National Report on Schooling in Australia 2012
Student achievement – National Assessment Program
The Melbourne Declaration on Educational Goals for Young Australians identifies literacy and numeracy and the knowledge of key disciplines as the cornerstones of schooling. Goal 2 is that ‘All young Australians become successful learners, confident and creative individuals, and active and informed citizens’. Having the ‘essential skills in literacy and numeracy’ is among the attributes of successful learners listed under this goal.
The declaration commits all Australian governments to work with all school sectors and the broader community to achieve the educational goals for young Australians. As part of the commitment to promote world-class curriculum and assessment, Ministers agreed that ‘together the national curriculum and curriculum specified at the State, Territory and local levels will … include a strong focus on literacy and numeracy skills’.
The Council of Australian Governments (COAG) National Education Agreement also articulates high-level policy and reform directions for measuring and improving the literacy and numeracy achievement of young people. As part of its commitment to ensuring that young people are meeting basic literacy and numeracy standards, in 2008 COAG agreed to the Literacy and Numeracy National Partnership, which was implemented over the period 2009–12.
The Measurement Framework for Schooling in Australia 2012 defines the national key performance measures (KPMs) for schooling arising from the Melbourne Declaration goals and commitment to action and reflecting COAG targets and indicators.1 These include measures of student achievement in the National Assessment Program (NAP) in literacy, numeracy, science literacy, civics and citizenship, and information and communication technology literacy. The Measurement Framework also specifies the annual assessment and reporting cycle for the National Assessment Program.
The National Assessment Program
The Australian Curriculum, Assessment and Reporting Authority (ACARA) is directed, through its charter, to manage the development and oversee the delivery, of assessments and reporting for the National Assessment Program (NAP) including the National Assessment Program – Literacy and Numeracy (NAPLAN), and domestic NAP sample assessments as directed by the Standing Council on School Education and Early Childhood (SCSEEC). The NAP also includes Australia’s participation in international assessments.
The NAP, as specified in the Measurement Framework, encompasses all assessments endorsed by Education Ministers:
- annual full student cohort literacy and numeracy assessments in Years 3, 5, 7 and 9 (NAPLAN)
- triennial domestic sample student population assessments in science literacy (Year 6), information and communication technology literacy (Years 6 and 10) and civics and citizenship (Years 6 and 10) (to 2015)
- participation in international sample student population assessments, including the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). PISA is conducted every three years by the Organisation for Economic Co-operation and Development (OECD) and assesses the reading, mathematical and scientific literacy of a sample of 15-year-old students. TIMSS is conducted every four years by the International Association for the Evaluation of Educational Achievement (IEA) and assesses performance of a sample of Year 4 and Year 8 students in mathematics and science.
NAP assessments conducted for 2012 were:
ACARA publishes nationally comparable information on student achievement in national assessments to support accountability, policy development and resource allocation. NAPLAN National Reports for each year summarise student achievement in NAPLAN at the national, state and territory, and student subgroup levels. These are published on ACARA’s National Assessment Program website. The website also allows users to specify and download tables from its results page. Student achievement in NAPLAN is reported at the school level on the My School website.
Reports on each three-yearly NAP sample assessment are also published on the National Assessment Program website.
The national report for PISA 2012 is available on the Australian Council for Educational Research (ACER) website. The most recent TIMSS testing of Australian students was in late 2010, for TIMSS 2011. The international and Australian reports were released in December 2012. Key performance measures for TIMSS 2011 were reported in the National Report on Schooling in Australia 2011.
¹Relationships between the Melbourne Declaration, the NEA and the Measurement Framework for Schooling in Australia are more fully explained in Part 1.2: Measuring performance.


Learn about the traditional wooden toys, get to know Croatian tradition, see how craftsmen make them, learn about the materials to make them, learn how to make a wooden toy participating in a workshop.
For pupils, teachers, parents and other visitors!
Pupils will visit Etnographic Museum and see the exhibition about traditional wooden toys. They will listen and learn about them and their features. After that, pupils will attend the workshop and learn how to use materials, colors, tools and other things neccessary to produce a wooden toy. When they are finished, ther will be an exhibition with their own work. Also, they can make toys in school on Technical Education or Art Education. They will make online exhibition in school and share it with pupils from other school


Head trauma in babies can be the result of many intentional and accidental actions. Shaken Baby Syndrome is one form of serious head trauma. Early in life, the infant’s head is very tender due to fontanels, or soft spots. A soft spot is a section of the baby’s skull that has not grown together fully to allow for rapid growth after birth. While it is true that a baby’s head is fragile, head trauma does not occur as easily as one may assume. A baby is likely to suffer many mild to moderate head injuries.
General Head Injury
Signs of mild head trauma in infants include lethargy, irritability, vomiting, poor sucking or swallowing, reduced appetite, lack of smiling or vocalization, rigidity, seizures, difficulty breathing, changes in consciousness, irregular pupil size in one or both eyes, inability to lift the head and/or the inability to focus the eyes or track movement, according to Kidshealth.org. Dr. Alan Greene at DrGreene.org, indicates that these signs of head trauma require medical attention to be sure a concussion or other head injury has not occurred.
Green explains that babies and toddlers will “bonk” their head many times during their development. Although these bumps may be painful or result in bruising, they are often harmless. Signs that a head injury may require medical attention include a brief, temporary loss of consciousness or a change in conscious state. If a baby appears confused or off-balance she may have a concussion. Green explains that these are mild to moderate forms of head trauma that do require medical attention if the following symptoms occur: crying longer than 10 minutes, vomiting repeatedly, bleeding from the ears or nose, dripping of clear liquid from the ears or nose, inability to walk or talk normally, rapid swelling just above the ear, severe or worsening headache (or irritability in babies who can't speak yet). The child may have neck pain, seizures, skull indentation, large bump and/or any changes in behavior. A head injury to a child under 6 months of age or loss of consciousness episode for any period of time and/or following a forceful injury like a car accident, require a doctor's visit.
An infant brought in for assessment of both mild and severe head trauma symptoms will be examined for a number of other signs. When a parent or caregiver has shaken a baby, the doctor will examine a baby for signs of shaking or abuse if the parent has not reported the cause of the infant’s apparent injury. Signs that a doctor looks for include bleeding within the retina of the eyes, skull fractures, swelling of the brain, blood pooling and exerting pressure on the the brain, rib fractures, broken arms, broken legs and/or bruising around the head, neck or chest.
A child who experienced head trauma as an infant may suffer long-term challenges including impaired development of language, vision problems, balance issues and/or a delay in motor skill development. KidsHealth.org points out that some children may require speech or physical therapy and may even need to participate in special education programs at school.


Another important facet of Music Education is the Where? Where in America should we be teaching our children music, who deserves it, and who needs it? In my opinion, many middle class-affluent school programs see music as a luxury, not a privilege. All schools should have a sound music and arts curriculum, but it should not be taken for granted. The more affluent schools usually don't have to worry about the arts funding being cut, compared to those in struggling neighborhoods. I feel very strongly that it is the lower socioeconomic groups and urban/impoverished schools that need music programs the most.
Music programs, from general music classes to after school programs, offer students in low-income areas opportunities and alternatives that may benefit their lives. Joining an ensemble will give them more reason to come to school, practicing/learning an instrument will keep them busy and out of trouble (for the most part), and performances can give them a sense of pride and self-esteem they might otherwise never acquire. Even basic music classes lay the groundwork for students to build off of and create their own garage bands, solo recordings, or music production projects. It may inspire them to become more involved in community groups as well, such as church choirs or community orchestras.
There is a great deal of research out there that proves that joining a music program will improve their academic life as well. According to a NAfME article:
"Students in high-quality school music programs score higher on
standardized tests compared to students in schools with deficient music
education programs, regardless of the socioeconomic level of the school
or school district."
– NAfME Journal of Research in Music Education, Winter 2006, vol. 54, No. 4, pgs. 293- 307
Another report shows how keeping students occupied with music, practicing, and performing, can keep them off of the streets and away from harmful substances;
"Secondary students who participated in band or orchestra reported the
lowest lifetime and current use of all substances (alcohol, tobacco,
– Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998
Not only will this change the students life, but music programs can have an overwhelmingly positive impact on the community. "Lauren Kapalka Richerme, a doctoral student in music education at
Arizona State University, published an important piece, “Apparently, We
Disappeared,” in the September 2011 Music Educators Journal. She
emphasizes the value of sharing ideas within the broader community that
lead to action. Richerme states: “Music educators must alter their
practices by implementing the ideas generated from their dialogue with
various constituencies. Words are not enough; we must change our actions
as a result of these exchanges. Combining advocacy with exchanges
allows music educators to promote and improve their programs and build a
better relationship with their communities.” (http://majoringinmusic.com/ ,2/3/13)
Advocacy should be a huge part of our jobs as music educators. It will help us build successful programs that reach out to the people who need it most, and positively impact the lives of everyone involved.
"When presented with the many and manifest benefits of music
education, officials at all levels should universally support a full,
balanced, sequential course of music instruction taught by qualified
teachers. And every student will have an education in the arts."
- National Association for Music Education


Year 2 Demonstrate their Dinosaur Drawing Skills
Another day and another school visit, this time to Rode Heath Primary School in Cheshire. The year two children under the tutelage of Mrs Woollam the class teacher, have been studying dinosaurs this term. There was lots of artwork on display including a very colourful wall mural showing, in the foreground, a bright orange Tyrannosaurus rex chomping on a bone.
Rode Heath Primary with their own “Walking with Dinosaurs” Wall Display
Picture Credit: Everything Dinosaur
The T. rex is heading towards a group of herbivorous dinosaurs. There are horned dinosaurs (Ceratopsians), and an Ankylosaurus whilst amongst the trees two Titanosaurs lurk. It is certainly a very impressive mural. Forming a border around the picture there are some cut-out Tridactyl (three-toed) dinosaur footprints intermingled with footprints made by the school children.
Year two have been busy making exhibits for their very own dinosaur museum. Teaching Assistant Mrs Hulse was busy taking photographs of the fossils that we brought so that they too could be included in the class museum. Some of the pupils are going to be tour guides for the museum so they will have to “bone up” on lots of dinosaur facts and figures.
Dinosaurs and fossils make an excellent subject for a term topic. Lots and lots of extension activities can be employed to help children develop writing and numeracy skills. For example, Mrs Woollam’s class have been working on their own dinosaur “pop-up” books, showcasing some of the artwork they have produced as well as providing a great platform for creative writing.
Chloe Thompson (aged 7), decided to include a very fierce looking meat-eating dinosaur in her pop-up book. Team members at Everything Dinosaur were very impressed with the big teeth.
Pink and Blue Meat-eating Dinosaur by Chloe Thompson
Picture Credit: Chloe Thompson
If you look carefully you can see that Chloe has added some dinosaur bones in the foreground. Part of the lesson covered the different types of dinosaur, herbivore, carnivore and even omnivores.
Millie and her Herbivorous Dinosaur
Picture Credit: Millie
Millie chose to depict a plant-eating dinosaur in her pop-up book. The Sauropod is painted with blues, greens and even a little bit of pink – nice one Millie.
The pupils have had the chance to explore dinosaur footprints, we showed some bones and the children had guess which part of the dinosaur they were. Jonny (aged 6) depicted a set of dinosaur tracks in his special dinosaur book.
Jonny Illustrates a Set of Dinosaur Footprints
Picture Credit: Jonny (aged 6)
The children had prepared lots of questions, including one about Giganotosaurus. We did our best to answer them all and to explain about flying reptiles, dinosaurs and other prehistoric animals. The team members at Everything Dinosaur were most impressed with the creative writing, the artwork and the knowledge demonstrated by the children.


Basic assumptions concerning how children become literate need to be reconsidered, claims Denny Taylor, a senior research fellow with the Institute of Urban and Minority Education at Teachers College, Columbia University. Taylor believes that instead of arguing about existing methods of reading instruction, we need first to document the pattern young children’s literacy takes so that we can work to develop an educational system to enhance these learning patterns.
Taylor states that the phonics versus whole-language debate is unproductive. She is convinced that our understanding of this complex behavior has become oversimplified and that we should move away from the discussion over current instructional methods and concentrate instead on building a sound model of literacy learning.
Variety in patterns of literacy development
Some researchers insist that literacy learning can be reduced to a predictable, sequential set of skills which can be easily measured and taught. Taylor maintains that while eschewing the complex nature of literacy learning and relying instead on a simplified theory can yield statistical results that show predictable patterns of learning, these patterns cannot predict the behavior of individual children.
In Taylor’s opinion, we have been using statistical procedures to artificially simplify a complex human activity to fit our research models. And she believes these results will not help us when we attempt to teach individual children to read or write.
A few research studies have provided evidence that there is great variety in the patterns of literacy development in young children and that reading and writing do not develop in isolation from each other, nor in predefined stages. For this reason, Taylor insists that our task is to try to recognize the multiplicity of literacy behaviors in young children.
Only in this way will we be able to help individual children acquire literacy in ways best suited to them. Only in this way can we reduce the risk of diagnosing and labelling as “at risk” or “learning disabled” those children whose behaviors do not match the instructional program. Currently, Taylor states, individual learning behaviors are frequently denied and children are prescribed intensive remediation using the same method they found so difficult in the first place.
Systematic observation of children
Taylor calls for disciplined, systematic observation of children as they work at reading and writing in and out of classroom settings. Observing the natural literacy behaviors of children will give researchers and teachers the opportunity to reconstruct the way written language is acquired without prepared instructional programs.
Taylor believes that if we try to alter the ways in which children naturally learn, then we impede the development of their literacy and problem-solving skills. We must become aware of the complexity of individual differences while, at the same time, identifying the patterns and principles of learning that transcend individual differences.
“Toward a Unified Theory of Literacy Learning and Instructional Practices” Phi Delta Kappan November 1989, pp. 185-194.
Published in ERN May/June 1990 Volume 3 Number 3


Before they leave preschool, many students have already learned to draw people as stick figures, portraits as smiley faces, trees as lollipops, suns in corners, square houses with chimneys, fluffy sheep clouds, green grass, and blue skies – seemingly without being ‘taught’. But these clichés have been heartily reinforced by the accolades of teachers and parents. Is this ‘creative’ art or merely copying ‘symbolic visual language’? I suggest that it is possible to delve into as well as draw from a much deeper inventiveness - at every developmental level. Inspired by the artistic outcome of my recent PhD which stridently blurs the line between ‘School/Community Art’ and ‘Fine Art’, participants will 1) Creatively construct portraits; 2) See this innovative approach used in several short student-constructed DVD presentations and installations broaching Fine Art; 3) Discover how these student productions re-inspire the artist to generate actual Fine Art - which would not otherwise have materialized; 4) Debate whether it is possible to ‘unlearn’ artistic clichés and preconceived references of ‘the art process’; in particular, who is ‘learning art’ and who is ‘teaching art’ in the current climate of Praxis Inquiry and contemporary art practice.
|Keywords:||Art education, Art Process, Art Research, Fine Art, Community Art, Cliches|
PhD candidate, Faculty of Arts, Education and Human Development, School of Education, Victoria University, Melbourne, Victoria, Australia
Professor, Faculty of Arts, Education and Human Development, School of Education, Victoria University, Melbourne, Victoria, Australia
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If one would embark on a mission, creating the list of the people, who played a major role in the progress of music education Zoltán Kodály may be the easiest pick.
The boy, born in Kecskemét, learned to play the violin at the age of 6, and developed great interest in music early on. In 1905 he visited remote villages to collect songs, recording them on phonograph cylinders, just a year later he wrote the thesis on Hungarian folk song: “Strophic Construction in Hungarian Folksong”.
Partly because of the Great War and subsequent major geopolitical changes in the region, partly because of a naturally rather diffident temperament in youth, Kodály had no major public success until 1923. This was the year when one of his best-known pieces, Psalmus Hungaricus, was given its first performance at a concert to celebrate the fiftieth anniversary of the union of Buda and Pest.
In 1966, Kodály toured the United States and gave a special lecture at Stanford University, where some of his music was performed in his presence.
Throughout his adult life, Kodály was very interested in the problems of many types of music education, and he wrote a large amount of material on teaching methods as well as composing plenty of music intended for children’s use. Beginning in 1935, along with his colleague, Jenö Ádám, he embarked on a long-term project to reform music teaching in Hungary’s lower and middle schools.
The Hungarian music education program that developed in the 1940s became the basis for what is called the “Kodály Method”. While Kodály himself did not write a comprehensive method, he did establish a set of principles to follow in music education.
Kodály’s efforts finally bore fruit in 1945 when the new Hungarian government began to implement his ideas in the public schools. Socialist control of the educational system facilitated the establishment of Kodály’s methods nationwide. The first music primary school, in which music was taught daily, opened in 1950. The school was so successful that over one hundred music primary schools opened within the next decade. After about fifteen years roughly half the schools in Hungary were music schools.
Kodály’s success eventually spilled outside of Hungarian borders. Kodály’s method was first presented to the international community in 1958 at a conference of the International Society for Music Educators held in Vienna. Another conference in Budapest in 1964 allowed participants to see Kodály’s work first-hand, causing a surge of interest. Music educators from all over the world traveled to Hungary to visit Kodály’s music schools. The first symposium dedicated solely to the Kodály method was held in Oakland, California in 1973; it was at this event that the International Kodály Society was inaugurated. Today Kodály-based methods are used throughout the world.


on the details of
Mahan Seva Sansthan, formed in 1989 started working with the tribal families of 20 villages spread over 4 Panchayats. Initially the focus of intervention was to address discrimination and deprivation through strengthening of education system. Later with broadening of perspective, experience and experimentation, the organization focused more on community mobilization and working towards the rights of children, advocating for the rights of displaced communities and creating a just society. The operational area of Mahan is now spread over 8 Panchayats, covering 60 villages in Jhadol block and 5 villages in Kotra block. Through all its intervention, the organization now reaches out to approximately 6000 families and covers approximately 42000 populations.
The project area has villages, predominantly inhabited by tribal communities (almost 66%). Most of the tribal families are involved in the collection of the minor forest products and their sale in the local markets. There are 6200 children residing in the target area. Children from indigenous communities, in southern Rajasthan are being forced into an environment which is non-enabling and non-empowering to them. These children are deprived of quality of education and health services they deserve. Their right to develop to their fullest potential is not being met. Discriminatory social practices deprive women of an equal platform, space and opportunity. All these downgrade their self confidence and self esteem as a child and even as an adult. Lack of self-esteem reduces their capacity to raise voice for their rights, which results in their low participation and low value in the political sphere. This makes tribal community and their children unrecognised and unacknowledged as a constituency. Thus, they are unable to influence the state policy, system and mechanisms to change their lives.
- Ensuring access to free elementary education.
- Ensuring formation and active participation of School Management Committee (SMC) in managing education programs.
- Ensuring birth registration for all new born.
- Establishing linkage of disabled children with relevant government schemes.
- Ensuring reduction of Child trafficking with actively liaisoning with the law enforcement agencies.
- Children’s knowledge building through exposures/ interaction and thematic theatre group formation.
Review and Impact
Mahan has built up its strength in child centric issues and linking it to larger issues like right to health and education. More than 90% percent of the deliveries took place in hospitals and other institutions with not a single reported case of maternal death in the project area. This could not have been possible without a sensitized community about the importance of safe delivery and benefits of Janani Surakshya Yojna. Mahan has been able to mobilize communities to provide better facilities in the health institutions. The constant pressure over Anganwadi and the PRI led to 100 percent registration of all the reported new births and enhance in issuance of birth registration certificate. The organization played a facilitating role in formation School Management Committee (SMC) in the schools of project area.
- Health service systems strengthened and effective in 7 Gram Panchayats involving 41 villages of Jhadol Block.
- Birth registration certificate issued to 317 children.
- 1187 children covered under complete immunization.
- Free & compulsory elementary education ensured to 1774 children (6 to 14 years) in the 22 schools in intervention villages.
- 65 children were rescued during migration from their own village to join labor force.
- 20 Bal Samuh and five Bal Panchayats formed in the project interventions villages.
- Ensuring better health facilities and enhance quality nutrition at project villages through activation of Primary Health Centres (PHC’s).
- 100% Immunization of all new born children and pregnant women and 80% immunization of 493 children within age group 1 to 5 years.
- Ensuring quality education for children in between 6 to 18 years of age with active involvement of community, SMC and Panchayat Raj Institutions (PRI).
- Sensitizing Bal Panchayat on the need for proper Student Teacher ratio as well as on the Right to Education Act.
- Protection of the child from all forms of exploitation at family, community and village level through linkages with govt. schemes and legal system.
- Liaison with other network and alliance at the regional, state and national level to ensure the protection Child Rights.
ANNUAL FINANCIAL SUMMARY
- Right to Development
- Right to Survival
- Right to Protection
- Right to Participation
- Total Annual Project Budget
- About CRY
- About CRY America
- CRY America Vision & Mission
- Child Rights Charter
- Contact Us
- Projects We Support
- Project Impact
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- Stories Of Hope
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This title is directed primarily towards health care professionals outside of the United States. Study skills are essential to nursing and this easy-to-use guide will helps to develop the skills necessary to academic and professional life. This book takes a friendly approach and is written in a straightforward style. Using examples from the real experience of being a student nurse or midwife it covers vital areas such as self-motivation, why attention to detail is important, numeracy skills and how to make the most from the help available at universities and colleges. In addition it shows ways to: manage and plan your time effectively; get the most out of lectures and seminars; read effectively; remember more; make notes and use them to develop understanding; manage and succeed at assignments; develop practical nursing skills; learn from clinical experiences; and develop reflective skills.
How to become a successful student nurse. How to manage your time and study effectively. Learning resources. How to find information. Writing and presenting. How to pass assessments. How to learn practical nursing skills. How to learn from experience: becoming a reflective practitioner. How to have confidence with numbers. Glossary. References.
- No. of pages:
- © Mosby Ltd. 2007
- 24th November 2006
- Mosby Ltd.
- eBook ISBN:
Director, Centre for Excellence in Teaching and Learning, School of Community & Health Sciences, City University, London, UK
Lecturer, Nurse Education, St. Bartholomew School of Nursing and Midwifery, City University, London, UK
Senior Lecturer, Accreditation of Prior Experiental Learning, St Bartholomew School of Nursing and Midwifery, City University, London, UK


|CENTRE FOR THE ARTS||REGISTER ONLINE||SCHEDULE||STAFF||SUZUKI STRING PROGRAM|
Dr. Shin’ichi Suzuki studied language development skills of children in Japan. After years of study, he realized that children can learn difficult concepts if they begin early, create the best possible environment, involve the parent and develop the ear through listening.
If a child hears fine music from the day of his birth and learns to play it himself, he develops sensitivity, discipline and endurance. – Shin’ichi Suzuki
Dr. Suzuki translated his research into a music education strategy that has since been used worldwide to teach young children to become skillful musicians. Besides the obvious musical skills learned, children also improve their focus, discipline, motor skills, listening, social skills, patience, self-esteem, language, memory, creativity and character as a result of their music studies.
Much research has been done concerning the correlation of music education with higher test scores and grades in school along with other successes as the children grow into adults. In Texas, year after year, the SAT scores of the All-State Orchestras, Bands and Choirs are well above the national averages, with the string players typically soaring highest.
At Sagemont Centre for the Arts, our desire is to use the Suzuki approach to teaching string instruments to enable young children to have the joy of playing a musical instrument while preparing them for future playing in their church, school and community. If a student starts as a young child, he or she can easily progress to advanced levels by the time they reach junior high school where other students are just beginning their music studies.


Aims of Music Education within the school
- Provide high quality musical experiences to every child, regardless of their background, gender, race or ability.
- Raise and celebrate achievement within the music both within and outside the normal curriculum.
- Develop intellectual and creative capabilities, which can enhance children’s learning in other curriculum areas.
- Increase aesthetic awareness and an appreciation of non-verbal communication.
- Build self-confidence and self-expression and the ability to empathize with others.
- Promote community awareness and involvement.
- Promote and extend opportunities in the music beyond the statutory nature of the school.
- Music is a very powerful tool that has the capability of dramatically improving and enhancing the intelligence of youth.
- The study of music allows the new generation of young people to excel more on creative thinking, problem solving and perceiving life positively.
- It can boost a child’s IQ and raise aspirations, leading to achievement of greater self esteem.
- It develops study skills, concentration, communication skills and self discipline.
- It leads to a better understanding of the community and society.
- It positively enhances team skills including better attitude and positive approach to every aspect of life.
With these principles in mind, it is every child’s right to receive a thorough and rigorous musical education, including where possible the study of a musical instrument and or voice.
All KS3 students receive one hour’s music tuition per week on a class basis and delivered by specialist music teachers. The emphasis is very much on practical work, with all students receiving basic keyboard instruction to enable them to perform music of different genres and to compose and record their own music.
At KS4 the department follows the AGA GCSE Music Specification
Homework and Assessment
All pupils who play an instrument are encouraged to practice at home as homework. However the department occasionally sets homework of the listening/research nature as not all pupils have access to a suitable instrument at home. Assessment occurs on a regular basis in each lesson where students have opportunities for peer and self- assessment as well as teacher led assessment.
The Department is exceptionally well resourced with two fully equipped music rooms both with 15 workstations consisting of computer, keyboard and music software. We have a fully equipped recording studio and three music practice rooms. The department also has a large number of instruments available for students to loan.
The department offers free tuition on Guitar, Percussion, Woodwind, String, Upper Brass and Lower Brass, all delivered by expert staff in the chosen field and students are encouraged to take advantage of this free instrumental tuition. In many cases the department can provide an instrument free of charge as well as the tuition.
The department currently runs the following Musical Units
Please click HERE to view or download a copy of the 2016-2017 Curriculum Plan for Key Stage 3 Music.
Please click HERE to view or download a copy of the 2016-2017 Curriculum Plan for Key Stage 4 Music.


The Oak Spring Garden Library houses the works of many great women artists in its collection -- most of whom were ahead of their time in one way or another. One of these women, Elizabeth Blackwell (1707-1758), is best remembered for A Curious Herbal, which was conceived and published under curious circumstances. The Oak Spring Garden Library has a copy of both volumes of A Curious Herbal, along with 73 of the original manuscript paintings she did for the book. Here is her story.
Around the time of Elizabeth Blachrie’s birth at the beginning of the 18th Century, Dioscorides’ De materia medica was the definitive herbal – describing plants and their usage in medicines – and had been since the first century BC. But when Elizabeth married Alexander Blackwell at age 28, a relationship and partnership began that would change the history of botanical art and medicine during a period of global transformation.
Alexander was a bright, well-educated, and slightly shifty character. While living in Aberdeen with Elizabeth, he gained respect working as a physician. When it came out that he neglected to acquire any formal medical training, however, the couple was forced to flee to London. There, he explored a new profession. Staying true to his character, Alexander established a printing house without bothering with any of the prerequisites, like serving an apprenticeship or joining a guild. He was charged with violating trade rules and slapped with heavy fines. Forced to close shop, the couple couldn’t afford the penalties, and Alexander was thrown into debtor’s prison.
Elizabeth, ever loyal and refusing to despair, sought a solution. Dioscorides’ reign over apothecaries had lasted for a millennia and a half, and had only started to be supplanted with the renaissance’s thirst for new knowledge. A gap had been created with trade from the New World, which had brought a wealth of exotic plants back to Europe. Elizabeth dove in. She had received an art education earlier in life and recognized the opportunity to illustrate an updated herbal describing these new plants. All she lacked was any botanical or medical knowledge.
Conveniently, she knew a bright, well-educated character who wasn’t going anywhere. Working with specimens from the Chelsea Physic Garden, Elizabeth created drawings that she would hand over to her husband in prison, who would provide descriptions and names in several languages. Elizabeth proved to be a woman of broad skill by engraving the copper printing plates with her drawings and hand coloring each of the final prints – processes that usually employed several different artisans.
The final product was a two-volume collection titled A Curious Herbal containing five hundred cuts of the most useful plants, which are now used in the practice of physic, to which is added a short description of ye plants and their common uses in physic. The work was endorsed on the title page by the president of the Royal College of Physicians and advertised by Elizabeth with word of mouth and in several journals. It met with enough success to pay off Alexander’s debts and release him from prison.
But Alexander was a man of consistency, and after his release he quickly entangled himself in more unsuccessful business ventures. His debts re-accumulated until Elizabeth was forced to sell partial publication rights to her life’s work for financial stability. Vowing to improve their situation, Alexander set sail to Sweden in 1742 to carry out agricultural experiments. His successes led him to be appointed court physician to Sweden’s King Frederick I. Alexander’s boldness in politics matched his record in business. He involved himself in a conspiracy over the royal line of succession and became imprisoned again – this time as a traitor. He was executed in 1748.
Not much is known about the rest of Elizabeth’s life, but that she died in 1758. Still, the legacy of her talent as an artist, artisan and business woman has lived on today. The Genus of plants, Blackwellia, is named after her.


by Tina Schonheit
Art education is important. Because?
Because everything is art, and art is everywhere.
When we don’t know art we don’t know shit.
When I introduce myself as an artist the next question: Oh you paint!
I don’t paint. I don’t draw. I don’t sketch. I actually hate working with a pen or a pencil.
But you are an artist?
Art is powerful and art is power.
Art teaches to think.
To think free
To think out of the box
To question and to find new solutions.
“A picture says more than a thousand words.”
A picture can be a painting, a drawing, a sketch, a photograph, a sculpture, or words.
Words interwoven in sentences, projecting images to our imagination.
A poem, a play, an act.
Most artists work from their heart. Most art is produced to express. To express a feeling, or to hold or even call back a moment, to create a memory. Or to produce a feeling in the spectator, or taking them to another place, when they look at, or experience the artwork.
Some art is produced to entertain, for example movies or TV shows. Why?
Some art is produced with the intent to raise awareness, to wake people up, to shock. Why?
For example street art. Some street art made it in museums. Why?
Some art is seen as controversial by many and as a visualization of what lays hidden by others. Why?
Thats why art education is important.
Art is more then just a pretty painting. And someone who is a good painter, is not necessary a good artist. Their craft, painting, sketching, drawing, sculpturing, or whatever, can be good, very good, or even exceptional. But is their art without a meaning, without a thought it is without a soul, it is dead.
A thought is where art begins….


Question: How can teachers encourage a dialogue with individual students about their reading?
Answer/Quote: “Reading response logs are notebooks in which students record their responses to what they read, and teachers reply to those responses…. Teachers who use reading-response logs generally encourage students to react personally to what they read. In a sense, response logs become dialogues between students and teachers about books the students are reading.” P. 196.
Quote: “Some students may find it difficult to react personally to a text and instead will simply summarize what they have been reading.” Teachers should encourage students to react personally to what they are reading.” P. 196-197.
Quote: “Response logs provide teachers with information about how students are synthesizing and interpreting information from their reading. “ p. 197.
Quote: “Sometimes students will write about topics that they are hesitant to discuss in front of the class. In addition, teachers can use the logs to monitor and aid students’ writing development. In short, both reading and writing performance can be enhanced and assessed with reading-response logs.” P. 197.
Quote: “Teachers who use reading-response logs in their classrooms often collect them from students on a rotating basis.” P. 197.
Comment: Reading Response Logs could be used as a prelude to my ten-minute essays. RayS.
Title: “Assessing the Literacy Development of Second-Language Students: A Focus on Authentic Assessment.” Georgia Earnest Garcia, pp. 180-205. In Kids Come in All Languages: Reading Instruction for ESL Students. Eds. K Spangensberg-Urgschat and R Pritchard. Newark, DE: IRA. 1994.


By Teachers, For Teachers
According to the National Center for Education Statistics, only 52 percent of 2011 high school graduates from low-income families enroll in college immediately after high school. Only 20 percent of Native Americans who start college complete their first year. As you can see in these two statistics, graduating from college is not always an easy task. Luckily, there are some amazing organizations working with educators in the teaching profession that are dedicated to helping low-income students to pursue the education that they deserve. Here are three organizations that are working hard and passionately with educators in the teaching profession so that all students will not be overlooked and will have an equal education.
American Indian Education Fund: Working within the Teaching Profession
Partnership With Native Americans is a nonprofit organization that is committed to championing hope so that Native Americans living in remote, often impoverished reservations can have a brighter future. American Indian Education Fund (AIEF) is a program that provides literacy and school supplies, as well as scholarships, grants, and emergency funds to help increase opportunities for Native American students.
Each year, thousands of Native American students receive school supplies from AIEF, so that they are ready to learn when school begins. This wonderful program also offers tools of trade services for the students looking to pursue vocational or technical training. One of the most exciting services this organization provides is the goal of helping to improve literacy on reservations. Research shows that on average, American Indian students score lower on reading tests than that of non-native students. AIEF literacy service partners with community after school programs to help stock their libraries so that these students will not be at a disadvantage regarding their reading materials. The literacy service encourages children to read so they can not only improve their comprehension and vocabulary skills, but also find a love for reading.
The Education Trust
The Education Trust is a non-profit advocacy organization that seeks educational justice for all students, especially those of color or whom are living in poverty. Their mission is equally-driven, data-centered, and student-focused. With these three promises, EdTrust works with educators, students, and policymakers to help transform the school system to ensure that all students will have a high-quality education.
Their mission is to close the gap in opportunity and achievement for all students at all levels, especially those from low-income families or who are non-Caucasian. This passionate organization is the voice for students whose needs are often overlooked. By analyzing local, state, and national data, and monitoring recent trends, EdTrust looks for problems and tries to find solutions for them. This organization works diligently to close the opportunity gap, and to help reshape educational policies. Their core belief is that in order to improve the lives of all young people, you must close the gap that separates low-income and students of color from that of other Americans.
This organization states its mission right in its name. Their singular mission is to make sure that all students graduate from college, period. In order to make this possible, One Goal works with students during their junior and senior years in high school, then transitions to one-on-one coaching through college. This teacher-led organization identifies low-income as well as underperforming students in high school, and aids them towards graduation and higher education. In order to make their mission successful, One Goal hires dedicated teachers to work with these students to increase college options and establish academic goals.
What started as an after-school program in Chicago has now grown to serve in more than six regions. The University of Chicago evaluated One Goal, and found that the organization increased college enrollment by 10 to 20 percentage points for students in their program. They are an organization that designs solutions that achieve big results. One Goal is committed to building an organization that embraces diversity and supports students to reach their full potential.
These three organizations are the best examples of how we can help improve the quality of life for our students, as well as bring about important changes to the community. These passionate organizations work hard because they all believe that a strong education improves the lives of all young people.
Do you know of any great organizations that work hard for their community and their students? Please share your thoughts in the comment section below, we would to hear about the great work in your community.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Learning a second language can sometimes pose difficulties, especially for students who have had limited or interrupted schooling in their first language. As a result, they can sometimes find themselves falling behind their peers which can affect their self-confidence and self-esteem. To support English as a Second Language (ESL) students at CBS, we offer both in-school and after-school ESL support.
In-School ESL Support:
Working with the classroom teacher, our qualified ESL teachers focus on providing small-group instruction in the core elements of phonics, reading fluency, vocabulary, comprehension and writing. While much of the instruction takes place within the classroom, there may be short periods of time when students are withdrawn to provide more intensive instruction and support.
After-School English Language Training (ELT):
Our after-school ELT program offers additional support for students, as identified by teachers and/or parents. This support is intended to build on the foundational skills introduced in the classroom setting. Students continue to develop reading, speaking and writing skills through interactive games, drama, and reading simple stories in this program.


What is a Docent?
A docent is someone who volunteers his or her time to lead schoolchildren and museum visitors on guided tours. If you like art of any kind, if you enjoy sharing your knowledge and if you can spend 90 minutes a week getting a free art education, you might enjoy volunteering as a docent. Persons of any age or background are welcome.
- If you enjoy learning and sharing your knowledge, being a docent could be for you!
- If you enjoy attending gallery walks and presentations about art exhibitions, being a docent could be for you!
- If you can bring enthusiasm and commitment to your volunteering, being a docent could be for you!
- A docent is a trained volunteer who leads tours of the Museum for groups of children and adults. No prior formal training or experience is needed, no particular background in art is required, and all ages are welcome. The docent program at HMOA offers the opportunity to learn about other cultures, historical periods, artwork and artists.
Docents attend weekly training from September through May. This may include gallery walks with Museum curators, training in touring techniques from the Education staff, field trips to area museums, and demonstrations by visiting artists. Be prepared to make a yearlong commitment to attend training and lead tours.
Our docent corps is a highly valued part of our Museum family. These committed volunteers act as Museum ambassadors to the public. Please consider joining us.
Contact Cindy Dearborn at (304) 529-2701, Ext. 315.


Teacher's Career Spans Changes Spurred by 1975 Law
When Randy Briggs graduated from Pennsylvania State University with a degree in special education in 1976, the Education for All Handicapped Children Act was still new, having been passed just the year before.
Today, Ms. Briggs, 45, is a special educator with more than 20 years in the field. Since beginning her career in 1978 in Erie, Pa., where she taught students who were classified as mentally retarded, she has seen the myriad changes inspired by the landmark federal special education law, later renamed the Individuals with Disabilities Education Act.
Progress and Problems
For most of her career, Ms. Briggs has worked in the 128,000-student Montgomery County, Md., public schools, just outside Washington. After starting out at the high school level, she has spent the past 13 years in elementary education in the district, and the past nine at Wood Acres Elementary School as a special education resource teacher. She now works with a variety of special education students, not just those with mental disabilities. Thanks to the IDEA, which calls for special education students to be taught in the "least restrictive environment," general education teachers have made significant changes in the way they include students with disabilities in their classrooms.
"There is definitely a connection between the IDEA and the accommodations teachers are making," Ms. Briggs said.
For instance, Ms. Briggs is now aware of teachers who allow special education students to take untimed tests or who read test questions aloud to certain students. A teacher, she said, might read a math word problem to a student to give the youngster a chance to solve the mathematics portion of the problem without being penalized for not being able to read the question.
Teachers are also letting special education students use technology, such as portable computer keyboards, in the classroom, she said. And, the increased use of technology over just the past five years has also revolutionized the way Ms. Briggs does her job. Having her own computer, she said, has helped tremendously with the piles of paperwork that once seemed overwhelming while also easing communications with her support system. "Everyone who can help me is an e-mail away," she said.
The process of determining the best "individualized education program," or IEP, for each special education student—as ordered by the IDEAhas become much more complicated over the years, with many parents seeking out private evaluations of their children's needs, Ms. Briggs said. "It's kind of like detective work sometimes," she said.
IEP meetings—during which the blueprint for a special education student's services and classes is decided—are sometimes crowded with parents, teachers, administrators, and outside advocates the parents bring along. The amount of differing input can become intimidating. "The tendency is to feel threatened, and the challenge is to see it as an opportunity," Ms. Briggs said.
Though parents in some cases sued to get more, or different, special education services for their children, Ms. Briggs said that the outcome of each of her IEP meetings has been positive for both sides.
She has never had to go to court over an IEP, which she attributes to both the team she works with and the leadership of her principal. "I know I am lucky," she said.
Vol. 20, Issue 14, Page 27


The fast and easy way to ace the PSAT/NMSQT exam
Similar to the SAT, the PSAT/NMSQT measures critical reading skills, math problem-solving skills, and writing skills. The tips and plain-English information presented in PSAT/NMSQT For Dummies are designed to give readers of all skill levels the edge they need to perform their best on this important exam.
Here, you'll find the easy-to-understand information you need to prepare for the PSAT/NMSQT. You'll get a review of foundational concepts for every section, from identifying root words and correctly using commas, to solving math word problems and using the quadratic formula. Plus, four full-length practice tests with detailed answers and explanations help you assess your skills as you prep for exam day. So what are you waiting for?
- Includes a review of foundational concepts for every section
- Practice problems for each of the test's three sections allow you to test your comprehension as you study
- Includes four full-length practice tests with detailed answers and explanations
If you're one of the 3.5 million students preparing for the PSAT/NMSQT exam, this hands-on guide has everything you need to score your highest!


It is first important to note that many criticisms of technology—including information overload, social and moral decay, and deterioration of intelligence and attention—are the same fears that were present during the advent of the television, motion picture, radio, telephone and even printing press. (See Don’t Touch That Dial) In every case the fears were usually reactionary rather than being based in tangible evidence.
The American Academy of Pediatrics recommends a maximum of two hours of passive entertainment media per day for children over the age of two. (See Media and Children) However, it makes no statement regarding the use of educational or interactive media beyond recommending a balance between physical and digital experiences. Most published criticisms of technology also fail to distinguish between technology used for passive entertainment, such as television, and educational or gaming technology, both of which are primarily active.
NIST regularly incorporates technology into the classroom, using it as a tool to enhance learning. This includes the use the iPads, laptops and the Internet. While a great deal of criticism has been levied toward technology in general, research demonstrates that balanced use of technology for educational purposes in schools produces positive effects.
The following evidence supports our use of engaging educational technology:
- Technology enhances traditional learning in multiple areas: “Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem”. (See What Is the Impact of Technology on Learning?)
- The use of technology in the workplace will continue to grow, and integrating technology into the curriculum prepares students for this future: “Technology prepares students for the workforce at a young age, which is becoming more and more of a vital skill as technology in our society becomes more relevant. According to the US Department of Commerce, sixty percent of jobs today require technological skills, and this is expected to increase to ninety percent in the next fifty years.” (See Determining the Effects of Technology on Children)
What Does This Mean for Parents?
While the use of technology generally has positive effects on learning, there is a real risk of addiction or overuse. Additionally, educational and interactive content lead to benefits that entertainment media does not. Encouraging the positive use of technology can be addressed through several tactics:
- Establish clear agreements and expectations: Identify places and times in your home where computers and devices will not be used. Decide as a family which types of media are acceptable.
- Monitor and regulate the media your children access: While educational media and even age-appropriate gaming is largely beneficial, passive entertainment media is not, particularly at young ages. Graphic violence and sexual content can have a highly negative effect on young children: “longitudinal correlational research has demonstrated a negative association between early exposure to violent video content and academic achievement”. (See Media and Young Children’s Learning)
- Don’t be afraid to take away technology: If your children overuse devices or spend too much time in front of a screen, enforce your family agreements and forbid continued use. Contact the school counsellors if you need help in doing this.
- Encourage a balance of other activities: Children should have at least three to four hours of physical activity every day. This includes sports, outdoor activities, exercising or even walking. Enroll your children in an appropriate ECA or similar activities.
- Model digital citizenship: Your children learn best by watching you. If you want them to value relationships with others more than technology, show them how to do this by following your family agreements. Designate time in your day when you do not use a computer or device, and instead spend time with your children.


English for Speakers of Other Languages
English for Speakers of Other Languages (ESOL) is an English language development program for Kindergarten to Grade 12 students whose home/native/primary language is a language other than English. The program focuses on developing their proficiency in processing and producing academic English language.
The ESOL curriculum aligns English language instruction with content standards. Students develop their language and literacy skills in the context of the content curriculum. ESOL teachers analyze the academic language demands involved in grade-level teaching and learning to identify the English language needed for functional use in discipline specific topics.
Aligning English language instruction with content instruction ensures that language functions are differentiated for student’s English proficiency while maintaining the cognitive function of grade-level instruction.
English language learners are a dynamic group of students. They possess diverse experiences, skills, and knowledge that enhances their education and enriches school communities. The regular and active participation of English learners in classrooms promotes language development while providing all students with opportunities to understand other perspectives and cultures.
The HCPSS ESOL Office promotes the development of students’ proficiency in English listening, speaking, reading, and writing as they engage in continued study of academic content including language arts, math, science, and social studies.
ESOL teachers recognize and lift up the strengths of students as individuals and as valued members of our school communities. They apply knowledge of every student’s unique cultural background, English language proficiency profile, and academic strengths in order to promote inclusive and rigorous instruction for all students.
Across all grades, ESOL instruction is aligned with World Class Instructional Design (WIDA) and Common Core State Standards (CCSS). In partnerships with content teachers, ESOL teachers assess and monitor students’ English language development, analyze the language demands of classroom tasks, and apply Universal Design Learning principles to ensure that all students are engaged in learning.
K-12 ESOL Programs
Literacy development is a primary focus of ESOL instruction in K-12. In elementary and middle schools, ESOL teachers use a variety of instructional models to provide language instruction to English learners. ESOL teachers may use pull-out, push-in or co-teaching to deliver English language instruction. The ESOL teacher consults regularly with the students’ content teachers in order to align English language instruction with content instruction.
In high schools, ESOL teachers use co-teaching as well as sheltered instruction to teach the English language development curriculum and the ESOL English language arts curriculum which is aligned with the Maryland College and Career Readiness Standards for English.


Resources for Parents and Caregivers of Preschoolers
There are only 2,000 days between the time a baby is born and when that child shows up for the first day of kindergarten. Experiences during these 2,000 days have a lasting impact on later learning, health and success. That is because children’s earliest experiences literally determine how their brains are wired; lay the groundwork for future health; and form the foundation of the social and emotional skills needed for academic and workplace success.
Talking and listening to infants, toddlers, and preschoolers
A Place of Our Own website has a Child Development / Cognitive Development page presenting tips on talking and listening to infants, toddlers, and preschoolers.
Early Childhood Nutrition
Good Health Guidelines
Tips, Tools and Resources for Parents and Caregivers
The website of the Let's Move! for early care & education (ECE):
Just for Fun!
Pre-K preparation and readiness: Parents Are Teachers, too!
Talking is Teaching / Talk Read Sing is a campaign of Too Small to Fail in partnership with various organizations that are dedicated to improving early childhood development. See Program Resources for Parents and Caregivers.
City's First Readers is a collaboration of nonprofit organizations fostering the literacy development of children, ages 0-5. By combining resources and best practices, more New York City children have greater access to the programs and services that will stimulate their literacy development.


Light, J., Caron, J., & McNaughton, D. (2016, November). Evidence-based intervention & apps to improve literacy outcomes for children with autism who require AAC. Presentation at the American Speech-Language-Hearing Association (ASHA) Conference, Philadelphia, PA. [Handout].
Abstract: This session will present evidence-based intervention and AAC apps to support the literacy development of children with autism and complex communication needs who require AAC. Research results will be presented to demonstrate the effects of the literacy intervention and apps; videotaped case examples will be used to illustrate outcomes.
- the importance of literacy skills for individuals with autism who require AAC;
- evidence-based literacy instruction including skills targeted, instructional procedures, and adaptations for individuals who have autism spectrum disorders and use AAC; and
- features of AAC apps that support literacy along a continuum of learning.


By Teachers, For Teachers
Do you find that you forgo scaffolding a lesson because it seems like a lot more work for you to do? Teachers already have a lot on their plates, so I can see that scaffolding may not be at the top of their list, but if you don’t scaffold a lesson, then it’s like teaching a child to ride their bike without the training wheels on. It’s essential that we teachers don’t just say “I would like you to write a three-page essay.” We have to give our students the tools to know what to do and how to write that essay.
Scaffolding is one of the first teaching strategies that you do with students. It’s providing students with a tool for better understanding. If you were beginning a new chapter, you might read key vocabulary words, preview the chapter, or read a few chunks of the first chapter together as the class. Scaffolding is making sure students have a firm grasp of the information that they are about to learn by giving them the tools to succeed.
Here are 5 scaffolding teaching strategies that you can try out in your classroom today. Give them a try and let us know what you think.
Remember when you were a child in kindergarten class and you would have show and tell? I bet you can still remember some of the stuff that your classmates brought in to share. For many of us, seeing something helps us to remember it better than just hearing about it. When scaffolding, modeling and demonstrating what you want the students to do are some of the most important components. Here are a few tips on how to model:
Tap into your students’ prior knowledge by encouraging them to relate and connect to their personal lives. Ask students to share their experiences and ideas. If you notice they are having a hard time relating the content then give them a few suggestions to get them started. Use this scaffolding technique every time you start a new task.
Try to include a quick cooperative learning technique into your lesson. Try think-pair-share, numbered heads, or turn-and-talk so students get a chance to verbally articulate what they are learning with their peers. These structured student discussions allows student to process what they are learning and share and hear others ideas on the subject. It’s a great outlet for kids and helps the students who are struggling to make sense of what they are learning.
Pictures, charts, graphic organizers and anything else that you can visually depict is a great scaffolding tool to use. Pictures and charts are a great visual representation of what you want students to learn, so a graphic organizer can help students visually organize their thoughts onto paper in an organized manner. They serve as a guide to help students think about what they want to write and are especially beneficial with challenging information or difficult texts.
Provide time for students to think while you check for understanding. For this strategy you start by discussing a new concept or idea, then you pause for a moment to let it sink in, then you ask a strategic question, and pause for another moment. Open-ended questions are the best to use here because they allow students to use their critically thinking skills to come up with an answer. Make sure to give students an ample amount of time to think about the answer, and after one student has answered, keep the others engaged by calling upon more students to reiterate what the first student just said. If you really see that students are having a hard time answering your question then use this question for your cooperative learning groups so students can get the opportunity to discuss it with their classmates.
There are a lot of scaffolding techniques that you can use in your classroom. Be sure to experiment and chose the ones that work well for you and your classroom. Although it may seem like it may take longer to teach a lesson, just remember that it will all be worth it in the end.
What scaffolding strategies do you use in your classroom? Do you have any that work especially well for you? Share with us in the comment section below. We would love to hear your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


The Civil Rights Movement of the 1960s had ended before a black woman first became principal of a high school in Long Beach.
Alta Cooke Posed for Article in the Press-Telegram, Long Beach
Alta Cooke, first black female high school principal in Long Beach, was an influence on many young lives in that city. No black woman had been promoted to the position until 1987.
For this project, the women were asked to select pictures from their personal albums to include in the book. In a Press Telegram (Long Beach) newspaper article, Alta Cooke chooses pictures from her family album.
in looking through her private collections, Cooke re-discovered a little-known part of her career--law enforcement and recently renewed an old partnership between the Long Beach Unified School District and the Los Angeles County Sheriff's Department.
Teenage Alta Cooke
In viewing these historic photo album pictures Carolyn Smith Watts and Sunny Nash discovered a treasure of not only memories, but historical accounts that exist nowhere else. Carefully collected and stored, mostly for their children and families, women like Alta Cooke have meticulously documented a segment of Long Beach experience, previously unknown outside these privately preserved archives, images that will be included in the exhibition to augment and complete the story of their journeys and their city's.
Featuring women like Alta Cooke in BREAKING THROUGH Lighting the Way will help to expose the community to their stories and contributions to race relations in America.
Alta Cooke, College Graduate
"Women who want to be successful in today's world should listen to what their mothers, fathers, grandparents and mentors have to say about life," Cooke said. "Apply these lessons to what you want to do for yourself and then go out and do it. Accept professional challenges. Be prepared for life. Remember, there are going to be many challenges." Born and raised in Long Beach, California, Alta Cooke went off to New York for two years and studied music in Potsdam, New York. "I went there for two years and had a wonderful music experience," Cooke said. "[But] it was too cold there for me, so I came back to California and enrolled at the University of Redlands."
After graduating from the University ofRedlands, Cooke earned a Master of Science in Music Education at the University of Southern California.
BREAKING THROUGH Lighting the Way
Profiles of African American Women who made a difference to the history of Long Beach, California
In preparing BREAKING THROUGH Lighting the Way, the Carolyn Smith Watts and Sunny Nash team learned that people of color all over the nation, including Southern California, have felt or, at least, have seen the effects of race at some time in their lives throughout American history.
Examples of racial awareness can come at work, home, school, church, public facilities and any place people of different ethnicity may be in the same places at the same times.
Many times, today, people are not even aware of their biases. They simply gravitate toward people who are more like them. If BREAKING THROUGH Lighting the Way does nothing else, it will make people aware of the other person and may help people better understand what others have gone through in the past and why they are still sensitive to racial slights in the present.
In Early America, the pre-Civil War era, Reconstruction and the Jim Crow days, the inability of the United States to take any meaningful steps in race relations was due to the Jim Crow system in place for more than 100 years, a system that was designed to curtail the advances freed slaves had won after the Civil War. The Jim Crow system ballooned during Reconstruction, with particularly harmful consequences. In cases of black men, the fear of lynching loomed; in the cases of black women, the fear of rape before being lynching loomed. The Jim Crow system stymied any attempt at race relations by committed black and white citizens in a nation, still reeling from the effects of the Civil War and Reconstruction. Nearly a century and a half later, the emotions of younger generations are still taintedby Jim Crow. When a person of color feels a sting of racial discourtesy with poor service in a restaurant, is it such a surprise given our history? On the other hand, what about the person too young to remember Jim Crow? Should he or she be blamed for the past racial climate in our nation simply based on the color of his or her skin? Remember, a coin has two sides. BREAKING THROUGH Lighting the Wayexplores both sides.


Supervising Assistant Principal for Kindergarten: Dana Rappaport, Drappaport@ps321.info
At P.S. 321, we are committed to balancing a focus on learning through play and challenging children in the academic areas. Our workshop approach to teaching means that kindergarteners spend most of the day working partnerships, small groups, or independently, and that instruction is differentiated. We spend considerable time developing strong classroom communities and work hard on social and emotional skill development. Choice time is a key component of the curriculum.
Reading & Writing
Students learn that reading is about making meaning, begin to grasp foundational skills, and progress at their own pace. By the end of kindergarten, children are expected to be able to read level B-C books. Examples of B books are The Tree House (Story Box); Have You Seen My Cat by Eric Carle; Climbing (PM Starters); examples of C books are Brown Bear Brown Bear by Bill Martin; The Farm Concert (Storybox) Writing is also a priority, beginning with pictures and progressing phonetic writing as the year goes on.
In math, we are strongly committed to a concept-based, problem-solving, hands-on approach to mathematics. We believe children need to be involved in constructing meaning in math, deciding on which strategies to use as they solve complex problems. But, we also know that children need to learn and practice basic math facts so that they can calculate quickly and efficiently, and so we do that as well. The curriculum draws on TERC investigations, Math in Context replacement units, units developed by Metamorphosis, and more, and emphasizes differentiating math instruction.We follow the rigorous Common Core State Standards and use games and story problems to engage students in working with numbers to 100.
In Science, students study direct, observable phenomena such as trees, worms, and snails. They also complete hands-on experiments in science class.
Throughout the year, in Social Studies, students are introduced to PS 321’s Respect Initiative. Students also study Family and Community. Shared studies include: All About Us and Things in Our World and a School Study. Most classes do at least one more study such as Bridges, Transportation, or Post Office. Students go on curriculum-related field trips a number of times throughout the year.
Our kindergarten curriculum provides children with chances to be physically active including two daily outdoor play periods, dance, and physical breaks in the classroom.
Teachers are always informally assessing students to guide their instruction. Report cards are distributed in November (narrative comments only), March and June (with the latter two including ratings and narratives).
Common Core Standards
For a detailed listing of the Common Core Standards for ELA and Math, please click here.


A matryoshka doll is a set of wooden dolls of decreasing size placed one inside another. More commonly known as nesting dolls, a set of matryoshkas typically consists of a wooden figure which separates, top from bottom, to reveal a smaller figure of the same sort inside, which has, in turn, another figure inside of it, and so on.
The figures inside may be of either gender; the smallest, innermost doll, is typically a child turned from a single piece of wood. The dolls often follow a theme. The themes may vary, but they typically try and tell the story of a family or of a life.
Matryoshkas are used metaphorically as a design paradigm, known as the "matryoshka principle" or "nested doll principle". It denotes a recognizable relationship of "object-within-similar-object" that appears in both man-made objects as well as mother nature (Wikipedia).
Music education is akin to a matryoshka doll. We are programs within a profession: band, choir, orchestra, jazz, and general music. We have Suzuki, elementary, middle school, high school, collegiate, adult, and professional ensembles. We have teachers, performers, therapists, conductors, and yes, leadership trainers. Although we are all different sizes, shapes, and are decorated in different ways, we are part of the same matryoshka doll called music education.
Everyone wants to feel special and unique, myself included. And, if we're being honest, being a music teacher is not exactly hard on the ego. Every day we play to a large and captive audience that is usually willing and wanting to hang on our every word. Well, usually! But rather than celebrate our uniqueness, perhaps we would be better off as a profession if we celebrated our sameness, because, like the matryoshka, all of us have the same final core: a young child willing and wanting to make music.
Have a great week everyone!


Music for Schools, our instrument lending library, allows students who cannot afford the opportunity to participate in their school’s band or orchestra program, the opportunity to do so. Working directly with schools and teachers, the instruments are loaned for the entire school year, completely free of charge.
Since its inception in 2000, the lending library has grown from a small collection of core instruments to more than 400 instruments of all types. This has been made possible through the generosity of donors, as well as our annual instrument drive, held each spring.
The Benefits of Music Education
Music is a Science
Music requires research. It is specific and demands exact acoustics. For instance, a conductor’s full score is a chart or graph, indicating frequencies, intensities, volume changes, melody, and harmony all at once and with exact control of time.
Music is Mathematical
It is rhythmically based on the subdivisions of time into fractions, which must be done instantaneously.
Music is a Foreign Language
The semantics of music is the most complete and universal language. Most of the terms are in Italian, German, or French. The language of music also incorporates notations, which represent a highly developed form of shorthand, using symbols to represent ideas.
Music is History
Music often reflects the environment and times of its creation. From music, children learn lessons about historical events, as well as the ethnic and cultural heritage reflected in the piece.
Music is Physical Education
It requires fantastic coordination of fingers, hands, arms, lip, cheek, and facial muscles. Children who play music also show extraordinary control of the diaphragmatic, back, stomach, and chest muscles, which respond instantly to sounds heard by the ear and interpreted by the mind
Music is Art
It develops insight and creates emotion. Through music, children learn to share their humanism, express thoughts and feelings, and contribute to the infinite and collective spirit we call “life.”
Provided by the Music Achievement Council
Resource Lending Library
In addition to instruments, we also offer CDs, games, songbooks, state adopted materials, and advocacy kits for student and teacher use.
Music Workshops and Presentations
Presentations can be scheduled for teachers, site councils, and community and parent groups.
Assistance with Curriculum Development
Music for Schools can assist schools in developing long-term goals and objectives for their music programs.
FOR MORE INFORMATION
about Music for Schools and resources available for teachers and schools, please email Tracy Sawyer, Education & Outreach Manager, or call 707.800.7529.
Apply for an Instrument
Applications are accepted only from teachers, not directly from students or parents. The purpose of the library is to make instruments available to students who otherwise would not have the opportunity to learn and play music.
Complete a request for each student applying for an instrument. Please only submit applications for students you know to be responsible and capable of caring for an instrument. The parent(s) of the student and the student’s school will assume financial responsibility in the event of loss or damage to the instrument. Incomplete applications will not be considered.
Priority is given to students with demonstrated financial need. However, because our goal is to have all of our library instruments used each year in school music programs, those requests not based on financial need will be considered on a first come, first served basis after initial placements are made.
Though most requests occur at the beginning of the school year, applications are accepted throughout the year and are filled according to availability.
The music teacher or principal must check-out and return the instrument. Borrowed instruments are on loan for the entire school year. Upon return of the instrument, we ask that maintenance information be provided. Repairs for non-routine maintenance are the responsibility of the parent(s) or school, as needed.
Teachers are responsible for ensuring proper use and handling of instruments and make the following commitments:
Teach proper storage, use, cleaning, and maintenance of instrument(s)
Ensure the student is attending classes and the instrument is being played
If a student drops out of music instruction, return the instrument immediately
Notify Music For Schools immediately in the event of instrument loss or damage
At the end of the school year, return the instrument by the due date and notify


NISO’s goal is to reinforce music education offered in our schools and communities, and to give students a better appreciation for the aesthetics of symphonic music. We anticipate impacting 800-1000 4th/5th/6th grade students. The educational objectives of the Concert for Children are:
- Students will experience a live symphony orchestra.
- Students will learn basic concepts of a symphony orchestra.
- Students will learn basic music vocabulary associated with the concert
- Students will study background information about the composers of the music being performed.
- Students will be inspired to participate in music.
- Click here for a glossary of terms
COMPOSERS AND MUSIC (links to Wikipedia)
Be sure to listen to the musical excerpts included in the Concert for Children Guide.
The pieces performed on this concert are popular and available at iTunes.
- You-Tube can be a wonderful source in showing videos of several of these classical performances.
- Concert etiquette is an important part in teaching your students what is appropriate behavior at a concert and what is not. The following link can be helpful in explaining expectations when attending such an event: Concert Etiquette
- The CDs may be purchased at the following websites:


Musical Training Causes Brain Plasticity
Music is a model of plasticity because of the multiple systems and the unique effects. Music training has wide ranging effects in many capacities related to perception, performance, and language with increases in brain efficiency and fewer neuronal units needed to encode information.” Dr. John Leif – Searching For The Mind
Plasticity in children
“Training affects brain structures more strongly as a child. When the training begins before age seven, neural systems are created that last a lifetime. Random samples show structural changes in auditory and motor regions in 15 months of training in children. “
"My 4 year old daughter has had this song less than a week. She originally learned to play it with the Piano Wizard software, but now she can take it to the piano and play from her book. Piano Wizard works like training wheels with the goal to get you away from the computer. My daughter is so proud of herself for being able to cross her hands over. :)"
“Learn the piano without falling asleep.”
When I was playing at CEO Space I could hardly keep from crying because I know how this is going to bring my girls and I together and teach them the joy and uplifting power that creating music has on their soul.
“I just want to personally thank the people who created this awesome way to teach kids to play the piano, I wish I knew about this when i was younger, I’m 18 now …. Piano Wizard will make a huge difference!”
Piano Wizard also ventures where no other music games do – with advancing modes of play taking you from a beginner, all the way to fluently reading the musical scores that previously seemed like hieroglyphics.
“A stress free, fun experience that consistently proves successful.”
“…an easier way to get your child from Chopsticks to Chopin. It was nice to find a computer video game that actually teaches something significant.”
“Piano Wizard is a successful adaption of the gaming genre to serious music lessons.”
Painlessly teaches anyone to play the piano. It gives every player instant success and joy, because they will immediately be able to play their favorite songs!
“I was skeptical until the piano wizards enticed me to try and there I was, playing some kind of sonata or other. It was nice to find a computer video game that actually teaches something significant.”
“This is a complete package that is worth the investment”
Not only do I think Piano Wizard is pretty much the Cat’s Pajamas, other people have thanked me because I recommended it for them or their children or grandchildren and they’ve also gotten great results.
“Music education apps are more productive in this department, but usually fall flat in enjoyment and substance. Piano Wizard could single-handedly change that, pairing engaging mechanics with increasingly challenging game-play.”
What once was a difficult chore is now a fun, entertaining and rewarding experience. Our system is so easy to use, both parents, music teachers, and non-music educators can easily teach the method to their own children at home, or in a classroom. For beginners piano, Piano Wizard is a perfect way to start piano lessons for kids. They won’t get bogged down with having to first learn notation and music theory. They’ll start playing real songs immediately within 5 minutes of starting up the game.
Then, later on, as the student progresses, they may continue their music learning journey with a qualified piano teacher if so desired. What makes Piano Wizard so wonderful is that once they do, the student will be more receptive to the traditional teaching approaches as they already developed a basic understanding of basic music structure – even if they don’t even realize it!


Capstone Project (Open Access)
Bachelor of Arts (B.A.)
Music & Performing Arts
Music is a subject that does not limit children to simply having fun, although “fun” is an essential component when trying to engage children in learning activities. Music further enhances a series of transferable skills and can help children with their learning experience in other subjects. By being part of a fun activity such as music, children are able to acquire affective, cognitive, and evaluative skills, which will further reinforce a variety of areas of their development. When engaged in an activity where recognition and expression of feelings are required, they learn that having feelings is perfectly normal and that expressing them is valuable. They also learn to be sensitive to other people’s feelings, to appreciate them, and to have a positive attitude towards their feelings. Also, their cognitive domain is augmented. Retaining information and analyzing it is a very important part of many musical activities. This is also a skill that is acquired when encouraging children to memorize patterns and be able to repeat them. Being able to compare and contrast and distinguish important information from unimportant information will play a huge component of their development. Lastly, the evaluative domain is also amplified. Proficient and advanced motor skills, coordination, and physical movement are emphasized when engaging in musical activities. These activities help children separate body movements and will consequently result in effective motor-skill development. All of these skills will be crucial in not only their childhood, but also in adulthood, and they will help them engage in more enjoyable lifestyles and more effective learning pathways.
Ixtupe, Dulce-Paola, "The Benefits of Music in Child Development" (2017). Capstone Projects and Theses. 106.
Art Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Music Education Commons, Music Pedagogy Commons, Music Performance Commons, Music Practice Commons, Music Theory Commons, Other Music Commons


Many people disregard the importance of the arts in education. Sure, the arts are good for blowing off steam and encouraging creativity, but are they useful in the real world? If a student doesn’t have the capabilities of being the next Beethoven or da Vinci, what is the point of wasting resources on their continued arts education?
The Current State of Arts Education in Public Schools
The prevalence of art education in public schools has been on the decline since the early 1980s and in recent years, budget cuts have made it almost obsolete. Nowhere are these cuts more severe than in urban areas where minority children are the most unlikely population to receive arts education.
Why Parents and Teachers Should Be Worried about the Future of Arts Education
Several new research findings are proving what art education teachers have been saying for years: art isvaluable. A well-rounded educational experience that includes the arts is closely linked to academic achievement, social and emotional development, civic engagement, and equitable opportunity.
A recent study of high schoolers revealed a correlation between arts education and math and writing test scores. These high school students were tracked for three years and were required to take a minimum one credit of art education. Students who took more than the minimum requirement were 1.5 times more likely to meet or exceed the ACT Plan national average composite score! These students excelled in statewide tests, earning proficient levels in math, reading and writing.
How the Arts Enhance a Student’s Education and Overall Development
Plenty of research has supported the role of arts education in providing a comprehensive education. Let’s take a closer look at howexactly the arts affect a student’s ability to learn and develop:
- Learning to read music and understand concepts like time, rhythm, and pitch have a direct effect on a child’s ability to comprehend math skills. One study showed math scores of music students surpassed those of their non-musical classmates. Students from low socio-economic backgrounds were twice as likelyto excel in math if they had musical education.
- Studying the lyrics of music can teach students about syllabification, phonics, vocabulary, imagery, history, myths, folktales, geography, and culture.
- Studies show there is a direct correlation between continued involvement in theater and success in math and reading.
- Non-native English speakers may learn the language more quickly with the use of music. Thematic learning helps children learn in a safe, enjoyable, student-centered environment.
- Students who take the time to master a musical instrument learn about hard work, practice, and discipline. While performing in a group – like an orchestra, band, or choir – students learn to work together, appreciate teamwork, strive for a common goal, and develop negotiation skills.
- Cultural awareness is achieved through every form of arts education.
Arts education has always been important to those who value creativity. Now, as new evidence continues to emerge, more and more people are realizing its importance – especially when it plays such a crucial role in a well-rounded educational experience. What if the next Picasso is sitting in your classroom right now?
Jessica Velasco is a freelance writer. She has 15 years experience working as a teacher and child development specialist.
Schwartz, J. (2012). Kids Like Blues: Using Music and Video to Rock Your Classroom. Retrieved from Edutopia website: http://www.edutopia.org/blog/kids-like-blues-music-video-jon-schwartz
Kloberdanz, K. (2012). Want Your Kids to Excel in Math and Reading? Teach Them to Paint.Retrieved from Take Part website: http://www.takepart.com/article/2012/10/23/want-kids-excel-math-reading-teach-them-paint
Good Reasons Why Your Child Should Study Music.Retrieved from Schoolatoz website: http://www.schoolatoz.nsw.edu.au/homework-and-study/other-subjects-and-projects/the-arts/why-your-child-should-study-music


|This photo is from the Clutter Free Classroom blog. Who reports: "It is currently the most popular book in our class library." SMILE!!!|
Here are a few of the blogs I know are sharing one of my books--WHAT IF YOU HAD ANIMAL TEETH? (Scholastic, 2013). I hope those of you who are also sharing this book or know of blogs with activities based WHAT IF YOU HAD ANIMAL TEETH? will Comment. I'd love the sites I'm sharing here to grow, and grow, and grow. SMILE!
Definitely check out Science For Kids: Adventures of An Elementary School Science Teacher by Sue Cahalane.
Sue has created activities based on my book WHAT IF YOU HAD ANIMAL TEETH? She shares patterns for four kinds of teeth (narwhale, elephant, camel, tiger) kids can use while imaging themselves with different kinds of animal teeth. She also shares worksheets for an animal classification activity based on this book.
At Oceans of First Grade Fun by Yolanda Arnold. You'll find patterns for the other kinds of animal teeth in this book. Like her students, your children can try their hand at a little opinion writing answering these questions:
- If you could have teeth like any one of the animals in this book, which would you choose?
- Why would you like to have that kind of animal teeth?
Of course, like the book, also challenge children to think about what's great about having human teeth.
At First Grade W.O.W. (Windows On Wonder) Nancy Vandenberge shared her entire class with their animal teeth. These kids also examined some cool REAL teeth Nancy brought in to share.
"I love collecting fun things for our science center. I have a bull skull which includes many of his teeth, a small deer jawbone, and a good friend just gave me an elk skull with teeth. We had an amazing time examining each one. " Nancy Vandenberge
And what a great chance for children to think about how each animal's teeth are just right for what that animal eats.
Definitely don't miss Homeschool Share. Scroll down to Science Activity 7 and Animal Teeth
You can download a worksheet with wonderful photos your children can use to match animal teeth to just the right animal.Or go to Science Kids: Fun Science & Technology For Kids. There your students can play an interactive game. They're challenged to drag teeth to the right animal, including a human, and click on EAT. Making a mistake is as much fun (and interesting) as getting it right.
And you'll find more fun at Teach Mentor Texts. There, Jen gives the book five hearts and suggests this activity.
"Writing Prompts: Imagine that you did have animal teeth - as if they were a super power. What could you do with animal teeth that would help you in your daily life? Write a story where you show how you would put your animal teeth to use. Choose two animals from the book to compare and contrast. How do they use their teeth in similar or different ways?"
Also check out one more activity called One Big Bite. It has lots of action-packed, mind-building fun for your students to chew on. And if you have a special way you're sharing WHAT IF YOU HAD ANIMAL TEETH? with kids please click on Comment and share. That'll let us all share the SMILES!!
And while you're sharing how you're building activities around WHAT IF YOU HAD ANIMAL TEETH? here are some more teacher created activities you won't want to miss.
Lesson Plan Resource File--Animal Teeth--Estimating Length


Wednesday, April 2, 2014
Finding our voices: art and advocacy
Youth Art Month is a fantastic opportunity to get art out in front of the community. It is these stakeholders who make decisions throughout the year for the best for our students. However, it isn't the only time to showcase our students' exceptional work, and thus our art education programs. It is a springboard to creating partnerships for special displays and exhibits. We are fortunate to have established a wonderful rapport with our local hospital. Last spring, we exhibited a huge collection of 4th grade watercolor "Wildflowers" which were invited for an extended stay at Seton. Our newest exhibit, all still-life paintings by our newest artists, our 3rd grade, are up and already getting attention.
The works represent my philosophy of their process--no works are the same. Each artist's voice is clearly apparent, and their individual choices in regards to the still-life view and the painting style are celebrated. The still-life of 3 vases full of flowers was set up on a round wooden table in the middle of the room, with the students' art tables arranged in a circle around it. Students were instructed to sit in one seat and draw the view of the still-life in front of them. However--we added a little pizzazz: imagine the concept of musical chairs... When the music starts, students stand up, and move around. As soon as the music stops they find a seat, and draw the view from there. They aren't supposed to sit in the same seat twice, thus providing them with a collection of views from which to choose for their final piece. The next time they come to art, the display is exactly the same. They are instructed to look through their studies and determine which one they like the best. They will redraw that view with more attention to detail. Some students work faster than others, so the next step would be to provide them with the drawing/painting paper (we used 12" x 18") on which they will draw their still-life again. This time, they draw it bigger: we use the word, magnified.
Students then trace over the pencil lines with permanent ink pens, select the color of tempera for their backgrounds, and start painting. The process took several weeks. After the pieces dried, students did use permanent marker to define the still-life paintings. For many, this was the first painting experience! They were so excited at the variety of styles and color, as well.
Here, we present our Youth Art Month Celebration, brought to you by some of our 3rd graders!