The Blackwell Museum is dedicated to supporting, encouraging, and disseminating history of education research.
For those interested in conducting research, the Blackwell offers an excellent history of education reference collection containing a large assortment of research reports, reference books, and journals. There is also a massive collection of original school texts and teacher education material in a variety of subjects, as well as an expanding body of oral histories.
Blackwell Electronic Journal of Education History
To aid in disseminating research, the museum has launched the Blackwell Electronic Journal of Education History. This new journal will publish on-line articles that deal with issues of concern to historians of education, museum curators, and narrative researchers. We expect to have the first articles available on-line soon.
Blackwell Research Associates
The Blackwell is determined to recognize the work of historians of education. Periodically, nominations are solicited for outstanding historians of education to become Blackwell Research Associates. We encourage individuals who are interested in this program to contact the Blackwell Museum.
The Blackwell seeks and accepts funding for research efforts in the history of education.
Current Research and Artistry at the Blackwell
Examples of the current research efforts of the Blackwell:
Oral History Project
The Blackwell currently has completed 109 oral histories of individuals who attended or taught in one-room schools. This on-going project provides both an audiotape of each interview along with printed transcripts. Each packet also includes biographical and key historical information concerning each person interviewed.
DeKalb County Rural School Project
The Blackwell is working with local historians and historical societies in an effort to document the history of all one-room schools in DeKalb County.
Emma Willard Papers Project
The Blackwell is collecting the scattered papers of Emma Hart Willard (1787 -1870). To date, repositories in 24 states and one foreign country have been visited. Over 800 letters have been sent in search of photocopies of documents.
Most Influential Books
The staff at the Blackwell is compiling an annotated bibliography of books that have greatly influenced education down through the ages.
Blackwell Mural Project
The Blackwell Mural Project has produced several murals that hang in the halls of Northern Illinois University’s College of Education. These were produced with the help of students in the Art Education and Upward Bound programs. Currently, the Blackwell is sponsoring more murals depicting the history of education also to be hung in the College of Education.
Educational Technology Collection Essays
The Blackwell History of Education Museum has almost 50 essays exploring the artifacts in the Blackwell Technology Collection and the AECT (Association of Educational Communications and Technology) Archives. Most were written by NIU students for their Educational Technology/Instructional Technology 640 class. The Blackwell is continuing to expand this collection and is always accepting more essays.
To view the essay lists and accession sheets please click here


Research has shown that online games can strengthen an individual’s cognitive and non-cognitive skills to ultimately deepen problem-solving abilities. According to a long-term study cited in American Psychologist, students improved both their grades and problem-solving awareness with increased engagement in role-playing games and other strategic activities.
Educational Activities for Individuals With Disabilities
While learners with disabilities often have been limited to games designed for the general education population and early learners, L3 Skills provides them with age-appropriate learning activities so that they can master skills and achieve a sense of accomplishment, pride and enjoyment. L3 Skills will feature more than 60 online activities that include blended skill applications in multiple subject areas such as Language Arts, Math and Life Skills to help students get the most from each activity. In short, they can have fun and learn at the same time.
Designed to support and facilitate lifelong learning, L3 Skills offers a dynamic resource that supplements foundational skills for school-age learners, and also provides real-world awareness to build confidence for individuals of all ages. With the incorporation of high-quality, visually appealing, and uncluttered graphics, each activity assists with cognitive skill development as well as non-cognitive skills such as attention to task, understanding start to finish, and working for rewards in a gender-neutral environment.
Focus on Academic and Transition Skills
Research also demonstrates that game-based learning increases student engagement. At n2y, we know that individuals with special learning needs can gain enormous benefit from skill-based learning activities that entertain to keep them fully engaged. That’s why our skill-building activities deliver hands-on content in a way that’s fun and exciting. The activities are short enough to capture and hold each learner’s attention, yet long enough to teach important academic and transition life-building skills. They also provide many rich language opportunities. Each game is great for individual play, but facilitated play with a teacher, speech-language pathologist or parent could add more dimension and conversation opportunities.
Seamless Integration With n2y Solutions
Support features in L3 Skills integrate seamlessly with other n2y programs, and can also be used as a standalone product. Each license provides access for up to 15 players. During initial placement, the setup wizard automatically checks to see if the teacher has other n2y product licenses and, if one is found, automatically imports those students into L3 Skills. The wizard also walks the teacher through the steps of seating players, which helps get players into the program faster.
Enable your students to play with a purpose! Capture their interest and help them build skills in the same way that general education students engage—with dynamic online activities that meet their individual needs.
Check out our webinar to see how educational games in L3 Skills support lifelong learning.Watch Now


The Michigan Department of Education (MDE) administers springtime summative assessments in grades 3-11. A summative assessment measures the level of proficiency obtained at the end of the school year by comparing it against a standard or benchmark.
The M-STEP online assessment system refers to the Michigan Student Test of Educational Progress, is aligned to Michigan standards, and is administered in the spring of each school year. This allows student measurement to be based upon current versus prior year learning.
English language arts (reading and writing) and mathematics are assessed in grades 3-7. Science and social studies are assessed in grades 5 and 8 and 11.
The English Language Arts (ELA) and mathematics summative online tests in grades 3-7 are Computer Adaptive Tests (CAT). The social studies summative online test is a fixed-form, multiple choice test. The new science summative online test will include a combination of multiple choice and constructed-response items.
SAT and PSAT
The MDE uses the SAT as part of the Michigan Merit Examination (MME) for 11th graders. The Michigan SAT test date is April 13, 2021. Please see the SAT link on the Midland Public Schools website for more details on the SAT.
The MDE requires districts to administer the PSAT 8/9 to 8th and 9th graders and the PSAT 10 to 10th graders in the spring. The PSAT test date for all 9th and 10th graders will be either April 13, 14 or 15, 2021; the date will be determined by the high school. The PSAT test date for 8th graders is April 13, 2021.
The SAT, PSAT 10 and PSAT 8/9 are on a common score scale. As such, a student’s score on the PSAT 8/9 is the same score they would have gotten on the PSAT 10 or SAT had they taken it on the same day.
The PSAT 8/9 is the first in the SAT Suite of Assessments; it is aligned with the PSAT 10, PSAT/NMSQT and the SAT. The PSAT 8/9 provides a baseline which allows students and educators to gauge performance over time and pinpoints areas that need to be strengthened
MME (Grade 11)
The MME in 11th grade consists of the SAT (a college entrance exam), WorkKeys (a work skills assessment) and the M-STEP summative assessments which will measure student growth in science and social studies.
WorkKeys® from ACT is a job skills assessment system measuring "real-world" skills that employers believe are critical to job success. It identifies gaps between student skills and employment needs. This assessment, which takes place on April 14, 2021 will utilize three of the eight WorkKeys Foundational Skills assessments: Applied Mathematics, Reading for Information, and Locating Information.
Career Readiness Certificate
Students who score at least a 3 on each of these three WorkKeys assessments will qualify for ACT’s National Career Readiness Certificate® (ACT NCRC).
More information about WorkKeys® can be obtained online at www.act.org/workkeys


Our Mission, Vision & Core Values
Amazing learning, global vision and a true sense of community are the fundamentals that provide students with the tools they need to turn passion into purpose and influence.
The Reach mission, vision and core values arise globally from the International Schools Partnership (ISP) network of schools and is supported by their ethos.
Our mission is to offer a meaningful education for students from different cultures and origins. We must equip them with the knowledge and skills for a successful future after they leave school. Their learning must be both relevant and purposeful. Besides acquiring literacy and numeracy skills and competence with ICT, we also endeavor to provide a holistic education to students, so that they grow into confident, caring and contributing citizens. They must also understand the vital need to make our world a sustainable place to live. The world is a competitive place and only an understanding of the competition ahead will give them the ability to fulfil their potential for success.
Lead. Learn. Inspire.
- Honorable purpose
At the core of Reach British School are the beliefs that:
- All children are capable of learning
- Each student is an individual child who has particular learning needs and through an awareness of what these needs are, we can help support students in becoming confident and successful learners
- Students have the right to a quality education in a safe, stimulating and nurturing learning environment
- High expectations should permeate the whole school learning-community to raise achievement for all
- To foster tolerance and respect, the school community should be principled, caring and appreciative of the cultural diversity of its families and staff
- Students will be encouraged to value their environment and contribute to the wider community
- Education is a shared responsibility between parents, students, staff, administration, the Board of Directors and the wider community
- Learning is a life-long process


“What Every Sixth Grade Parent Should Know”
Pre-AP Mathematics in Middle School
This information sheet was put together to help students and parents of incoming 7th grade students make an informative decision as to which math class their child should enroll in when they enter 7th grade. Many students are excited about the prospect of leaving elementary school and entering junior high, but with this excitement also comes more challenges, choices, opportunities, and additional stress to both the student and the parent. Math is unlike other core subjects regarding Regular vs. Pre AP. Students choosing the advanced math track are actually skipping a year of 7th grade math in order to enter Pre-AP Pre-Algebra and begin the Pre-AP math track. Making sure your child is in the appropriate math class will hopefully ease some of the transition from elementary school to junior high. Correct placement will also help your student build confidence in their ability to do math which will lay the foundation for long term success in future math classes.
The two most popular choices for 7th graders are “7th Grade Math” and “Pre-AP Pre-Algebra”. Objectives included in 7th grade math consist of, but are not limited to, solving one and two step equations with integers, decimals, and fractions, computing with percents, and proportional reasoning. These skills are NOT taught in sixth grade. Objectives included in Pre-AP Pre-Algebra consist of, but are not limited to, slope of a line, linear equations, systems of equations, and transformations. Students entering Pre-AP Pre-Algebra should already be familiar with the concepts listed in the 7th Grade Math course. Please fill out the information below and use the flow chart on the back of this page to help determine the best fit for your child.
Some 7th graders will test into and be given the option of taking “Pre-AP Algebra 1” in 7th grade. Please keep the following points in mind if you are choosing this option for your student:
· Students who are offered this option will be skipping TWO years of math (7th Grade Math and Pre-Algebra). Those courses provide many of the foundational skills needed for success in Algebra 1.
· Algebra 1 is also considered a high school math course and the grade received in this course in 7th grade (and subsequently Geometry in the 8th grade) will be on your student’s permanent high school transcript which calculates class standing at graduation.
· Students will still be required to take three years of math beginning their freshman year. The options currently include Algebra 2 (regular or Pre-AP), Math Analysis (regular or Pre-AP), AP Calculus AB or BC, and AP Statistics.
· Students starting Algebra 1 in 7th grade will be on pace to take Calculus their junior year. In order to continue their math track their senior year, they will have to pursue other options at local universities or enroll in AP Statistics. (Please see the High School Course Catalog for the course sequences)


Skills Offer Substantial Payoff to Part-Time Workers
The stereotypical part-time job requires few skills and comes with lower pay than full-time work. But a look at the data reveals how misleading the stereotype can be.
A policy report by researchers from Drexel University's Center for Labor Markets and Policy, and Educational Testing Service's Center for Research on Human Capital and Education, finds that, on average, there is a substantial payoff in hourly wages for part-time workers with stronger literacy and numeracy skills, even after accounting for level of educational attainment and work experience.
Health/Education Professions: Equal Pay, Accommodating for Women
It is true, the authors also find, that part-time workers tend to face an hourly wage penalty compared to full-time counterparts. But the report shows there are substantial exceptions, especially in the health and education professions. Workers in those fields tend not to face any wage penalty for working part time. In contrast, those in the other professional fields face a penalty of more than 40 percent in average hourly pay. Findings are based on U.S. data from the Programme for the International Assessment of Adult Competencies (PIAAC) from 2012–2014.
A key to this difference is that the duties of health and education professionals, such as nurses and teachers, do not require the same worker to complete each task from start to finish; duties can be handed over to another worker with minimal disruption. That handoff is possible, in part, because full- and part-time workers have similar literacy and numeracy skill proficiencies on average.
As a result, employers tend to be willing to offer equal hourly pay ($24 an hour on average), with the advantage of scheduling flexibility. These occupations are very accommodating for women, who are more likely to seek flexible work schedules for reasons such as caring for children. Three out of every four health and education professionals are female.
MAJOR DIFFERENCES IN SKILLS AND WAGES: Professional part-time workers in health/education fields have similar numeracy (and literacy) proficiency scores as full timers, and also have similar wages. In contrast, part-time workers in all other professions have far weaker skills and earn 40% less than full-time counterparts, according to survey data from PIAAC.
Differing Skills, Wage Penalty in Other Professions
In other professional jobs, however, such as those of lawyers or accountants, work cannot be handed over as easily and schedules tend to be more inflexible. Women are less represented in these fields (38 percent). Furthermore, skills of part-time workers tend to be significantly lower than those of full-timers.
These factors are reflected in hourly pay. Part-time workers in other professions earn less on average than full-time counterparts ($18.65 an hour vs. $32 for full time).
Skills and Earnings in the Part-Time Labor Market
Neeta Fogg, Paul Harrington, Ishwar Khatiwada, and Larry Hanover
The ETS Center for Research on Human Capital and Education
The Center produces high-quality, evidence-based research that explores critical issues impacting opportunity in America today.


What is it
EduGuru Maths is a collection of eight games designed to develop basic maths skills. While catching fish, herding sheep, counting aliens and much more, children will learn:
- counting to 20
- number recognition and ordering
- addition and subtraction
- matching, doubling, halving and sharing
- money (using GBP)
- telling the time
- shapes and sequences
- colour recognition
- size, weight, distance and position
As they play, children will earn stars, medals and trophies to show how well they’ve done!
What our team of testers said
"Two." (counting aliens) - Boy aged 3
"Caught it!" (fishing game) - Girl aged 4
- Covers key numeracy skills
- Teaches children about space, measure, time and money
- Great for practising categorisation and comparison skills
What our experts think
We love that this app covers not just basic number skills (such as counting and addition) but further mathematical concepts like space and measure, telling the time and money. These are key parts of the Early Years Foundation Stage making this app a great way to help pre-schoolers become confident with all areas of Maths. Parents can find out what skills each game is supporting by tapping the owl in the top right corner.
The Fishing and Piggy Bank games were the most popular and children enjoyed being rewarded at the end too. There is a lot of variety (each game has a different theme and there are several levels within each game) which can help keep children’s attention.
It would be even better if...
Some of the games have a lot of levels to get through for one stage, so children began to lose interest. Also, there is a bit of a mix of difficulties – some three year-olds will struggle with the harder levels and games while four year-olds might find them too easy.
- Brands: The Game Creators
- No 3rd party adverts
- No in-app purchasing
- No internet access required for core features
- Child Restrictions: Yes- appropriate features restricted
- Languages available:
- Apple version: iPad, iPhone, iPod Touch
Requires iOS 6.0 or later
- Android version: Android 4.0.3
- App Types: Educational Apps
- Types of skills developed: Categorisation & comparison
Colour, shape and pattern recognition
Numeracy, counting & money
Space and measure
Telling the time and date


These workbooks have been developed for the children of South Africa under the leadership of the Minister of Basic Education, Mrs Angie Motshekga, and the Deputy Minister of Basic Education, Mr Enver Surty.
The Rainbow Workbooks form part of the Department of Basic Education’s range of interventions aimed at improving the performance of South African learners in the first six grades. As one of the priorities of the Government’s Plan of Action, this project has been made possible by the generous funding of the National Treasury. This has enabled the Department to make these workbooks, in all the official languages, available at no cost.
We hope that teachers will find these workbooks useful in their everyday teaching and in ensuring that their learners cover the curriculum. We have taken care to guide the teacher through each of the activities by the inclusion of icons that indicate what it is that the learner should do.
We sincerely hope that children will enjoy working through the book as they grow and learn, and that you, the teacher, will share their pleasure.
We wish you and your learners every success in using these workbooks.
FAQs on Workbooks
The Department of Basic Education has committed to improving literacy and numeracy skills of learners. To achieve this, the Department has produced a series of workbooks to assist learners in Grade R-9.
What are the workbooks?
Each workbook is made up of 128 easy-to-follow worksheets for listening, reading and writing skills. The workbooks are organised into four worksheets per week, divided over eight weeks per term. All workbooks comply with the latest Curriculum Assessment Policy Statement (CAPS). For each year a learner (Gr1-9) will get two workbooks for each subject. Workbook 1, to use from January to June and Workbook 2, for use from July to December. Grade R learners will receive four books per year, one for each term.
Workbooks are distributed free of charge.
What is the point of the workbooks?
They provide every learner with worksheets to practise the language and numeracy skills they have been taught in class. They are also meant to help teachers track the progress of learners and provide extra support if needed. They are a simple way to structure learning activities for learners.
What happens to the workbooks at the end of the year?
Each and every child will own the workbooks. This means they can take them home and write in them.
Do the workbooks replace textbooks?
No. These are meant to be used with textbooks. They save the teacher from writing exercises and preparing their own worksheets.


The Preschool curriculum focuses on the 6 main developmental areas:
Language & Communication
The preschool program encompasses both child-initiated activities and teacher-directed classes in individual activities as well as large and small groups. The fully packed curriculum consists of academic classes (literacy, math, science, social studies, language) as well as performing and creative arts (music, dance, yoga, drama, painting, drawing, etc.) that support fine and gross motor skill development. Additionally children have the ability to take time for themselves via the quiet corner or explore their imagination through pretend play.
The pre-k program naturally prepares each child for the upcoming graduation and entrance into kindergarten. Each child has become more independent and confident and exhibits strong social skills and an eagerness to learn.
In pre-k our children are fluent in Russian, are able to read/write 3-letter words as well as their names, they are able to add and subtract, as well as have coordination of their bodies.


and fostering curiosity
Our Pre-Kindergarten School Readiness Program equips children with early literacy and numeracy skills, essential to commencing Kindergarten. The Program also develops important social, emotional, fine and gross motor skills within a supportive and stimulating learning environment.
Your child will learn about God and His Creation through story, song and role-play. They will be able to explore, create, question and make connections about our world and their place within it through developmental play-based learning and explicit instruction. They will actively engage with people, objects and the environment as they increasingly become confident learners and effective communicators.


By Olivia Bowman
In the past year and a half, both Covid-19 and social media have been two things that have been impossible to escape. Some people log into Instagram to feel like they are still a part of humanity, and at the same time, they are looking at Instagram stories about Covid cases and vaccine availability daily, if not hourly.
Although it is important to stay informed and keep one another safe, how much information about the virus are college-aged students digesting from social media? Is it all accurate?
The World Health Organization (WHO) conducted a study which stated that in Gen Z and Millenials, awareness of false news is high.
“More than half (59.1%) of Gen Z and Millennials surveyed are ‘very aware’ of ‘fake news’ surrounding COVID-19 and can often spot it,” the WHO stated in a March 2021 article. “However, the challenge is in recruiting them to actively counter it, rather than letting it slide, with many (35.1%) just ignoring [it].”
Social media platforms like TikTok, Instagram and Facebook now have links and stories on the latest Covid news, including information about case counts and how and where to get your vaccine. And as soon as a new piece of information about the virus comes out, there are sure to be “For You pages” full of photos and videos about it.
Manon Mincieli, a junior elementary education and English major at the College said she likes to follow sources on social media that are as reputable as possible when it comes to Covid news.
“I feel like I do get a lot of information from Instagram and social media in general. But of course I’m going to question everything that I see by doing further research,” Mincieli said. “Just casually seeing something on social media doesn’t mean that it’s true by any means. Oftentimes, especially on social media, there are a lot of people who try to spread misinformation so I think it’s always important to fact check.”
She also said that she follows Gov. Phil Murphy on social media, as he posts relevant statistics and CDC updates.
Many politicians and government officials have upped their social media game since the virus began. Since some people are on their phones more often, social media presences may be noticed more.
Three researchers found that out of eight groups of accounts including universities and celebrities, politician’s tweets on Covid-19 were the fourth most viewed, beating out medical journals which were ranked number five, according to an article by liebertpub.com.
Lauren Gruman, a freshman speech pathology major, also follows Gov. Murphy on Instagram. She said that she has looked to social media more than ever for getting her news.
“Especially since the CDC posts on social media and posts numbers, I do think I’ve been able to keep up with vaccines and numbers,” Gruman said. “COVID has definitely made me use social media for more news, and helped me refine the news sources I get info from.”
There have been links on social media suggesting to “find out more” about Covid, and who is eligible to be vaccinated.
For sophomore photography major Isabel Smith, Instagram is where she goes most often to get her news.
“I feel Instagram stories have a lot more coverage than anything else,” said Smith. “I can’t go on Instagram without seeing something COVID related, but it’s sort of reassuring to me that I have somewhere where I can go.”
Even with the vaccines being widely distributed, it seems that both Covid and a reliance on social media are far from over, and Mincieli said it is important to remember that.
“To myself and many others, Covid is still a very scary thing that should not be taken lightly. I know we have been in it for so long now but that doesn’t mean that we should stop caring,” Mincieli said. “So I use my tiny platform [Instagram] as a way of informing others and keeping this topic relevant.”


Today is the 96th birthday of the first African American congresswoman Shirley Chisholm. The world is a better place because she was in it and still feels the loss that she has left.
NAME: Shirley Chisholm
BIRTH DATE: November 30, 1924
DEATH DATE: January 1, 2005
EDUCATION: Brooklyn College, Columbia University
PLACE OF BIRTH: Brooklyn, New York
PLACE OF DEATH: Ormond Beach, Florida
REMAINS: Buried, Forest Lawn Cemetery, Buffalo, NY
National Organization for Women Cofounder
National Women’s Hall of Fame 1993
BEST KNOWN FOR: Shirley Chisholm became the first African American congresswoman in 1968. Four years later, she became the first major-party black candidate to make a bid for the U.S. presidency.
Chisholm was born Shirley Anita St. Hill on November 30, 1924, in a predominantly Black neighborhood in Brooklyn, New York. Chisholm spent part of her childhood in Barbados with her grandmother. After graduating from Brooklyn College in 1946, she began her career as a teacher and went on to earn a master’s degree in elementary education from Columbia University.
Chisholm served as director of the Hamilton-Madison Child Care Center from 1953 to 1959, and as an educational consultant for New York City’s Bureau of Child Welfare from 1959 to 1964.
In 1968, Chisholm made history by becoming the United States’ first African American congresswoman, beginning the first of seven terms in the House of Representatives.
After initially being assigned to the House Forestry Committee, she shocked many by demanding reassignment. She was placed on the Veterans’ Affairs Committee, eventually graduating to the Education and Labor Committee. Chisholm became one of the founding members of the Congressional Black Caucus in 1969 and championed minority education and employment opportunities throughout her tenure in Congress.
Chisholm went on to make history yet again, becoming the first African American and the second woman to make a bid for the U.S. presidency with a major party when she ran for the Democratic nomination in 1972.
In announcing her bid, Chisholm said, “I am not the candidate of Black America, although I am Black and proud. I am not the candidate of the women’s movement of this country, although I am a woman and I am equally proud of that. I am the candidate of the people, and my presence before you now symbolizes a new era in American political history.”
Although she ran a spirited campaign, Chisholm was unable to consolidate the support of influential Black leaders, giving way for South Dakota Senator George McGovern to claim the Democratic nomination.
Author of books:
Unbought and Unbossed (1970)
The Good Fight (1973)


How Adoption Impacts Social Emotional & Academic Development
All children vary in their cognitive, social and emotional development though most achieve recognizable milestones along the way. Adopted children and children in foster or other non-birth parent care, have experienced significant trauma which has marked ramifications for their development. They are often behind their peers socially and emotionally. Behavioral and academic expectations need to be geared to their developmental, not chronological, age.
By the time children reach the first grade, they become capable of more clearly understanding the meaning of adoption. For some children, this awareness leads to feelings of being different from others, as well as to feelings of loss or rejection.
Academic achievement can be affected if a child is occupied with grieving the loss of former placement families and attachments or fantasizing about birthplaces, birth families, and alterations in birth situations. Focus can be disrupted; concentration broken. – Adoptive Families Together
Joyce Maguire Pavao believes that all adoptees experience what she calls the “normative crises” of adoption. As their understanding develops, adopted children reprocess their history and identity. They bring additional layers of emotional and developmental complexity into the learning environment. Understanding the motivations and triggers behind their behaviors allows their IEP team to appropriately address their educational needs.
Language Development and International Adoptees
International and trans-cultural adoptees who have also experienced the loss of a first language and may have significant deficits in academic language and development that are masked by excellent pragmatic language skills.
Unfortunately, neither adoptive parents nor school personnel realize that a child’s conversational proficiency in English is not enough to ensure the mastery of the English language needed for age-appropriate academic functioning.– Boris Gindis
Language delays are of particular concern to internationally adopted children because they have such a forceful impact on literacy development. This is especially a problem for older children who arrive at school age.
Older internationally adopted children present many complex issues, The children often are delayed in their first language, have little or no exposure to English upon arrival, have had little or no schooling, and have often experienced trauma, neglect, poor nutrition, lack of health care, and few positive emotional bonding opportunities.
All of these factors, and others, will influence the child’s ability to learn English as a second language. These children are not typical immigrants or refugees who have a known family to provide support. All ties to the adopted child’s first language and culture have been terminated abruptly, often in a 24-48 hour period.
Researchers in communication disorders are finding that young, internationally adopted children who have been institutionalized before placement not only exhibit delays, but also display unusual language-learning patterns because of the simultaneous loss of the first language while learning a second. – Christen Pearson
My Personal & Professional Experience in Adoption
As an adoptive parent I have first hand experience with the impact of adoption on my child’s ability to learn. She has struggled with multiple factors related to language acquisition and the normative crisis of adoption and I have worked to educate her team and advocate for her individual adoption related needs throughout her academic career.
As an adoption professional since 2006, when I co-founded and became Executive Director of ASAP, Adoption & Foster Care School Awareness Project, whose mission was “to increasing awareness, support and advocacy in the schools and community for adoptive and foster families and our children,” I have produced four adoption conferences, consulted with schools, libraries, and parents, published several articles on adoption related topics and acted as contributing editor to the Educators Adoption Awareness Notebooks.
As a Special Educational Consultant Advocate, I am pleased to be able to offer this expertise in addition to my training in special education in order to help children who have joined their families through adoption or foster care receive an appropriate and meaningful education.


Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
Here at Purley Primary School it is our aim that we enable children to:
- Enjoy mathematics both as a tool for problem solving and for its own sake
- Receive a broad and balanced curriculum which includes all aspects of mathematics (Number, Algebra, Shape and Space, Measurements and Data Handling) as well as a range of appropriate learning experiences (eg problem-solving, practical work, games)
- Master and become fluent in, the numeracy skills they will need as a foundation for studying and using mathematics across the curriculum and in every-day life.
- Develop positive attitudes to mathematics, recognising that mathematics can be both useful and enjoyable
Foundation Stage (Please see our Calculation Policy below for more information about the Foundation Stage calculation techniques)
Key Stage 1 (Please see our Calculation Policy below for more information about the KS1 calculation techniques)
The teaching of mathematics in Key Stage 1 ensures pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources (concrete objects, measuring tools, etc.). At this stage, pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2, pupils will know the number bonds to 20 and be precise in their use and understanding of place value. There is an emphasis on practice and repetition at this early stage in order to aid fluency.
We also aim to ensure that pupils read and write mathematical vocabulary, consistent with their increasing phonic knowledge at Key Stage 1.
Key Stage 2 (Please see our Calculation Policy below for more information about the KS2 calculation techniques)
Mathematics in Key Stage 2 ensures pupils master concepts and become more adept at reasoning and explaining their mathematical thinking. Pupils develop the skills to apply the mathematical concepts that they have learnt in key stage one to a variety of contexts and to enable them to solve a variety of problems. At this stage they continue to work on place value, number, the four operations, shape and measurement.
NEW FOR 2019-2020: From the 2019/20 academic year onwards, all state-funded maintained schools and academies (including free schools) in England will be required to administer an online multiplication tables check (MTC) to year 4 pupils.
The national curriculum specifies that pupils should be taught to recall the multiplication tables up to and including 12 × 12 by the end of year 4.
The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided.
For further advice, please click on the link below:
Resources to support your child:
Key Instant Recall Facts (KIRFS)
Every term, children receive new targets to consolidate their mathematical skills. You can find a copy of all KIRF targets here
Conker Maths has some great activities to support your child in learning their KIRFs.
Times Tables Rockstars is an excellent resource to support the learning of times tables. Children earn points for themselves and for their rock bands. They can compete against their own personal best and against each other.
How to access Times Tables Rockstars from home
- Go to https://play.ttrockstars.com/
- Click on School, then click on Student, for school name, enter Purley CE Primary School
Children's logins are available from your child's teacher


April is Math Awareness Month, and although it’s now May, I’m always fascinated by math and how it’s taught in the U.S.—in such a way that few Americans are skilled in the subject.
Yet math competence is rewarded handsomely: According to the Bureau of Labor Statistics asÂ reported by MarketWatch, math is not only where the jobs are–it’s where the high paying jobs are: “The median annual wage for those in mathematical science jobs was $76,270 in 2012, more than double the median wage of $34,750 for all occupations.â€
Sean Nank, Ph.D., is a professor at the American College of Education and an expert on the teaching of mathematics. He believes teachers should “rethink how we portray mathematics to students to develop a balance between conceptual aspects, procedural skills, and application.â€ Nank and I talked by e-mail. Our conversation is edited and condensed below.Â
Black Enterprise: Why is math awareness important?
Sean Nank: Math awareness to me means two things. The first is having an awareness of mathematics in our daily lives: when we interact, the cadence of our conversations, patterns in nature, predictions, logical reasoning, symmetrical beauty, music, movement, dance… the list goes on.
The second is having an awareness of the importance of mathematics education. Without an acknowledgment of this importance, everything in the prior paragraph is glossed over or missed entirely.
BE: Why are math skills so empowering?
SN: We as educators start segregating students from an early age into the “smartâ€ students and the ones we deem as not successful in school. Mathematics is the primary gatekeeper. We view and judge people as early as Pre-K as being “goodâ€ students based largely on their mathematical skills. We, unfortunately, track students according to their mathematical abilities, and some of these tracks almost guarantee that students will not be successful.
BE: Americans stink at math. How can we get better?
SN: We can help students with mathematics by helping teachers with mathematics. All the courses I teach at ACE have strong components of activities and assignments teachers can bring into their classroom the very next day.
Within the mathematics classroom, the most influential shift we as educators could make is finding a balance between conceptual understanding, procedural skills, and application. If our curricula emphasize one of these over the others, then we will not be better at mathematics. Usually, conceptual aspects of mathematics are missing or systematically removed from existing curricula. If we embrace a conceptual outlook, students will not only get better, they will see mathematics for what it really is.
BE: Low numeracy skills are hobbling us as a nation. Your thoughts?
SN: Numeracy skills trace back to our first interactions with numbers, which by and large have been memorization. Speed tests that require students to demonstrate their ability to memorize are still prevalent at all levels of mathematics, especially in K-5 education. Realizing that memorization is not indicative of numeracy skills and changing the pedagogical strategies from memorization to pattern recognition while composing and decomposing numbers would help tremendously. Also, get rid of competition in early math classes as these tend to favor male students over female and have little to do with students’ mathematical understanding.
BE: Are elite math competitions an answer?
SN: Math competitions are part of the problem. There are collaborative components built into our classrooms and assignments at ACE. This helps teachers’ learning but it also reinforces that students often benefit more from collaboration than competition.


Build Creative, Patient & Resilient kids with Music
Our children are living in an instant and idealistic world. We can capture a moment and can share it instantly with anyone we choose across the globe. We can crop, filter, and alter our images with a simple click.
Our children are surrounded by marketing and advertising campaigns that highlight how much they need the ’latest trend item’ now! They are surrounded by the unrealistic expectations of social media and are living two or more lives at once - their real and virtual life (and perhaps a secondary virtual existence in the social media accounts of others).
Want to watch a movie? No need to wait, we can pick our movie at a click of a button and binge watch a whole series. Want to read a book? Purchase the instant download on the tablet device. The kids are hungry and we forgot to organise dinner. Never mind, we’ll get takeaway.
As a society, we are growing a generation of people who are not learning how to wait or be patient. A generation who at times lack resilience when things don’t go their way straight away.
However, not everything is instantaneous. They want to play piano (or any instrument)? Chances are, it’s not going to happen overnight. As a music teacher and a mother, I strongly believe that music can help us overcome these downsides of our technological advances. While music may not be the only solution, participating in music lessons helps our children improve their patience. It takes time to learn an instrument. If your child who has just started an instrument decides they are no longer interested, encourage them to play some pieces they find fun or exciting. Encourage them to invest some more time and energy into learning something new before deciding that it isn’t for them. Be mindful that learning music, unlike many other things is not instantaneous, it takes time, dedication and energy.
It takes time to learn a song or piece of music. When learning an instrument, our kids learn to set aside time to practice their skills and improve. They set aside time to learn how to do something unfamiliar. They develop a positive habit of spending a regular amount of time learning a new skill, then improving and refining it for performance. Over time, they learn how to make sense of music notation, make sense of the instrument, the sound of the music and learn how they all interact. During this time, they learn how to respond to correction, suggestions and praise and are encouraged to think critically and creatively,
Other than music digital downloads or listening to an audio file, nothing about music education or performance is instant yet students keep coming back for more lessons. Why? Because it’s fun, they are growing and learning!
This isn’t where the benefits of music education stop. Our children learn to be resilient, learn to take risks and learn to have fun in performance. In a world that is painted through rose tinted glasses, they learn that it’s ok to make mistakes as long as one keeps moving forward. Through performing and participating in music, they learn about the joy of sharing music with others as well as the joy of sharing music with oneself in a quiet space. Participating in music equips students will the skills required to cope with unexpected situations or problem solve when situations are less than ideal. By encouraging our kids to work at something that takes time, dedication and effort, we are encouraging them to keep working on character traits which are often forgotten about or neglected in our instant download world. When students learn a new song, complete a music book or music grade, they experience the confidence boost of accomplishing something that didn’t happen magically or overnight, but took time, effort and practice.


When we were kids, chances are we just had one screen to focus on today. But if you go back a bit further in time, there was just the radio – the kids of that time would gather around to listen to their favourite stories.
Kinderling Kids Radio was designed to create something like that old-fashioned experience with a modern spin. Sally Knight is the Head of Early Learning at Kinderling and spends her days getting creative with sound through a range of programs aimed squarely at little ears.
Creative sound play
Hear It, Make It is a guided music imagination exercise that encourages children to make, draw or build what they hear. The music can be classical, contemporary, lyrical or instrumental and it can be eye-opening how the kids respond to the music.
“I’ve been in daycare centres and seen kids make stuff, and it’s amazing because they always hear something different – so they use blocks, they use playdough, paddle pop sticks, anything … feathers,” says Sally. “So we’ve had monkeys eating bananas in rocket ships. You know, beautiful pictures of their family house and their friends. It’s really up to them.”
Hear It, Make It is part of the broader Play and Learn program that’s been specially designed with early childhood educators. The show is aimed at kids 3 – 5 years, and develops kids’ language, coordination, and emotional development.
“Developing those school readiness skills – and listening to your teacher is a pretty big one – so Play and Learn really tries to focus on this,” says Sally.
MORE Toddler Essentials
Listen to Sally Knight on Feed Play Love:
The gentle art of listening
Listening is a great way to spark children’s imaginations generally, but listening has become a bit of a lost art, says Sally. Particularly when you consider how many things are competing for your child’s attention. But slowing down and simply listening to a story has incredible benefits for children of all ages.
“That story will take you to an amazing place in your mind and your imagination. And that’s what we’re doing on Kinderling with our audio stories and our creative activities. Really sparking children’s imaginations.”
The secret powers of music
Aside from being hugely entertaining, Sally believes that music and sound is an important part of childhood and enhances development in a number of key areas.
“Music is also a wonderful therapy and a learning tool. It can help children to retain information – lyrics to songs can help them recall that information and generally help with memory retention, which is really really important,” Sally explains. “It’s hard not to dance or move when your favourite song comes on [which] links to gross motor skill development and physical activity which is important for little kids.”
“Meditation features in a lot of the Play and Learn programming and that grows children’s resilience and emotional intelligence. And then lastly there are stories, which help children to understand language, and help them to focus and concentrate.”
There are so many valuable skills to develop before heading off to big school where active listening is so important for learning.
This post is sponsored by LEGO DUPLO. The fun way to create and connect.


ERIC Number: ED496478
Record Type: Non-Journal
Publication Date: 2007-Apr-30
Much More Social Studies through Children's Literature: A Collaborative Approach. Through Children's Literature
Fredericks, Anthony D.
These dynamic literature-based activities will help teachers energize the entire social studies curriculum and implement national (and state) standards. The author presents hundreds of "hands-on, minds-on" projects that actively engage students in positive learning experiences. Each of the 62 units offers book summaries, social studies topic areas, critical thinking questions, classroom resources, and lots of easy-to-do activities for every grade level. The author also provides practical guidelines for collaborative ventures with school librarians, tips for integrating literature across the curriculum, lists of relevant web sites useful in social studies education, and an up-to-date section of annotated bibliographies of the best in children's social studies literature. All titles are linked to national social studies standards. A chapter on the need for collaboration between the classroom teacher and the school librarian is included. Each individual unit also includes a section on one or more collaborative classroom/library projects. Grade levels are included. A "crossover" section points out how social studies literature can also be used to promote other aspects of the elementary curriculum.
Descriptors: Social Studies, Elementary Education, Childrens Literature, Experiential Learning, Learning Activities, Units of Study, Librarian Teacher Cooperation, Academic Standards, National Standards, Constructivism (Learning), Multiple Intelligences, Oral Interpretation
Greenwood Publishing Group. 88 Post Road West, Westport, CT 06825. Tel: 800-225-5800; Tel: 203-226-3571; Fax: 203-222-1502; Web site: http://www.greenwood.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education
Authoring Institution: N/A


Please click on the title of the session below to download the PDF handout. I’ll be adding to this page throughout the year so please check back for more handouts of all the sessions I present around the world. Feel free to share this link with your colleagues and friends. Please contact me directly with any questions you have or … Read More
My article, “Sound Systems for the 21st- Century Classroom” was featured in the November 2016 Texas Music Educators magazine Southwestern Musician. To see a pdf version of the article, click HERE. Some of the items referenced in the article can be seen in the links below. The are examples of some of the products you can use in your classroom. Other … Read More
Thanks for attending a workshop. Please click on the session title below to download the PDF handouts and feel free to give to your colleagues. If I can be of any further service, please contact me via the email on the handout or use the Contact Form. FREE Technology for the Music Educator Basics of Audio for the Music … Read More
Session handouts from TMEA/TI:ME 2013
Roland has just introduced a hand-held device for vocalists, the Roland VT-12 Vocal Trainer.
I decided to do an experiment with my Introduction to Electronic Music classes. I created an entire unit that I would give very little “live” explanation about the assignments but provided students with detailed assignment sheets, complete with graphics, and corresponding video explaining and demonstrating how to do each assignment in the software. All the teaching and work would be done in class just as always except, this time, they would be listening and watching me explain and demonstrate via video screen-cast. The unit I chose was the Final Project. Suffice to say, things are much better than expected!
The 10 session course will be in the Standard Format and run for 11 consecutive weeks, skipping Thanksgiving week. In 10 sessions you’ll not only learn the basics of GarageBand but how to use it to teach basic music and composition skills to your students. You leave the course with all the materials you need to teach an introductory course using music technology including 17 lesson plans, student assignment sheets, handouts and worksheets for the lessons.
A frequent discussion thread in music education involves re-evaluating traditional school ensemble music programs – bands, orchestras, choirs – and the role of music education in reaching and teaching what Rick Dammers and David Williams refer to as “non-traditional” music students. At their website, Music Creativity Through Technology, Dammers and Williams make the case for the kinds of programs that … Read More
Teaching Music with GarageBand Three (3) Graduate Credits through Salem State University Here’s the course calendar for the course beginning June 16, 2012. The Accelerated Format delivers 10 Units over a 5-week period. The Course Weeks overlap Saturday through Wednesday and Tuesday through Saturday. One Unit is made available on Saturday morning by 8 AM. Participant’s assignments for this Unit … Read More


People who live in Nebraska and know someone from another country who wants to come and study in the United States will want to ensure the visitors know abou the right type of visa they will want to apply for. As explained by the United States Department of State Bureau of Consular Affairs, there are actually two different classifications of student visas.
One student visa is an M visa and may be available to those persons wanting to participate in vocational training programs in the U.S. The other type of student visa is the F visa. This may be used by young elementary or high school foreign exchange students or college and university students. Persons wanting to attend religious training schools such as seminaries or to pursue special music education at a conservatory may also apply for an F visa.
International Student, an organization that facilitates study abroad programs worldwide, indicates that when applying for an F-1 visa, students will want to prove that they are strongly connected to their native countries. This may be shown by indicating a number of relatives still in the country or even a potential job waiting for them once they have completed their studies.
Student visa applicants will also need to show that they can provide for themselves financially. Student visas are not available to persons seeking non-credit or recreational courses. Similarly, people with visitor visas can only take non-credit or recreational courses in the U.S. as the standard visitor visa does not permit them pursuing credit or degree programs.


“The other education began in the hearts and thoughts of our communities.”
(Zapatista education promoter)
For almost two decades, Schools for Chiapas has been helping indigenous Zapatista communities to construct their autonomy, principally through supporting a range of education programs, and more specifically through providing materials for the construction of schools. Our aim has been to provide some of the foundations necessary for these communities to build schools where their children can learn about the richness of the culture and history of their Mayan heritage.
While we were in the process of redesigning our website, we thought we would be even more ambitious. As a central element of autonomous Zapatista education is taking the school out of the classroom, we thought that we would take the school out of Chiapas, and give schools all over the world the chance to be schools for Chiapas too.
To this end, we are in the process of collecting, devising, and sharing an expanding series of lesson plans in order to provide educators and students with opportunities to teach and learn about Chiapas. These lessons are aimed at the K-12 range but can be adapted to the relevant educational context. They cover a variety of subjects, including, among others, ELL, ESL, Spanish, math, history, social sciences, and arts.
We invite you to explore the history and culture of the ancient Mayan peoples and their mathematical prowess. Encourage your students to reflect on their habits and environment and how these relate to the daily life of people in Chiapas. Discover why the Zapatistas cover their faces, and learn about their influence on contemporary global protest movements. Read about the role of women in the Zapatista movement, and the inspiring life of Ramona in Spanish. All of this while developing the literacy and numeracy skills of your students, as well as developing their social awareness.
These are just a few of the areas that we offer you at the moment, as in true Zapatista spirit, we see this very much as a collaborative work in progress. We invite you to give us your feedback and ideas and contribute your own lesson plans, so that this can become the ever-growing resource we envisage it as. We provide a lesson plan template as a guide, and a feedback sheet for these purposes.
We hope that this resource will contribute in some small way to making another world possible, a world where, in the words of the Zapatistas, many worlds fit.


Lesson study – Maths (September 2019)
To download a copy of the Maths Lesson Study, please click HERE.
Why introduce a lesson study focusing on numeracy across the school at MHS?
Students and Teachers
- To develop domain specific thinking with maths in other subject by prompting student to think about subject content using the tools of mathematics;
- To develop skills to ask mathematical questions in lessons.
- To consider the need to raise standards in numeracy;
- To consider current images of mathematics and mathematicians ( students and teachers views);
- To consider the need for improving numeracy skills across the curriculum;
- To include staff that will promote partnership and development of skills within their area of expertise;
- To give ownership of numeracy by teachers across the curriculum leading to consistency;
- To promote a growth mindset effectively when approaching maths problem;
- To develop class teachers knowledge, skills and understanding of how numeracy can be embedded across the curriculum;
- To continue to encourage the development of partnerships between classroom teachers;
- To ensure that all staff have access to the appropriate teaching approaches and resources associated with numeracy.
What are you going to do – what teaching approaches are you going to use?
Consistent approach to the use of calculation policy
- Training teachers to improve strategies for teaching and learning of calculation strategies in Mathematical thinking.
- Consistently implement bespoke and whole school interventions aimed at extending students vocabulary in mathematics
Whole staff training
- Specific staff to receive bespoke training on chosen interventions;
- Working in partnership with other stakeholders;
- Evidence based practice, implementation process through research lesson study group and CPD;
- All staff to receive training on how to develop skills to asking mathematical questions in lessons
- Inter school collaboration as a part of peer support network
- Training programme for specific staff on mathematical thinking
- Whole school staff training on aspects of embedding numeracy across the curriculum
- Whole school staff training on how to use a calculation policy
- Head of Department acts as coach to Focus group in implementing developed numeracy programme
- Focus group to coach teachers/support staff/ intervention staff throughout the lifespan of the project
- Research for a new strategies of using mathematical thinking in different curricular areas and develop a common approach.
- Online research to reading including specific vocabulary modules in mathematics for staff and students
Monitoring and Evaluations
- Staff to film good practice of the teaching of Numeracy which will then be shared between the foci group;
- The foci group will analyse observations of each non maths lesson and the impact it had on the students learning and development in mathematics;
- Project lead to monitor understanding and attitude of using numeracy across the curriculum– students’ and teachers surveys.
- On–going monitoring of numeracy in class ( Weekly maths challenge) provided by Focus group
- All teachers are teachers of numeracy;
- Raised the standards of numeracy of all of Maplewell Hall School students;
- Develop domain specific thinking with maths in other subject by prompting student to think about subject content using the tools of mathematics;
- Increased access to maths resources;
- Teachers are equipped with the skills and resources to teach numeracy;
- Share good practice of numeracy across the school to enable the students to succeed at improving their mathematic skills;
- Baseline and continued assessments are effectively used to inform pupil’s next steps;
- Improved students’ social and emotional development, particularly confidence and self- efficacy.


Benefits of Guitar Lessons in Philly
The Benefits of Music Lessons for Children and Young Adults
Between academics and sports, your children’s lives are pretty hectic. Sports are great for keeping them active. It teaches them about sportsmanship and having an activity they will hopefully continue to do. But creatively, you want to make sure they are using other talents to keep them engaged and entertained. Think about music lessons, especially if their school has taken the music program out of their curricular. Philadelphia is known for its rich musical history. Taking Guitar lessons can be a very good choice to channel energy and get those creative juices flowing.
They may not be the next Mozart or Elvis, but learning an instrument may just help them learn math, practicing patience and finding a rhythm all their own. There are tons of benefits to a music education. Here are some:
Learning to read music involves math. When they learn to understand beat, rhythm, and scales, they are learning how to divide and recognize patterns. It also helps with their memory skills. By learning a song, they are remembering from their short-term memory. By remembering that song, they are storing it in their long-term memory. This helps improve memory skills.
Learning social skills
Learning an instrument can give a child an outlet in which to communicate with other children, therefore building on their social skills. Finding something they are interested in, they will want to discuss those passions with others.
Lessons help a child learn to accept constructive criticism. Turning that criticism into improvement when they play helps build their self-confidence. Of course, if they improve and ultimately get good at their instrument, their confidence goes through the roof.
Learning patience and discipline
Learning an instrument such as the guitar requires a lot of patience and understanding. Before you can even play, you must learn how to read music, how to hold the guitar and where to place your fingers. They learn that you cannot simply jump into playing without first understand the how’s and why’s. This teaches them an important lesson in patience and discipline combined.
Having something all their own
Playing an instrument may just give your child an outlet that no one else is doing. It makes them special. If they excel at it, they have created a niche for themselves that is all their own. They feel wondrous and as if they have a sense of purpose. They carry their instrument with pride and the knowledge of knowing they are doing something most people can’t.
If your child is interested in learning a musical instrument, allow them to decide which instrument they think they may want to play. Make sure it’s a smart investment, budget-wise. Many music teachers agree that you can’t go wrong with piano, percussion instruments, violin, recorder and especially guitar.
If you are looking for great guitar lessons in Philadelphia, contact the David Joel Guitar Studio. David Joel has been teaching guitar to young and old alike for many years. He knows how important the developmental stages are. With his experience and patience combined, he is your child’s best choice.


Cybersecurity is one of the most important aspects of information technology—it protects companies’ and organizations’ networks, programs and data from malicious cyberattacks like website hacking, data theft or ransomware. “Cybersecurity is extremely important to the health care industry because our role is to protect our members’ private health care data,” says Angela Williams, director of information and cyber security for Blue Cross Blue Shield of Michigan.
A career in cybersecurity has grown considerably over time. “Many years ago, most companies were primarily focused on implementing technologies to minimize a denial of service attack on the network or ensure data didn’t leave the network unauthorized,” Williams says. “Today, it’s more complex because criminals have become much more sophisticated.” The evolution of tools and technologies used by cybercriminals has created an environment that, as Williams says, “can bring a company to its knees in a very short period of time.”
With there being such a high value on health care data, it’s necessary to have an educated workforce that fully understands their role in protecting this information. “Cybercrime is a big business,” says Williams. “It’s critical to also have a highly skilled cybersecurity team.”
A Growing Demand
There is currently a great need for cybersecurity professionals in the United States. In 2015, more than 209,000 cybersecurity jobs went unfilled. And it’s projected that by 2019, between one and two million cybersecurity jobs will be vacant. “There are so many opportunities in cybersecurity, especially within Blue Cross,” says Williams. Depending on your interests, you can become a specialist in a number of areas.
- Security Operations Center Analyst – Members of this team perform daily analysis of Blue Cross’ IT data and networks to identify any threats or incidents.
- Applications Security Testing – These specialists often have a programming background and focus on identifying vulnerabilities in web applications and databases.
- Engineers/Architects – For those who are technically driven, this specialty is responsible for designing and implementing the latest security tools.
- Governance/Risk – These professionals ensure that the appropriate security policies, standards and controls are in place. Under this group, you can also focus on risk management or security awareness and training, which helps all employees learn and understand cybersecurity.
For more information about career opportunities with Blue Cross cybersecurity, visit MI Blue Talent.
Launching a Cybersecurity Career
While an IT background is valuable, the route one takes to cybersecurity does not have to be straight. “There is no perfect background,” says Williams. “My IT career started as a desktop support specialist, and my continued curiosity to understand how technology should/shouldn’t work eventually led me to a career in cybersecurity.” Curiosity is key characteristic of many cybersecurity professionals, as is a love for problem-solving. “In this field, one almost has to play the role of a detective,” Williams says.
If you’re just starting out, Williams recommends pursuing internship opportunities. “Blue Cross has a phenomenal internship program and the Information Security department actively participates by onboarding s three or four interns each year,” she says. “We give our interns real work and, by the end of the program, they’re ready to be hired.” Some entry-level IT positions are also a great starting point. “Developing foundational skills and knowledge of how technology and applications function can prepare potential candidates to a future career in cybersecurity” Williams says.
Visit these blogs for more information about careers in Blue Cross IT:


W-sitting is a position that is too commonly used by children when seated on the ground. In this position, a child sits on their bottom, with knees bent, feet tucked under, and legs splayed out to each side in a “W” configuration. Because this position is so common, most adults do not realize that use of this position can have negative ramifications on a child’s growth and development.
Negative Effects of W-Sitting:
The reality is that this position can cause orthopedic problems, delay development of postural control and stability, and delay development of refined motor skills. For these reasons, its use is strongly discouraged.
Excessive use of a w-sit during the growing years puts undue stress on the hip abductors, hamstrings, internal rotators and heel cords, leading to the possibility of orthopedic problems in the future. “W-sitting” can lead to hip dislocation, and for children with pre-existing orthopedic conditions, these conditions can worsen when major muscle groups are placed in shortened positions. The muscles begin to tighten, and this can lead to a permanent shortening of the muscle, which can affect coordination, balance, and development of motor skills.
The w-sit widens a child’s base of support, resulting in less need for weight shifting, postural control and stability as they are playing, moving and reaching than in other seated positions. In addition to resulting in decreased trunk control, the w-sit does not require as much trunk rotation, which helps develop midline crossing and separation of the two sides of the body needed for bilateral coordination. Good trunk control and stability, midline crossing and bilateral coordination are needed to develop refined motor skills and hand dominance.
How to Prevent W-sitting:
It is best to prevent children from developing this habit. However, we all know children who have already established this as a preferred seated position. When possible, anticipate and catch it before you see your child move into a w-sit. If and when you do see your child in a “W”, consistently encourage her to adjust to a different position by saying, “Fix your legs.”
Consistency is key. Make sure children know what some of their other options are so they can choose an alternative. Functional seated positions that will allow the child to develop trunk control and mature movement patterns include “tailor sit” (also called “criss-cross”), “long sit” and “side sit”. It is important for parents to teach and encourage alternate seated positions at home, and teachers to teach and encourage their students to use alternate seated positions at school. This encouragement will have positive effects on a child’s growth and development of foundational skills.
When playing with a child on the floor, hold his knees and feet together when kneeling or crawling – it is impossible to get into a w-sit from there. The child will either sit to one side, or sit back on his feet, and from there he can be helped to sit over to one side. Try to encourage sitting over both the right and left sides to promote bilateral development. Using various patterns of movements and positions demand trunk rotation and lateral weight shifting.
If a child is unable to sit alone in any position other than a “W”, talk with an occupational therapist about supportive seating or alternative positions such as prone and side-lying. Sitting against the couch while playing may be one alternative, as well as using a small table and chair. A therapist will have many other ideas based on each individual child.
NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!


This past week saw the publication of an important report card of interest to school districts as well as prospective teachers and their parents. The National Council on Teacher Quality issued the Teacher Prep Review Report for 2013. Any district engaged in hiring new teachers will want to consider the quality of the program from which the prospective new hire is graduating, and the Report is an excellent source of advice.
We have witnessed the decline in US students’ knowledge of critical subjects like mathematics, science and reading, skill areas that are critical for our economic prosperity. This new report from the National Council points directly to one important cause of the poor achievement levels of our children in American schools – the quality of teacher preparation programs from America’s colleges and universities. Penley on Education and Energy has written before of the critical role that teacher preparation plays, e.g., in the implementation of common core standards.
The Report makes clear the challenge faced by prospective teachers and school districts that are hiring new teachers. It is especially pronounced in certain regions of the US. In my own Western region there were only six Honor Roll programs in secondary teacher preparation, including Arizona State University’s Mary Lou Fulton College. Those six programs represent all of the Mountain West and Western states. Not one of the six Honor Roll programs in the West and Mountain West also had affordable tuition, according to the Report.
In the southeastern states and Texas, there were several affordable options from the Honor Roll for secondary teacher preparation. They included Southeastern Louisiana University, the University of Texas – Pan American, Arkansas Tech University, Austin Peay State University, Middle Tennessee State University, University of Central Arkansas, and Texas Southern University. But only 23 programs in the entire country made the list of Honor Roll secondary teacher preparation programs with affordable tuition.
The National Council on Teacher Quality’s Report is explicit about what needs to be done by school districts:
a. Enact a policy that student teachers can only be assigned to highly effective teachers (based on measureable student learning results) who are capable adult mentors.
b. Manage carefully the number of student teaching placements in your district in light of the overproduction of teachers, especially in elementary education programs.
c. Districts should raise standards for the qualifications of teacher candidates to whom the district will offer placements.
d. Insist that the placing academic institution take into account and weigh heavily the district’s evaluation of a student teacher.
Let us hope that actions like these recommended ones by the Council for school districts will create the needed pressure on colleges and universities to improve their teacher preparation programs. Out prosperity and quality of life depend upon it.


Today is INDIGENOUS LITERACY DAY — a day for celebrating reading and writing, and our love of language and learning. To beat the drum, we're excited to launch a new video (above) that shares an important story. A story that is told by the communities that we work with, that celebrates the joy, excitement and power of the books children in remote communities are creating.
Having your language and culture represented in a book is vital for literacy development and cultural preservation. “Language is the glue that binds us,” says our Board Director and Community Representative, Leitha Assan. It keeps our First Nations' identity, culture and connection to Country, strong.
We are proud to say that in our lifetime we have gifted over 350,000 books to over 280 communities, and published 90 stories with community, that reflect 18 Aboriginal languages. We continue to work closely with communities across Australia to create more books for the younger generation.
To celebrate Indigenous Literacy Day, and the UNESCO International Year of Indigenous Languages, please make a donation to help us to continue to help communities create and publish books in language. All donations over $2 are tax deductible.
“Parents get excited when their child has a favourite book and they talk about it in language. One of our favourite books, ‘The Green Sheep’, is known as ‘Yatji’. We love ILF at Amata Playgroup! Thank you for supporting our kids. So many big smiles here because of the lovely books you have given us.”
The Indigenous Literacy Foundation (ILF) acknowledges First Nations peoples and recognises their continuous connection to Country, community and culture. We pay our respects to Elders past, present and emerging, and honour the sharing of traditional stories passed down through generations. In particular, ILF acknowledges the Gadigal people of the Eora Nation, the Traditional Owners and Custodians of the lands on which our head office is based in Sydney.
The Indigenous Literacy Foundation further recognises the important role that language and storytelling have for culture and community, and the responsibilities that come with our work in these areas. If you notice any information you believe is inaccurate, please don't hesitate to contact us.
The Indigenous Literacy Foundation works as an initiative of the Australian Book Industry with the
Indigenous Literacy Foundation is registered with the ACNC and is a Public Benevolent Institution with DGR1 and TCC status.
ABN 45 146 631 843.


An educational, entertaining and eco friendly activity kit to enjoy with your kids. Teach your children about the importance of respecting the environment whilst recycling an item from around the home in a fun activity that you can complete together.
Eco Kids Activity Kits - Recycled Bird Feeder
The first Eco Kids Kit involves completing a fun and educational activity to make a bird feeder from a recycled toilet role tube.
PLEASE NOTE - THE ECO KIDS ACTIVITY KIT IS CURRENTLY ONLY AVAILABLE AS A DOWNLOAD. YOU WILL RECEIVE A PRINTABLE PDF OF THE SHEETS DETAILED BELOW - YOU WILL NOT RECEIVE A PHYSICAL PRODUCT.
The Eco Kids Activity Kit is a downloadable PDF and you will receive printable sheets including:
- An Eco Kids Kit Cover Sheet
- A list of what you will need to complete the activity
- Instructions for making your recycled bird feeder
- A challenge for all task sheet - an educational worksheet with numeracy and literacy tasks to suit all ages. There are tasks for both preschool (age 3+) and primary school (age 6+) meaning the kit is suitable for kids of a wide range of ages.
- A photo of the kids kit to give you inspiration as you complete the activity
- Information on how the kit benefits the environment - teaching your children about how the kit helps fight climate change and benefits the planet
- A bird spotting checklist, so that you and your children can check off the birds that come to munch on your recycled bird feeder
The Eco Kids Activity Kits are designed to be completed with adult supervision.
How will I receive my Eco Kids Activity Kit?
Upon completing your order, your Eco Kids Activity Kit downloadable PDF will be on its way to your inbox. If your Eco Kits Activity Kit has not arrived within 24 hours, please email email@example.com and I will be happy to help resolve the issue. Please make sure to check your spam/ promotions folder in your email inbox.
More Eco Kids Activity Kits?
Every 2 months a new Eco Kids Activity Kit will be added, with a fun new activity to recycle items from around your home. Check back regularly or follow Sustainer Container on Facebook, Instagram or Pinterest to be the first to know when the new Eco Kids Activity Kits launch.
Spend quality time having fun with your child whilst teaching them about the environment and helping to develop their literacy and numeracy skills with our Eco Kids Activity Kits!


Introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children's literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book's success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.
These open textbooks cover various topics in education, including classroom management and supervision, contemporary issues in education, and special needs education. The list of books is comprehensive; it’s best to skim through the list to find specific-interest books.
From the University of Massachusetts, this course is designed to provide early childhood education professionals with the knowledge and skills to assess their own level in terms of the eight core competencies, across the infant-toddler, preschool and out-of-school age range.
The 10 modules include video segments featuring teachers using effective strategies and techniques in the classroom on subjects such as phonemic awareness, phonics, speech sounds, and text comprehension.
Help in preparing for the CSET subject tests. Also offered is a ”four-part webinar series specifically designed to help participants better understand and more effectively support gifted students both at home and in the classroom.”


Poor numeracy skills need addressing widely10 August 2011
Responding to the report, A world-class mathematics education for all our young people, Sue Southwood, NIACE’s lead on numeracy, said:
“Carol Vorderman is right, poor levels of numeracy do risk having a ‘catastrophic’ effect on the economy. Research shows that adults with strong numeracy skills have better health, stronger and more varied employment prospects, higher earnings, easier access to training opportunities and to higher level qualifications, and better access to good housing. Yet at least a fifth of adults in England do not have the basic numeracy skills needed for everyday life.”
“Therefore there is an urgent need to address poor numeracy skills – not just in schools but for the whole population. Earlier this year, NIACE published Numeracy Counts, the final report of an independent Inquiry on Numeracy. The report recommends changing the way we look at numeracy learning and suggests a focus on ‘real-life’ activities such as managing bills and making everyday financial decisions. There should be more and better opportunities for adults, including young adults, to improve their numeracy and it will be a fools’ errand to offer our young people ‘more of the same’ until the age of 18. For young people leaving school with low levels of numeracy, maths should be taught informally, in different contexts and with a focus on its relevance to everyday life. It shouldn’t be treated like just another subject on a timetable.”
“There is an even greater urgency to overcome the fear of maths that many adults have and to challenge the culture that ‘it’s ok to be bad at maths’ that is so often worn as a badge of honour. This is particularly important for parents as they are their children’s first and most important educators; it is vital that negative attitudes about maths are not passed down through families. Working with young parents and family learning groups can make a long-term difference so let’s not confine our thinking of maths just to schools.”
A world-class mathematics education for all our young people was produced by a ‘maths task force’ led by Carol Vorderman, which was commissioned by the Conservative Party when it was in opposition in 2009.


We live in a world surrounded by technology. We know that whatever field our students choose to go into as adults, their ability to succeed will increasingly depend on understanding how technology works. However, only a tiny fraction of us are learning how technology works because of lack of technology access and lack of exposure to the types of careers available in the world. It also doesn’t help that fewer than half of all schools teach computer science.
That’s why next week, our entire school is joining in on the largest learning event in history: The Hour of Code, during Computer Science Education Week (December 5-11). More than 100 million students worldwide have already tried an Hour of Code to date. This is a chance to change the future of education in Boston!
Our Hour of Code is making a statement that East Boston EEC is ready to teach these foundational skills that we call “21st century skills”. To continue bringing programming activities to your students, we want to make our Hour of Code event as huge as we can! I encourage you to share the news on your Facebook/Twitter/ other social media channels and consider dedicating some time next week at home to participate in Hour of Code activities.
See the Hour of Code website for details, and help spread the word. Below are some additional activities to try with your child from Scratch, Jr. They are appropriate for children ages 5-9 and have the following themes: programming, storytelling, mathematics, art, and creativity. Simply click on each link to download the activity sheet for that activity.
Students will be introduced to computer programming by making a sun set over a city landscape.
Students will create a spooky forest that features multiple characters called “sprites”. This way, they learn more about how to use Scratch, Jr.
Students will learn advanced features of the Scratch Jr. app by making a dog and cat meet each other and exchange hellos.
Be sure to let me know if you’re planning on doing any activities next week, and how they went. I would love to hear your stories and to see what projects your child will create!
Young STEAM Inventors


One of my favourite areas of science to teach after Biology was Earth Science. I loved seeing the moments of wonder as children understood a little more about the planet that we live on and how it works to create the environment that is needed to form life and for us to live. When I taught it one of the first things I started with was understanding what the planet is made of especially in terms of the layers of the Earth. This 3D Layers of the Earth Model was an easy no mess activity that could be done to create a quick model that the kids could then use to extend their knowledge in their workbooks further.
I liked to mix up the different methods we looked at and represented the layers of the earth as children learn in different ways. This pie section model is a low mess activity and was a piece of homework I would set as it was easy to make, needed little resources and they could use the models and notes we had made in class to work on it.
Whether you are a parent that has been set create the Layers of the Earth for homework, a homeschooler who is teaching your own children about this or a teacher looking for some activities that could be used in the class or as a homework activity on Layers of the Earth this is ideal.
Materials Needed for your Layers of the Earth Section Model
We have included affiliate links to products and resources we have used and recommend
A download of our Earth Layers Template available when you subscribe to our Hands-on Activities News Letter or to purchase in our store
Printer – we use an HP Envy with Insta-Ink having used many different versions in the past this is proving to be most cost effective and prints beautifully.
Cutting Mat if you are using a craft knife
Making your Layers of the Earth Section Model
- Print out the Earth Layers Template.
- Cut out around the edge of the net.
- Score along the internal lines.
Now time for some maths – when you print out the model it will vary in size depending on the size of your paper – this means that this model can be enlarged or reduced depending on the size. Because we want an accurate model we need to know some Layers of the Earth Facts. I used to get my students to research this using the Earth Science books in the classroom or for homework to start to make their models accurate.
They needed to know – The size of the inner and outer cores, the size of the mantle and of the crust of the earth.
For your information – the Inner Core is 1255km, the Outer Core is 2221km, Mantle 2900km and the Crust between 6 and 11km which is around 6378 – 6384 km in radius
Calculating the Size of the Layers of the Earth for the Model
As I said we want the model to be accurate so measure from the point of the triangle to the end of that section – that is equivalent to the radius of the earth.
To calculate the length of each section of the model you need to work out what 1km on your model will be. So that you can then multiple each section by the 1km to find out the size you need.
For example, my model had a length of 105mm along the edge of the triangle when printed out – I then did the calculation 105/6384 to get the 1km length which was 0.016mm
For each section then calculate the distance on your model –
Inner Core : 1255 x 0.016 = 21mm ~ Outer Core : 2221 x 0.016 = 37mm ~ Mantle : 2900 x 0.016 = 48mm ~ Crust = 8 x 0.016 = 1mm
You will need to work this out for your model as your printer and paper will be different than mine.
Creating the Layers of the Earth
- Starting at the point measure out the distance for the Inner Core and mark on each line.
- Join up the points in a line.
- Now from this line measure out the distance for the Outer Core and mark on each line.
- Repeat the joining up and then measure out the Mantle and Crust the same.
Now colour in the sections of the earth and add on a part of the ocean and land to the end of the pie.
Glue along the tabs and create your model.
Looking for a creative project for exploring the layers of the earth – check out these Layers of the Earth Bowls from Red Ted Art
Looking to extend your child’s knowledge in this area of science then check out our recommended reading on Rocks, Fossils, and Earth Science for Kids.
Pin this Sections of the Earth Model to Make Later
Share this Earth Science Activity with Others on Facebook


Learn the basics of music in a fun and musical way: by singing!
You are guided by your digital song coach Noty, who gives you feedback on what you do, on your level, from the very first steps and all the way through!
Notysing is currently free to help learning from home during the pandemic. We will be rolling out paid content this summer, with a low one-time payment for individuals, and bulk subscription for schools.
In Notysing you learn to sing from written music in interactive lessons. Along the way you will pick up knowledge in note names, scales, keys, rhythm, music theory and much more.
BY EDUCATORS AND RESEARCHERS
Notysing is developed by music teachers and researchers in an ongoing research project involving The Royal College of Music in Stockholm and Doremir Music Research.
The app has been tested in music education with junior high and high school students and teachers, but can be used by anyone who can read, regardless of age or music knowledge.
The pedagogical model, created together with the Royal College of Music in Stockholm, starts with note names (“C D E”), and proceeds to use scale degree numbers (“1 2 3”). This was worked out to be the easiest way to understand scales without having to learn specific new vocabulary, and instead focus on the singing. The app then teaches key signatures and rhythm, enabling the user to sing real songs from notation!
Upcoming lessons will move on to teach solfège (“Do Re Mi”), but with scale degree numbers being very intuitive, the app can already be used in parallel to solfège-based learning.
Dashboard for Educators
Music teachers, choir and band leaders: you can use Notysing with your students and track their progress through the Notysing Dashboard.
Notysing performs best as a complement to teacher-led music education. With Notysing, your students can meet the goals of the curriculum regarding music literacy, music notation and the understanding of how music can be represented and organized. Each student has their own development path so you can give relevant feedback and get a basis for assessment.


Parents of children with learning disabilities (LDs) know that math can present some of the greatest hurdles in their academic careers, yet building math skills is necessary for succeeding in everyday life. We use math for cooking, shopping, playing games, sports and so much more. Math is everywhere and parents play an important role in supporting children’s math learning. This video explains how LDs can affect math learning, offers suggestions for collaborating with your child’s school, and includes resources to support your child in building math skills at home.
Parent Resource Kit
This parent resource kit is a companion to the video Building Math Skills at Home and provides parents with information and activities to do with their children to support math learning.
Webinar: Seeing the ‘Fun and Games’ in Math
About the webinar:
This webinar focuses on activities that parents can use at home to support their children’s math learning. Some activities offer tools and strategies to help build general numeracy skills (i.e. addition and multiplication) using visual models and games. The webinar also feature tools that can help children with LDs better understand, document, and communicate what they are learning in school.
About the presenter:
Jeff Richardson has been in education for over 25 years. He has enjoyed various roles including four years as a Curriculum Coordinator for the Hastings and Prince Edward District School Board, a three-year secondment to Sagonaska Demonstration School (a provincial school for students with learning disabilities), and most recently teaching grade 9 math to students with developmental delays. Jeff has led numerous workshops on assessment and evaluation, mathematics education, and technology with a recent focus on sessions exploring strategies that help students with learning disabilities be more successful in Math. He’s also featured in a Learning Disabilities Association of Ontario video on math manipulative and technology.
Understanding Learning Disabilities: How Processing Affects Mathematics Learning, by the York Region District School Board. Click here to access the resource.
A Teacher’s Journey with Student Self-Advocacy – A Strategy for Parents, by Julia Osborne, Special Education Resource Teacher, York Region DSB. Click here to read the article.
This resource was made possible through a Parents Reaching Out Grant from the Ministry of Education.


The study of fine arts, through its inherent ability to develop intellectual and emotional communication skills, encourages cultural awareness and enriches society. The Dorchester District Two fine arts curriculum provides opportunities for students to attain the knowledge and skills necessary to become artistically literate, well-rounded individuals.
The DD2 Fine Arts programs are based on the National Standards for Art Education and are organized into four strands: PERFORM, CREATE, INVESTIGATE, CONNECT
Registration for Gateway will beging August 2nd, 2021 and continue through August 2022. Navigate to the Gateway Page, or reach out to the Gifted and Fine Arts Office for more information!
The fine arts are composed of many art forms and are united by their engagement of human creativity. They are unique tools of expression that allow all people to express feelings and emotions, connect with other times and cultures, and developnew insights. The fine arts are intrinsic and in every individual; they are connected to the human spirit and the imaginative mind. The study of the fine arts actively engages students in the creative process. In each class, students have the chance to explore and investigate new ways of artistically stating who they are and what they feel.
The fine arts contribute to a child’s development and foster the skills of communication, creativity, and cognition. Education in the arts benefits the student because it cultivates the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication.
The fine arts – visual arts, music, theatre arts, and dance – are fundamental ways of knowing and thinking. Each fine arts discipline has its own components and skills, techniques, expectations, outcomes, and cognitive development. In DD2, we value the arts for the distinct and significant effect they have on the lives of our students. It is our hope that students will resonate with and support their chosen art interest now, and throughout their lifetime.