are taught in order from most to least common. Students learn to spell concurrent with learning to read using multi-modality techniques to facilitate this process. They are taught âmappingâ in which they say each sound in a word while writing the corresponding letter or letters. Both reading and spelling exercises are incorporated into every lesson.
Is it Research Based?
In 1996, the Annals of Dyslexia published the results of clinical research on Phono-Graphix conducted at the Read America clinic in Orlando, Florida. Eighty-seven children, ages 6 to 16, with reading and spelling difficulties were included in the study. Thirty-five of them had a diagnosed learning disability. After receiving 12 or less hours of one-on-one Phono-Graphix instruction students were given the Woodcock Reading Mastery Test. They showed an average gain of 13.7 points in Word Identification Skills and 19.34 points in Word Attack Skills.
Where Do I Buy It?
Curricula by the Phono-Graphix developers may be purchased from the Read America website. Parents or non-educators wishing to tutor with Phono-graphix will find detailed instruction on doing so in the book Reading Reflex which is available at most bookstores. It was written to provide simple implementation instructions so that anyone wishing to use the program may easily do so.
The ABeCeDarian Company also sells a Phono-Graphix-based curricula. Michael Bend, who authored ABeCeDarian's curriculum, trained in Phono-Graphix and later compiled instructions into a scripted, easy-to-use format. ABeCeDarian materials may be purchased from their website.


The Big Picture 2: Materials and Resources for ESOL Tutors
This pack is aimed at ESOL tutors and learners. The materials range in level from beginner ESOL learners, through to exercises for higher-level learners. The emphasis is on task-based learning and speaking, and each unit provides the opportunity for using listening, speaking, reading and writing and building vocabulary. The pack provides the opportunity to develop a range of numeracy skills. Ideas on how numeracy can be integrated as part of, or as an extension to the activities included in the pack are highlighted for each unit.
- Literacy and numeracy workbooks


John Elliott Churchville is a civil rights activist and black nationalist who founded Philadelphiaâs Freedom Library Community Project, which would become the Freedom Library Day School.
Born in Philadelphia in 1941, Churchville attended Simon Gratz High School, and, on graduation, began studying music education at Temple University. He dropped out in 1961 to become a jazz musician, and moved to New York, where he met Malcolm X at the Nation of Islam headquarters in Harlem.
Inspired by Malcolmâs black nationalism, Churchville attended the Inter-Collegiate Conference on Northern Civil Rights at Sarah Lawrence College in April 1962, where he was recruited to the Student Nonviolent Coordinating Committee (SNCC). Despite disagreeing with the Committeeâs integrationist philosophy, Churchville joined its field staff and traveled south to Georgia and Mississippi to register voters. His experience in Freedom Schools, helping blacks in Greenwood, Mississippi pass the stateâs literacy test, inspired him to see education as crucial to the civil rights movement.
On returning to Philadelphia in 1964, Churchville opened the Freedom Library in a Ridge Avenue storefront in North Philadelphia. Churchville envisioned the Freedom Library as a community center that would provide a setting for education for both children and adults and a locus for community organization. He hoped the library would help foster racial pride and meaningful self-identity, which he saw as necessary groundwork for political and social change. As part of this goal, Churchville amassed a collection of 2,000 books by or about African Americans, with an emphasis on texts about black history and contemporary problems.
Churchville also established night lectures and a tutoring program at the library, connecting high school and college students with younger children. The library evolved into a school, with an educational outlook that emphasized racial pride and focused on strict discipline and rote learning. Churchville would continue as an administrator at the Day School until the late 1970s.
In the fall of 1964, Churchville affiliated the Freedom Library with the Northern Student Movement, a move that enhanced the Libraryâs influence. The Library attracted activists from across the nation to the Ridge Avenue storefront. In 1965 these activists formed the Black Peopleâs Unity Movement (BPUM).
The BPUM sought to unify poor, working, and middle class blacks in political and economic campaigns. Instead it attracted FBI attention. On August 13, 1966, FBI agents and Philadelphia police raided the NSM Freedom Library on August 13, 1966. Although the FBI claimed âmilitant civil rights groupsâ were using the school and other locations as a storehouse for arms, they found nothing during their search.
After the raid, however, Churchville dropped out of activist politics. He returned to college in 1983 and earned a Bachelor of Arts from Antioch University in 1987. He graduated from Rutgers University School of Law in Camden in 1990, and is currently the CEO of the Liberation Fellowship Community Development Corporation in Philadelphia, and the senior pastor at the Liberation Fellowship Church of Jesus.


Since the Second World War, the pragmatic, empirical disciplines of science, technology, engineering and mathematic (STEM), as well as business, have risen to prominence. However, it is becoming more and more clear that soft skills are essential skills as well. These skills enable us to adapt and thrive in our rapidly changing world and bring the technical skills to life. Furthermore, research shows that exposure to the humanities is linked to high empathy and emotional intelligence .The Royal Bank of Canada researched the Canadian job market and offered some interesting views. There is an increasing demand for foundational skills such as critical thinking, coordination, social perceptiveness, active listening and complex problem-solving.
Read the full article here.
According to BBC news, dozens of school are providing lessons in mindfulness to improve the studentsâ behaviour and health. Academics say that the new curriculum in personal, social and health education could have a positive impact on the students. The UK government is being urged to incorporate life skills into the curriculum of English Secondary schools, after a pilot study found it substantially improved teenagersâ mental health and physical health.
Learn more here.
Italy introduces new final examination for students of upper secondary schools. Starting from 2019, students that are attending the least year of upper secondary schools will experience a new knd of final examination. Two written tests, instead of the previous three and one interview. The first test will evaluate the students level of the Italian language and the second test will cover one or more subjects specific to each study branch. The Italian Ministry published the reference frameworks for each written test.
Find the frameworks here.
The Welsh government has the power to set the pay of teachers and conditions of service in Wales, as of the 30th of September 2018. The Wales Act is an amendment of the Government of Wales Act 2006 and devolves the power to wales, including control of the teachersâ pay and conditions. The government of Wales plans to implement new arrangements from September 2019. The review report, Teaching: A valued profession, recommends that a School Teachersâ Review Body for Wales (WSTRB) is established and a new coherent âCareer, Conditions and Pay Framework for Teachers in Walesâ document is written.
Read the full review report here.
A career as a teacher is becoming more attractive, as a lot is changing in the field of education, but there is still room for improvement. Michiel Heijnen, of Utrecht University of Applied Sciences considers the latest development in an article published by School Education Gateway. The world is changing, writes Heijnen, globalisation and socio-cultural and economic developments create new opportunities, but also impose new demands on people and societies. Therefore, education in the 21st century no longer prepares learners for the old paradigm. Next to that, lifelong learning has become more important and more normal.
Read more about teacherâs career changes here.
In the early 2000s the European Commission realised that employees need more diversion in their tasks and support in professional development, according to Lissi Rossi, head of Career Guidance Services at the European Commission. The employees of the Commission have the chance to receive career-related advice and support from trained career counsellors. One of the challenges faced was that people had been working in the same positions for too long, it was important to develop employee counselling and training in order to make work rotation successful. Many employees who had worked for the Commission for several years needed to improve their job-seeking skills and required coaching on the topics of writing a CV and a letter of application as well as participating in a job interview, among other things.
Click here for more information.
Nominations for the 2019 Festival of Learning are now open, so if you know a tutor, learner, employer or project that deserves to be recognised click on the link below this article. The Festival of Learning 2019 awards nominations will be accepted until noon on the 12th of February. The Festival, organised by Learning and Work Institute, celebrates the outstanding achievements of adults who have used lifelong learning to transform their lives and the lives of others.
Nominate your tutor, learner or project here.
On December 11th, School Education Gateway is organising a webinar on inspiring inclusive practices in Early Childhood Education and Care (ECEC). What does research tell us about how teachers and staff can create inclusive pedagogical practices in early childhood settings and classrooms? What happens when children and families with diverse backgrounds join everyday life in ECEC settings, and how can European, national and local policies and collaboration support the development of good practices? The webinar will discuss issues like that and inspires to find good practices and policies within this area of education.
Sign up for the webinar here.
Prepared by Dimyana Salib


The OSAT Early Child Education test is designed to measure a candidateâs command of the subject matter and skill set required for a successful career in early education. All of the material is based on National and Oklahoma state standards and curriculum.
How Far In Advance Do I Need to Schedule My Appointment?
The test is offered all year round except on Sundays and certain holidays which means you wonât necessarily face a lot of competition in getting your preferred appointment.
However, it is still a good idea to book your appointment 6 to 8 weeks in advance just to make sure you definitely get the date and time that works best for your schedule and your preparation needs.
What Will Be on the OSAT Early Childhood Education Test?
You will have 4 hours to answer 80 multiple choice questions and complete one written response. Take a look at the short outline below to get a sense of what subjects youâll be expected to know for the multiple choice section:
- Learning across the curriculum â 21-22 questions
- Cognitive development in children aged 0-8 years old.
- Creating opportunities for developing a range of cognitive skills and abilities.
- Instructional strategies for developing studentsâ fundamental skills and conceptual knowledge in math, science, social studies, and the arts.
- Provide opportunities for studentsâ to meet their personal health, safety, and nutrition needs as well as develop studentsâ awareness of these areas.
- Communication, language, and literacy development â 21-22 questions
- Expressive and receptive language development
- Developing learning experiences that promote language and literacy skills and a positive relationship with literacy.
- Effective instructional strategies for developing phonological and phonemic awareness as well as word identification skills.
- Reading comprehension, reading fluency, vocabulary skills, spelling proficiency, and writing processes.
- Child development, learning, and the learning environment â 15-16 questions
- Early childhood development from ages 0-8 years old.
- Methods and strategies for creating a positive learning environment
- Use and benefits of different types of assessments
- Instructional materials and technology for the classroom
- Professional knowledge and responsibilities â 9-10 questions
- Roles and responsibilities of early childhood educators
- Building positive, collaborative relationships with students, families, other professionals, and the community.
Your written response will be to a prompt that requires you to analyze a topic that blends communication, language, and literacy development. You will get an example of a student assessment or piece of student work and your job is to identify areas of strength and weakness and develop a strategy or set of strategies to help the student effectively improve in the areas where they need improvement.
How Is the Exam Scored?
Your score is based on a combination of your raw score (total number of correct answers) on the multiple choice section combined with your score for the written response. Your written response will be scored on a scale of 1 to 4 according to how well it meets the following criteria:
- It effectively and comprehensively achieves the purpose of the assignment.
- It exhibits an application of subject knowledge that is accurate, substantial, and relevant.
- It provides appropriate, high quality evidence to support arguments.
- The response is well reasoned and represents a full understanding of the topic.
These two scores are combined with the multiple choice section accounting for 70% of your final score and the written response making up the remaining 30%. That combined score is then converted into a scaled score ranging from 100 to 300. In order to successfully pass the exam and move on in the certification process, you need to get a minimum of 240 on this scale.
How Much Time Should I Spend Studying for the Test?
The amount of preparation needed all depends on you. For example, if you struggle with taking tests in general, youâll want to spend more time preparing even if you feel confident in your knowledge of the material. Aim for somewhere between 3-8 weeks (with at least 15-20 hours of studying per week).
In that time, make sure you focus not only on reviewing all of the concepts, curriculum, and procedures but also working on your test taking skills. Thereâs no better way to accomplish all of that than with the Mometrix Study Guide and Mometrix Flashcards. Youâll be able to review all of the essential information that will be on the test and do it in a fun and interactive way. Then, you can use the proven test taking strategies and study tips that come with them to ensure you are 100% prepared to do your absolute best come test day!


For the first time, on June 23, 2014, the American Academy of Pediatrics issued a policy statement that promotes reading aloud to children daily, beginning in infancy. In light of this, we created a new program for children aged birth to pre-Kindergarten. Our goal is to help you, the parent, read 1,000 books to your child before they begin school.
The policy statement recommends that pediatric providers promote early literacy development by:
(1) Advocating the benefits of reading aloud with young children;
(2) Counseling all parents about shared-reading activities;
(3) Providing developmentally appropriate books during their visits for all young children;
(4) Using different options to support and promote these efforts; and
(5) Partnering with other child advocates that support and promote these key early shared-reading experiences.
When low-income based children have reached 3 years old, they are at a 30 million word deficitâoral and textâcompared to children who are not low-income based. This statistic has profound implications for the future of our country.
Research shows that the most reliable predictor of school success is being read to at home during early childhood. The brain develops more rapidly during the first three years of a childâs life than at any other time during the lifespan. Reading to children from an early age can help close the vocabulary gap and prepare children to enter kindergarten with the skills they need to succeed. Most important, sharing books with children promotes a lifelong love of books and reading.
The 1000 Books Before Kindergarten Program encourages parents and caregivers to provide positive, nurturing early experiences by reading aloud to their children regularly.
Yes, it does count as 5 books when you're forced to read Chu's Day 5 times in a row.
- 50 books: Sticker
- 100 books: Picture taken and displayed on digital signage
- 250 books: Bookmark
- 500 books: Free Book
- 750 books: Library Tote Bag
- 1000 books: T-shirt, Certificate, and Picture taken and displayed in a book plate in his/her favorite book!
Ready to get started? Download our convenient reading logs (or use our iPhone App or Android App) and our recommended reading list!
Reading Log Sheets
Commemorate Your Childâs Journey
(Take a picture with your child holding and share on Facebook, Twitter, Instagram, Pinterest) #1000BooksB4K
- I Read 100 Books
- I Read 200 Books
- I Read 300 Books
- I Read 400 Books
- I Read 500 Books
- I Read 600 Books
- I Read 700 Books
- I Read 800 Books
- I Read 900 Books
- I Read 1,000 Books
- Certificate of Completion (fillable and downloadable .pdf)
- iPhone App available on iTunes
- Android App available on Google Play
- iPhone and Android App Instructions (downloadable .pdf)


How to Teach Reading - Top 5 Tips
1. Read aloud with your child
Knowing what a fluent reader sounds like is critical for a child to advance their reading towards fluency. By reading aloud to your child you can give them a vocal model of fluent reading of which they can try and emulate. Making sure to keep rhythm with whatâs written on the page, pause for full stops and commas, emphasise exclamation points, modulate your tone and inflection to reflect a characters voice or the general mood of a story are all things you need to keep in mind when reading to your child.
2. Make learning to read fun
Children learn most effectively when they are fully engaged and enjoying the learning experience, therefore itâs important that you try and make learning to read as enjoyable as possible for your child. Learning to read doesnât always have to be about sitting down and reading books. You can teach your child to read while doing everyday activities, for example, cooking can give you and your child ample opportunity to practice and learn literacy skills â from writing the shopping list, to shopping for ingredients (reading the labels in the supermarket), to reading the instructions on the package or in the cookbook. These kinds of activities can help your child understand that reading has many everyday applications apart from just those associated with books.
3. Develop comprehension skills
The ability to read for meaning is the end goal of learning to read. If your child is not yet fluent, you can start developing their comprehension skills by asking simple questions like âWhat is the main characterâs nameâ, âWhere is the story setâ and other similar questions. This will not only help them reflect on the story and therefore gain more understanding of it, their answers to these questions will also help you ascertain how much they understand of the story. For more advanced readers, questions about the intentions of characterâs or what your child thought of the story in general can help further understanding.
4. Develop writing skills
Learning to read and write at the same time is mutually beneficial to a child, and Learning to write will inevitably lead to learning to spell. To start your child off in the right direction you can do things like have magnetic letters on the fridge that they can use to spell out words, or hang new words on the wall or on a whiteboard where they will see them every day. Committing all the letters of the alphabet and new words to memory will provide the fundamental knowledge a child needs to be able to write themselves. To develop motor skills required for writing, dot-to-dots of letters or words can help accustom them to the motion of writing and build familiarity with letter shapes.
5. Supplement school learning with a reading program
Your child can prepare themselves for school or continue learning once home for school by using an online reading program. ABC Reading Eggs provides online lessons and activities that are game-like in nature, infusing play with learning to keep children keen to learn. Developed by primary educators with over 25 yearâs experience, ABC Reading Eggs lessons instruct children in the five areas crucial to literacy development â phonemic awareness, phonics, vocabulary, fluency and comprehension.
âI am very impressed with your wonderful program. Each activity is clearly explained to the children. It is fun and fast moving and also provides a variety of follow-up activities.â Andrea Reeson, Wingham Brush Public
My preschooler LOVES Reading Eggs. She considers it a treat to get to play. She has made it through 2 levels so far and just keeps truckinâ. This is much more comprehensive and child-friendly than any other software or site we have used to date. I just wish this had been around when my older son was learning to read. I have recommended this program to several of my friends and plan to use it well into the future.â Jacqueline Chappell


Bachelor of Arts (B.A.)
Writing is a complex task that is required in nearly every academic subject area. Often, it involves using a multitude of language based skills such as spelling, vocabulary usage, fine motor skills (physical writing), comprehension of ideas, sequence of concepts, and text organization. Dyslexic students will spend some much of their time in mainstream classrooms performing a variety of writing tasks, such as sentence, paragraph, or essay writing. Students with dyslexia often have weaknesses in these foundational skills that can, at times, impair their ability to succeed in writing. Research suggests that implementing support in the form of academic support, spellchecks, organizers, and editing tools will help dyslexic students make greater progress in writing. It is important for teachers and administrators to continue to find simple and accessible ways to make these types of supports available for students with dyslexia.
Myers, Ann, "Dyslexic writers : what educators can do to improve writing for dyslexic students" (2013). Capstone Projects and Master's Theses. 284.


Focus on Learning
At Banting & Best School:
- Learning is an active process that demands full student participation in work.
- Learning is both an individual and a cooperative venture, where students work at their own pace and performance levels, and also work with other students to solve problems and demonstrate learning.
- Learning encompasses a broad spectrum including the foundational skills in literacy and numeracy, while supporting students in utilizing technological tools to represent new understandings and opportunities to investigate significant inquiry questions.
- Learning is goal-oriented, engaging, and connected to the real world so students can connect what they learn in school to the outside world.
- Learning is personalized so students and teachers can set goals that are realistic and attainable while challenging and rigorous.
- Learning encourages a component of self-evaluation. Assessment is a tool that develops further teaching and learning strategies.
- Learning is something that needs a comfortable physical environment and an atmosphere of support (caring), respect and safety.
School Improvement Goals
- To improve the academic performance of all students in the areas of Literacy (Reading and Writing) and Numeracy (Mathematics), and engage all students in their learning (personalization)
- To ensure that all students become responsible citizens and develop good character
- To develop student and staff capacity to use formative assessment strategies to guide learning
Parents should encourage children to read from books suggested by the school. In addition, homework may be sent home for assignment completion or skill reinforcement during the course of the school year. In Division 1, (Grades 1-3) five to ten minutes of study or reading per night are recommended.
Each child is unique and many children are reading 30 minutes per night from as early as Grade 2, so we encourage you to use these times as guidelines and increased homework time should be at the discretion of the parent in conversation with the teacher.


The word TeacHER ends with a resonating and impactful trio of letters, namely HER! For a valid reason indeed, as female teachers make up more than 55% of the worldâs 80 million teachers, and their share is expected to grow further.*
The abundance of female teachers is particularly apparent in early school years, thus amplifying their role in personality development. They already assume a staggering 94% presence in pre-primary stages, 67% in elementary education and 54% in secondary education.*
In the Arab World, these figures are largely consistent with global statistics. Whereby in 1970 Arab females assumed 38% and 29% of teaching duties in primary and secondary education respectively, they currently assume a much more significant 63.6% and 48.1% of teaching duties respectively.*
From an economics perspective, females represent a significant proportion of teachers in high-income countries â primary education (81%) and secondary education (60%) â compared to an small proportion of teachers in low-income countries â primary (42%) and secondary (25%).*
Those facts and figures take a turn for the better upon examining statistics from Edunation Schools, which clearly show females closing the gender gap in the Information technology sector while holding more Executive positions. Females at our schools make up 58% of LMS Coordinators, while 46% of our school principals are female.
One of the most compelling arguments for increasing the number of female teachers in schools is the definite positive impact they have on girlsâ education and enrolment in Schools. In addition to playing a critical role in educating and socializing children beyond gender stereotypes, a qualified female role model encourages and supports girls to complete their studies, offers valuable empathy, listens to concerns and offers advice when necessary, especially in conservative societies where males are prohibited from teaching females.
That said, at the heart of Education lies a constant need to challenge our beliefs and misconceptions, while empowering people to express concerns, raise red flags, ask questions and voice challenging opinions.
Letâs start with our own set of intriguing Questions: How good is a 94% concentration of female teachers in pre-primary education? Where is the male figure needed for proper personality development at early childhood, especially that females already dominate the home environment with their children? Moreover, are female teachers lured into the profession by gender stereotyping or choice? While the former leads to frustration that affects students negatively, the latter can instill a passionate yearn for learning and compassion in the classroom.
Keep Learning, Keep Challenging yourself and your Students, while Empowering the female within You.
* Source: UNESCO


Progress and achievement at school and kura
The Ministry is working with the education sector, parents, students, whÄnau, iwi and communities to support a focus on progress and achievement across the national curriculum â New Zealand Curriculum and Te Marautanga o Aotearoa â following the removal of National Standards and NgÄ Whanaketanga Rumaki MÄori last year.
Why focus on progress across the curriculum?
We all progress at different rates and start from different places. Assessing and reporting on your childâs progress â not just their achievement â takes into account their starting point. It helps teachers and kaiako provide your child with the right learning opportunities and support.
It also helps you know what progress your child is making and how you can support their learning.
And while itâs important to know how well your child is doing in literacy and numeracy, te reo matatini and pÄngarau, itâs also important to understand the progress theyâre making across the curriculum, including in key capabilities for success in life, learning and work.
What information will I receive about my childâs progress in school in the meantime?
The National Administration Guidelines require schools and kura to report to you at least twice yearly in writing on your childâs progress across the curriculum, including the foundational skills of reading, writing and mathematics, te matatini and pÄngarau.
The reports you receive should help you understand how your child is progressing, what steps the school is taking if your child isnât progressing as well as they could, and what you can do to support your child's education at home.
You can talk with your school or kura if you want to know more about their approach to reporting. You can also talk to the school or kura about what you would like to be included in school reports, as they are for parents and should provide you with the information you need to understand how your child is doing and how you can help.
Having good information about your childâs progress is essential, so you can support your childâs learning. The Education Review Officeâs report, Building genuine learning partnerships with parents talks about the benefits of information sharing and genuine partnerships between schools, parents and whÄnau and the significantly positive impact it has on studentsâ progress.
The Ministry is supporting schools and kura to make this shift.
If you have any questions or concerns about the progress or achievement of your child, you should talk to your school or kura directly.
Student progress and achievement â have your say
The Curriculum, Progress and Achievement Ministerial Advisory Group has developed some ideas to help make sure that every child experiences rich and engaging learning that is relevant to them.
Theyâre looking at the best ways to support schools and kura to provide your child with the right support and learning opportunities.
The ideas have been developed with input from the education sector, students, parents, whÄnau, iwi and communities, through feedback gathered in June this year.
How can I have a say?
We want to know whether you think these ideas will make a difference for your child, or other children you know. Your feedback will help to refine the ideas before the Ministerial Advisory Group makes its recommendations to the Minister of Education at the end of the year.
Last reviewed: Has this been useful? Tell us what you think.


Digital Skills Building
In todayâs economy, workers need foundational digital skills and knowledge to adapt and respond to new technology, systems, tools, and processes. The pandemic has exacerbated this in recent months, as businesses adapt to changing ways of reaching customers, often resulting in new operating procedures and accelerating automation and digitization
In its 2019 report Digital Blindspot: How Digital Literacy Can Create a More Resilient Workforce , the Rework America Business Network created a framework to categorize the skills workers needâdistinguishing between employability digital skills like problem solving with technology that increase the marginal likelihood of employment and a broader set of foundational skills.
Employability digital skills are the âbasic set of capabilities workers need in order to use devices, data, and computing proficiently, safely, and ethically to perform their jobâs core activities in the increasingly digitized future of work.â This distinction enables workers to focus on building work-relevant digital skills, prioritizing time and resources for the skills that will help lead to employment.
Low-income, people of color, and rural communities have significantly less access to the broadband services, devices, and connectivity. Expanding access to broadband is essential to ensure these communities can participate in opportunities for digital skills building and other online learning.
As the Digital Blindspot report explains, âTechnologyâs transformation of nearly every facet of our lives presents both profound opportunities and risks. Finding and applying for jobs, accessing medical records, or even reserving a picnic table at a park or answering a jury duty questionnaire now requires access to an internet-enabled device. Our reliance on technology to perform even mundane tasks risks exacerbating gaps between technology haves and have-nots.â
âThe ubiquity of email, word processing, and sector-specific machines or software platforms means the penalty for lacking digital fluency is rapidly growing, creating barriers for those who lack the technology skills or confidence to use digital tools effectively.â
The Digital Blindspot report outlines five dimensions of digital skills that constitute baseline expectations for employability digital literacy.
Baseline for Employability Digital Literacy Skills
Note: âWhile the primary five areas above are relatively stable across functions, the final two areas of employability digital skillsâ occupation-specific tools and analytics and data manipulationâhave a significant degree of variability and encompass a wide range of technical skills.â
Free and Low-Cost Resources for Building Digital Skills
Examples of free resources to build vital digital skills:
Stay up to date on resources that support the end-to-end process of connecting workers to good jobs


Date of Award
Ph.D. in Music
Alan L. Spurgeon
The present study investigated the strengths and areas of improvement for elementary music teacher preparation from the perspective of multiple members of a single body of music teachers. Subjects for the study were elementary music teachers from an urban school district in the southern United States. All elementary music teachers in the school district have at least Level I Kodaly certification. Thus, they teach from the same perspective. An online survey instrument utilizing open-ended and free response questions was designed based on the research questions. Cooperating teachers commented regarding elementary music student teacher preparation across three broad categories: teaching skills (lesson planning, lesson presentation, and curriculum design and sequencing); teacher understandings (child development, classroom management, and assessment strategies); and musicianship skills (singing, playing instruments, improvisation and composition as related to the music instruction of children). Findings from the present study indicate a general consensus with previous research. The most frequently identified strengths include lesson planning, lesson presentation, knowledge of child development, and musicianship skills in singing and playing instruments. The most frequently identified areas of improvement include curriculum design and sequencing, classroom management strategies, assessment strategies, and musicianship skills of improvisation and composition. In contrast to previous research, results of the present study found that 25% of cooperating teachers found curriculum design and sequencing to be a strength of preservice teachers and that the strength was associated with a familiarity with the Kodaly method. A secondary goal was to examine the undergraduate elementary music methods course taken by the preservice teachers prior to student teaching. Two universities were identified as the most frequent sources of music student teachers. Findings indicate that there appears to be a difference in breadth of elementary music training based on time and institutional emphasis. At the same time both universities emphasize the elementary music knowledge base demonstrated in the review of literature, such as lesson planning and presentation, developing age appropriate music learning activities, understanding musical skill development across grade levels, classroom management strategies, and instruction in prominent methodologies. Moreover, training at both institutions occurs in the context of authentic learning environments as well as the university classroom. Instructors utilize teaching strategies shown in the literature base to increase preservice teacher learning such as objective measurement of teaching episodes, a reflective practice model, and multiple teaching experiences. Additionally, cooperating teachers reiterated positive outcomes for these types of training activities. Cooperating teachers in the present study repeatedly identified time and experience as promoters of music teacher development.
Hester, Charlotte Varner, "Cooperating Teacher Perceptions Of Music Student Teacher Preparedness For The Elementary Music Classroom" (2013). Electronic Theses and Dissertations. 1091.
Emphasis: Music Education


Fort Bend KodÃ¡ly Institute
Elementary students in the Fort Bend Independent School District attend music classes taught by teachers who are music degreed and music certified. The primary method used in teaching music concepts and skills in FBISD is the KodÃ¡ly Method. The Department of Fine Arts began the FBISD KodÃ¡ly Institute in 2018 to meet the diverse needs of our students and provide a basis for all FBISD Elementary Music programs. The FBISD KodÃ¡ly Institute provides the opportunity for our teachers to receive Level I, Level II and Level III KodÃ¡ly Certification.
The KodÃ¡ly approach to music education includes a sequential organization of concepts and skills developed through hearing, singing, reading, writing and creating music. The basis of this approach is the writings of Hungarian composer and educator, ZoltÃ¡n KodÃ¡ly. This methodology contributes to the development of the whole child and focuses on music literacy, learning through a childâs own natural instrumentâthe voice, begins at an early age (preschool through primary grades) and uses the highest quality music which includes of folk music of the world. For further information, see The KodÃ¡ly Method by Lois Choksy (Prentice Hall). Schools across the world use the KodÃ¡ly method to train children in the arts through music.


Short videos often pack a heckuva punch for history classes. Hereâs one from todayâs CBS âSunday Morning,â with Charles Osgood reporting on the creation and flying at Fort McHenry of a replica of a flag that flew there 199 years ago on September 14 â the inspiration to Francis Scott Key for his poem, âThe Star-spangled Banner.â
Published on Sep 15, 2013
CBS News video: Star-Spangled Banner flies again at Fort McHenry â Applying the same techniques used nearly two hundred years ago, a team of quilters created an exact replica of the flag that flew over Baltimore Harbor during the War of 1812, the same flag that inspired Francis Scott Key to pen our national anthem. Charles Osgood reports.
This is history that most of my juniors didnât know. Itâs not history weâre supposed to teach, but itâs history they are accountable for on Texas tests. A short video like this one at a key spot can boost scores on the state tests â and, though Iâve not been victimized by them yet, the new end-of-course tests probably assume juniors know this stuff, too.
I hope CBS keeps this piece available for history teachers, especially through 2014 and the 200th anniversary of the battle, and Keyâs writing of the poem.
[Text of CBS news story here, in case video stops working.]
- City to fly replica Star-Spangled banner (abc2news.com)
- Happy Birthday âStar Spangled Bannerâ (freebeacon.com)
- The Star-Spangled Banner yet waves anew (cbsnews.com)
- Seamstresses Recreating the Star Spangled Banner (foxbaltimore.com)
- Fort McHenry quarter unveiled during Friday ceremony (baltimorenewsjournal.com)
- Hundreds Participate In Fort McHenry 5K (baltimore.cbslocal.com)
- Relevant lesson plans for teachers:
- Oh, Say, Can you say what the Star-spangled Banner means? Edsitement, at NEH
- Fort McHenryâs National Park Service site has aides for teachers and ideas for lesson plans
- âThe Rocketsâ Red Glare,â lesson from the National Park Service
- Pre-K to 6 lesson plans on the anthem and flag, from the good people at Scholastic
- From Tarleton State, in Texas, a lesson plan for music and literature classes on the song and poem (in MicroSoft Word download form)
- Lesson planning help from the Smithsonian Institution, on the flag (the original flag is now preserved and displayed by the Smithsonian)
- A list of lesson plans on the war, the anthem, the flag and the battle, from Mr. Donn
- From the National Association for Music Education, the U.S. Army Band Teachers Guide
- âStar-spangled banner, fact or fiction,â lesson plan from the education program at the University of Maryland, Baltimore (used in Baltimore schools)
- Series of lesson plans, K-high school, from the National Museum of American History, Smithsonian Institution
Fort McHenry today:


Summary only. See the full paper on the Music Trust website.
Following the Australian governmentâs most recently revised curriculum for the arts in 2014, this reassessment describes the basic expectations for a quality school music education, outlines the obstacles to its realisation, and proposes four strategic initiatives to improve music teaching.
The basic expectations for children to receive a quality music education are:
- Start at the Foundation (K-2) years and continue through primary school
- Offer all students at least one 40-minute class per week
- Include vocal and instrumental performance as well listening and contextual understanding
- The teacher is musically competent (one test of this is that Year 6 students can sing songs in several parts).
The paper lists numerous âquite enormousâ obstacles, centred on a lack of musically trained teachers but aggravated by other problems including a general preoccupation with test scores based on literacy and numeracy. These factors currently outweigh several positive indications:
- Music and arts are now on the official agenda
- Media increasingly report on the value of the arts as an expected part of life
- There are many musically active primary school principals
- Digital learning packages are being developed to assist generalist primary school teachers
- There are more workshops for children and in some cases also for teachers
- Many parents are actively promoting a music program, and offer their active support.
The paper describes a program of four strategic initiatives aimed at (1) principals, (2) parents, (3) tertiary institutions, and (4) research support. In an appendix it adapts the âHong Kong modelâ (all primary school teachers are specialists) to Australia.
Richard Letts with assistance from the field. 5 February 2015. Full paper published on the Music Trust website. This summary was written by the Knowledge Base editor, 11 February 2015.
Dr Richard Letts AM is the founder and Director of The Music Trust, founder and former Executive Director of the Music Council of Australia (now Music Australia) and Past President of the International Music Council. He has held senior positions in music and culture in Australia and the United States, advocated for music and music education, conducted research, written policy documents, edited four periodicals, published four books and hundreds of articles.


Course this book is used in:
- Phonics 3:
Modern Curriculum Press Phonics set the standard of excellence in its 50-year history of helping more than 55 million children learn how to read. Make your students part of the tradition! Bring MCPPhonics, a proven scope and sequence, along with abundance of practice, review, and application of skills, into your classroom to ensure comprehensive coverage and the best practices in phonics instruction.Each book features clear, easy-to-read directions, presents multiple teaching approaches, and uses 100% photographic clues that are kid-tested and realistic. Level C reviews all skills introduced in Levels A and B and introduces these new skills: syllabication; more comples prefixes; suffixes and base words; dictionary usage; homographs.
It also includes:
- Integrates reading comprehension and critical thinking.
- Offers flexible choices along with comprehensive coverage to supplement any reading program.
- Increase fluency and comprehension, as well as phonics and phonemic awareness, by connecting phonics skills practice to meaningful reading experiences.
- Offer meaningful practice through flexible yet comprehensive coverage to supplement any reading program, boost reading and writing skills.


Counting, in addition to reciting, should be emphasized in early childhood education to establish foundation for future academic success
COLUMBIA, Mo. â Along with reciting the days of the week and the alphabet, adults often practice reciting numbers with young children. Now, new research from the University of Missouri suggests reciting numbers is not enough to prepare children for math success in elementary school. The research indicates that counting, which requires assigning numerical values to objects in chronological order, is more important for helping preschoolers acquire math skills.
âReciting means saying the numbers from memory in chronological order, whereas counting involves understanding that each item in the set is counted once and that the last number stated is the amount for the entire set,â said Louis Manfra, an assistant professor in MUâs Department of Human Development and Family Studies. âWhen children are just reciting, theyâre basically repeating what seems like a memorized sentence. When theyâre counting, theyâre performing a more cognitive activity in which theyâre associating a one-to-one correspondence with the object and the number to represent a quantity.â
Manfra analyzed data from more than 3,000 children from low-income households in order to determine if the childrenâs reciting and counting abilities in preschool affected their first-grade math scores. He found that students who could recite and count to 20 in preschool had the highest math scores in first grade; however, less than 10 percent of the children in the study could count and recite to 20.
âCounting gives children stronger foundations when they start school,â Manfra said. âThe skills children have when they start kindergarten affect their trajectories through early elementary school; therefore, itâs important that children start with as many skills as possible.â
Previous research has shown that, in low-income families, parents often think childrenâs educations are the responsibility of teachers, while teachers expect parents to teach some essential skills at home, Manfra said.
âThese low-income children arenât learning math skills anywhere because parents think the children are learning them at school, and teachers think theyâre learning them at home,â Manfra said. âThis is a problem because it gives parents and teachers the idea that itâs not their responsibility to educate the children, when itâs everyoneâs responsibility. This is problematic because, when the children enter kindergarten and are at lower math levels, they donât have the foundational skills needed to set them on paths for future success.â
Parents and teachers should integrate counting into all aspects of childrenâs daily activities so they can master the skill, Manfra said.
âYou can learn anything anywhere, and this is very true for counting,â Manfra said. âWhen adults read books with children, they can count the ducks on the page. They might count the leaves that fall to the ground outside or the number of carrots at lunchtime.â
The Department of Human Development and Family Studies is part of the MU College of Human Environmental Sciences. The study, âAssociations between Counting Ability in Preschool and Mathematic Performance in First Grade among a Sample of Ethnically Diverse, Low-Income Children,â will be published in an upcoming issue of the Journal of Research in Childhood Education.
*Source: University of Missouri


NAfME Stands Behind NEA, NEH Impact on Music and the Arts, including support for quality instruction in music and the arts that meets high standards.
The National Association for Music Education (NAfME) supports the work of the National Endowment for the Arts (NEA) and the National Endowment for the Humanities (NEH), and advocates for their continued funding. Not only do NEA and NEH programs provide significant attention to, and resources for the rich musical life of communities across our nation, they play a role in supporting music education.
For example, the NEA has recently funded projects to refine the assessment of student achievement in the arts, including music. In the past, the NEA provided significant funding for the development of arts education standards and for frameworks aimed at measuring student achievement in the arts. All of this work is vitally important to supporting quality instruction in the arts and music for students in our nationâs schools.
We urge advocates, however, to not lose sight of the greater issues surrounding education. The majority of funding for school programs â in music, in the other arts, and in other disciplines â is collected and administered in our states and localities. And at the Federal level, the coming yearsâ progress to a well-rounded education (including the arts) for all American students will need appropriate funding of the Every Student Succeeds Act (ESSA), as administered by the U.S. Department of Education. Resources for Titles I, II, and IV (part A) are particularly critical in this regard.
We hope that each of the millions of citizens who believe in our responsibility as a nation to provide all students with a well-rounded education, including music and the other arts, will join in supporting all efforts to properly and fully support the NEA and NEH.
Lynn Tuttle, Director of Content & Policy, Center for Advocacy, Policy, and Constituency Engagement, March 2, 2017. Â© National Association for Music Education (NAfME.org)


Recycling the Future
Approaches to Processing Waste
âRecycling the Futureâ is a mixed-media generative artwork carried out to investigate the concept of the process of waste management and how it may look like in the future. Our idea combines our three works into a digital environment to present Rachelâs print on paper made with invasive plants (as a natural waste), Lorena's biopolymer-based printed artwork (as a biowaste), and Diaaâs digital artwork (as a digital waste).
On this page Rachel, Lorena, and Diaaâs artworks are continuously rebuilt digitally in order to calculate how many frames are taken to archive our visual data in the three pieces. The browser here is not only a host of the three pieces, but is mainly a medium by which the three pieces sustainably grow and renew themselves.
The entire process raises a critical question regarding the amount of energy consumed to save every bit of data waste. Consuming such an amount results in increased carbon emissions, thermal pollution, and water consumption by the cooling systems. This sheds light on the cons of digital transformation. But this is not to be against the future's digital transformation, it is to think of how to overcome tomorrow's digital pollution.
See further material Here
Lecturer of new-media arts, Faculty of Art Education, Helwan University, Egypt.
Professor in charge of the lithography research and experimentation workshop National University of arts, Argentina. Co-director AMA Argentine multiple arts.
Associate Professor of printmaking at the University of Louisville, USA.
Â© 2021 | Diaa Ahmed Mohamed Ahmedien | All rights reserved
Unless otherwise indicated, all materials on this website are copyrighted. No part of these pages, either text, audio, video, or images, may be used for any purpose unless explicit authorization. Therefore, reproduction, modification, storage in a retrieval system, or re-transmission in any form or by any means, electronic, mechanical, or otherwise, is strictly prohibited without prior written permission.


Childhood is a time of profound wonder, a once-in-a-lifetime period when a person is completely open to new stimuli and new experiences, and when the brain is still being formed by the world around it. This is one of the reasons kids are so drawn to bright colours, cheerful melodies, interesting shapes, and fantastical stories: everything is new to them, and they are just starting the process of discovering what it means to be human.
Research has shown time and time again that the more resources children â and especially young children â have to explore their environment, the more they will be able to take in.
This is one of the reasons so many parents choose to enroll their kids in music lessons. A seven- or eight-year-old can take in new information and master patterns much faster than they will at perhaps any other point in their life, so giving them an opportunity to expand their horizons by studying music can have a profound effect.
If you are interested in giving your children an opportunity to be creative, here is how signing your child up for lessons at a music school can change their life.
Structured Music Education has Numerous Benefits
One of the joys of being a parent is watching your children discover who they really are. But sometimes you need to expose them to a variety of opportunities before you discover their hidden passions, which is why giving little ones an opportunity to explore different arts is a good idea.
Music lessons also have concrete benefits aside from the intrinsic creative pleasure that comes with mastering an instrument. As a significant amount of research has shown, music lessons can:
- Develop confidence and leadership skills
- Help kids become more creative
- Boost social skills
- Cultivate patience
- Become more disciplined
- Express themselves in healthy and life-affirming ways
For this reason, If you want your child to grow into a well-rounded adult, music lessons can actually play a major role in developing a range of fundamental skills.
Lessons Provide a Solid Foundation in Music Skills and Theory
In some cases, parents resist sending their kids to music school programs because they worry that forcing children to engage in activities they arenât passionate about can be harmful.
While itâs true that you donât want to force your kids to do anything against their will, even a child who doesnât show great devotion to music can benefit from taking lessons early in life, for the simple reason that a solid grounding in music can be extremely helpful should they become interested in music in their teenage years or in adulthood.
If you choose a school that provides instruction by university-trained teachers (for example, Toronto Arts Academy offers professional music lessons from instructors who have all studied music at the post-secondary level), you can be sure that even if your child decides not to continue after a year they will have gained a solid grounding that could be of use later in life.
For many people, music is an essential part of a good life, and listening to and playing music is a worthwhile end in itself. But music lessons have also been shown to correlate strongly with academic success across the board, and perhaps the strongest argument for why music lessons can change your childâs life is simply that all evidence suggests that the most well-rounded and successful kids spend at least some time every week playing music.
This year, give your child a gift theyâll be able to appreciate for the rest of their life, and enroll them in a music school for kids near you.