Here at The British School of Guangzhou, we want your child to have fun and be happy, safe and secure at all times. We want to inspire them to become purposeful and lifelong learners.
We follow the Early Years Foundation Stage framework in our Guangzhou Kindergarten, which covers children’s development from Toddlers to Reception (1 to 5 years old).
There are four themes within the EYFS Curriculum:
- A Unique Child - Every child is a competent learner from birth and can be resilient, capable, confident and self-assured.
- Positive Relationships - Children learn to be strong and independent from a base of loving and secure relationships with parents and carers.
- Enabling Environments - The environment plays a key role in supporting and extending a child’s development and learning.
- Learning and Developing - Children develop and learn in different ways and at different rates. All areas of learning and development are equally important.
These themes are used to underpin the learning and development that your child will take part in during their time in the EYFS.
How your child learns in preschool
Children learn in a variety of ways: by watching others, talking, asking questions, listening, exploring and investigating.
During play, children are supported and encouraged to find out more and explore; to play with what they know, and be willing to ‘have a go’; to be involved, concentrate, keep trying, and enjoy achieving what they set out to do; and to have their own ideas, make links and choose different ways to do things.
Areas of our kindergarten curriculum
The EYFS curriculum is organised into seven areas of learning and development:
• Personal, Social and Emotional Development
• Communication and Language
• Mathematical Development
• Understanding of the World
• Physical Development
• EAD - Expressive Arts and Design
• Literacy Development
Personal, Social and Emotional Development
We provide children with experiences and support which help them to develop a positive sense of themselves and of others, as well as respect for others, social skills and a positive disposition to learn.
Communication and Language
Children’s learning and competence in communicating, speaking and listening is constantly supported and extended.
We develop children’s understanding of Maths in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding.
Understanding the World
We support children in helping them to make sense of the world by offering opportunities for them to use a range of tools safely; to encounter creatures, people, plants and objects in their natural environments; to undertake practical experiments, and to work with a range of materials.
The physical development of students is encouraged by giving them opportunities to be active and interact and to improve their skills of coordination, control, manipulation and movement. They are always supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.
Expressive Arts and Design
Children’s creativity is encouraged by supporting their curiosity, exploration and play. Our pupils are provided with opportunities to explore and share their thoughts, ideas and feelings through a variety of art, music, movement, dance, imaginative and role-play activities, design and technology.
Children’s learning and competence in beginning to read and write is constantly supported and extended.
The Early Years programme at our kindergarten in Guangzhou enables your child to develop their personalities, talents and abilities. This enables them to develop a strong sense of self, to feel positive about their abilities as a learner, to form constructive relationships and become confident communicators.


Our fifth grade students have been powering up their creativity and problem-solving skills through building bridges in their Makerspace session this trimester. In this project, students design a truss bridge, which gives them practice with the math concepts of scale and ratio as well as right, acute and/or obtuse angles. More importantly, it also helps them understand how math is used in a real-world context.
By learning how to build bridges, our students have learned more about how engineers work and what goes into designing and building a complex, but necessary structure that is used by people in all parts of the world every day.
Congratulations to Kai Gray whose bridge held an amazing 277 times its own weight!
Electronics (specifically circuitry) are one of the three foundational skills our students receive during their Computer Science classes in middle school. We have found that a basic understanding of electronics is essential to move on to many great computing and robotics projects. Our objective is to ensure our students are equipped with the computational thinking skills they need to be creators, not just consumers, in our new digital economy.
Save the date for the hottest event of the year! The 2019 Chili Cook-off and Auction is Saturday, March 23rd from 5:30 – 9:30 pm. Enjoy original art, our amazing silent auction and taste chili from our community members!
Tickets are $25/adult before Friday, March 15th and $35/adult at the door. Beer/Wine will also be available! $10 includes a commemorative glass and two free drink tickets. Additional drink tickets are $3 each.
Eighth grade students visited the Hindu Temple of Virginia yesterday as the second part of their World Cultures course. These cultural exchange trips help to shape the students global understanding and values. During their visit students learned about the forms and functions of God in the Hindu faith, worship traditions, holy books and languages, festivals, symbols of faith and food laws.
3rd grade learned about animals and the differences between physical and behavioral adaptations. Students chose an animal to research and learn about. They learned about the animal’s habitat and other facts relating to what the animal eats, how it defends itself, and how it raises its young. 3rd graders then made dioramas including all of this information and presented it to Kindergarten and their classmates. The creatively used all types of materials including cotton balls, paper, candy, yarn, slime, and coffee grounds to name a few.
Thank you to Dakota Willis for sharing her experiences in the Peace Corps with our 7th and 8th grade students today. Ms. Willis was stationed in Nkanka, Rwanda on the border of the Democratic Republic of Congo and taught English there for two and a half years. Students heard about the importance of flexibility, community and appreciating the many gifts they receive, including running water and reliable electricity!
A big thank you to all who donated to the National Junior Honor Society’s Reverse Advent Calendar food drive in December. As a result of your generosity more than 540 pounds of nonperishable foods were delivered to FeedMore today! Stay tuned for our next event!


THE EFFECTS OF DISCIPLINARY LITERACY INSTRUCTION ON READING COMPREHENSION AND HISTORICAL KNOWLEDGE
Walker, Caroline Y.
De La Paz, Susan
MetadataShow full item record
This study examined the effects of three Tier 2 summer reading interventions on struggling readers who were about to enter the sixth grade. Students were assigned to one of three reading conditions: The first condition provided students with a disciplinary reading strategy utilizing primary and secondary documents on the history of China (N = 35); the second condition provided a generic comprehension strategy utilizing the same history of China materials (N = 30); the third, business as usual comparison condition, provided students with multiple, ad hoc comprehension strategies and varied texts (N = 45). The study sought to test whether a history-specific reading strategy would lead to greater comprehension gains than a generic comprehension strategy and whether both interventions, based in history content, would lead to greater content learning outcomes than ad hoc strategies and unconnected texts. Results indicate that in comparison to students in the business as usual comparison condition, students in both the disciplinary and generic strategy conditions showed greater growth on a researcher-created content measure of history. Students in these two conditions also showed more growth than peers in the comparison condition on a researcher-developed disciplinary comprehension measure. Contrary to the author's expectations, students in the two treatment conditions performed similarly on the disciplinary comprehension measure. This finding may have been due to problems with fidelity of implementation, the similarity of the two interventions, or the greater familiarity students and staff had with the generic comprehension strategy. Students in all three interventions showed growth on a standardized reading comprehension measure, the Gates-MacGinitie. In addition, regardless of condition, students did not show growth on a measure of reading motivation. Students who were diagnosed with reading disabilities performed similarly to peers who were struggling readers but not identified as having a disability on all measures. These results, which differ from those with older middle school students, suggest a need for future research on the relative effectiveness of both discipline-specific and generic reading comprehension strategies on comprehending and learning history content.


Curriculum & Instruction, Elementary Science/Math Education
Elementary education teachers help children learn and grow and prepare them for the next stages in their education. The MEd in curriculum and instruction, elementary science and math education concentration helps you do just that by enhancing your STEM teaching and classroom skills and providing you the opportunity to do research within your interest area.
Before you get started, you’ll need
- A bachelor’s degree
- The prerequisites required by the education college’s admissions policy
- Appropriate teaching or related experience
- Access to a computer, webcam, and high-speed Internet as well as basic computer and word-processing skills
Degrees You Can Earn
MEd in Curriculum & Instruction, Elementary Science and Math Education: In addition to required courses in curriculum and instruction, you’ll take science-teaching-specific courses such as applications of physics for teachers, earth science, and science methods for teachers.
Your degree will culminate in the Master's Comprehensive Exam, which will cover the content of one education core course and the content of two courses within your major area.
Other Degree Options
If you aren’t sure elementary science education is the concentration for you, check out other curriculum and instruction concentrations .
Where Can This Degree Take You?
Well, where would you like to go? Teachers are wanted all over the state of Texas in public and private schools. Teachers is STEM areas in particular are in great demand. With greater expertise in this area, you could teach and coach others in this specialty, be an education consultant at a regional service center, or take on the role of STEM curriculum director or assist in writing STEM education policies at the local, state or national level, or be an instructor at a community college.
There’s a lot ahead of you. You can go anywhere and do anything—follow a path or forge a brand new one. It’s all up to you, and we’re here to help prepare you for whatever journey lies ahead.
Visit the career services department to search for internships, apply for jobs, or get help putting together your resume.
Tuition & Funding
A good education shouldn’t saddle you with insurmountable debt. That’s why, at UHV, affordability and quality go hand in hand. From scholarships to grants to assistantships, we offer an array of options to help you afford your UHV graduate education.
The estimated cost of attending the University of Houston–Victoria varies with enrollment status and personal lifestyle. Browse our Tuition and Fees page to get an idea of how much it will cost to attend UHV.
To apply for FAFSA and similar external scholarships, visit the Office of Financial Aid.


At Music Together®, we aim to make the world a better place by making it more musical.
To do this, we bring the highest quality music and movement experiences to children everywhere.
What is Music Together?
Music Together is an early childhood music and movement program for children from birth through age eight—and the grownups who love them! First offered in 1987, our music classes help little ones develop their innate musicality—and much, much more.
Our early childhood music curriculum has decades of research behind it, in both music education and child development. We know what we’re talking about, and we’re good at what we do! And because we recognize that children learn through play, we make everything we do in class engaging and fun.
We also know that young children learn best from the powerful role models in their lives. That’s where you grownups come in: our family music classes show parents, teachers, and caregivers how to help their children become confident music-makers just by having fun making music themselves!
Most people think being musical is a question of talent—you either have it or you don’t. While that may sound reasonable, it’s completely untrue! All children can learn to dance and sing just as naturally as they learn to walk and talk. With this in mind, we formulated four basic principles that guide everything we do.
The Four Principles of Music Together
1. All children are born musical.
2. All children can achieve basic music competence—that is, they can learn to sing in tune and dance accurately to a beat.
3. It’s crucial that parents and caregivers participate in class and model music-making for their children in class and at home, regardless of their own musical ability.
4. The environment that best fosters young children’s musical growth is playful, musically rich, and developmentally appropriate.
The great thing about our music is that adults love it as much as children do! All Music Together songs were designed to inspire families to listen, sing, and make music together both at home and on the road. And the songs have been pitched in the perfect range so that even very young children can sing along.
Our award-winning music spans nine different collections. The songs are a mix of original and traditional tunes from a variety of genres and styles—folk, blues, rock, jazz, classical, and world music—so there’s something for everyone.
The first Music Together® classes were offered to the public in 1987. The program was founded by Kenneth K. Guilmartin and Lili Levinowitz, Ph.D., in Princeton, New Jersey. Their objective was to offer non-formal music experiences for the very young in order to support early childhood music development. They had observed that passive music listening was not enough for children: they needed opportunities for live and playful music making in order learn to sing in tune and move in rhythm to a beat. They wove together leading-edge research from the fields of early childhood and music education to develop the unique, musically-rich curriculum that would become known as Music Together.
Ken and Lili remain actively involved in guiding research, development, training and teaching of the Music Together program. Over the last 30 years, Music Together has successfully added programing (in multiple languages!) for babies, preschools, bigger kids, and the elderly.
Today the Music Together program is offered in more than 3000 communities and 40 countries worldwide!


Cause and Effect - This Cause and Effect freebie is the perfect way to teach this reading comprehension strategy!
>>> CLICK HERE TO WATCH A VIDEO PREVIEW <<<
This product is part of a larger Reading Comprehension Strategies Unit that covers 10 different strategies. To view that product description, click ***HERE***
This product includes:
- An introduction page describing the purpose of using the strategy with whole-group practice. You can use this page as a mini-lesson
- A more in-depth practice page that you can use for independent practice or an assessment
- A writing activity for the students to practice applying the strategy in their own writing
- A generic graphic organizer to use with ANY book (or with the reading comprehension passage I provided)
- A reading passage that emphasizes the strategy students are learning about
- Comprehension questions to use with the reading passage. The questions help reinforce the strategy they are focusing on.
- A cover page for if you'd like to bundle all the pages for each strategy into a packet for your students
- Answer Keys


Ruth Culham, EdD, is a pioneering researcher in the traits of writing field. Her areas of expertise include instructional strategies of the six-trait writing assessment model.
Ruth Culham, EdD, is a pioneering researcher in the traits of writing field. Her areas of expertise include instructional strategies of the six-trait writing assessment model, primary writing assessment and instruction for grades K–2, coordinating and planning a district writing assessment, long-range planning for staff development in writing assessment, and curriculum alignment with writing standards and assessments.
Along with 19 years of teaching experience, Dr. Culham is author of Traits Writing: The Complete K–8 Program; 6+1 Traits of Writing: The Complete Guide; 6+1 Traits of Writing: The Complete Guide for Primary Grades; and Traits of Writing: The Complete Guide for Middle School.
She was named 1986–87 Teacher of the Year by the Montana Association of Teachers of English and Language Arts.
Ruth earned an EdD in educational administration at the University of Asturias. She also holds an MA in English education from the University of Montana and a BA in elementary education and library science from the University of Montana.
Presentations by Ruth Culham
- Using the Traits for Writing Assessment and Instruction (K–8)
- Traits 2.0: A New Look at the Writing Classroom
- Reading Like a Writer: Using Mentor Texts to Teach Writing (K–8, K–2, 3–5, and 6–8)
- R.A.F.T.S.: Dump Dull, Uninspired Prompts Overboard
- Entering the Writing Zone: The Administrator’s View


Pathways 2.0 is a comprehensive, easy-to-use elementary reading program with integrated language arts for grades 1-8. This approach allows students to follow a variety of avenues to become readers, writers, and learners. Organized around broad themes and a scope and sequence of skills, Pathways 2.0 uses award-winning trade books that children want to read to deliver the skills that they need.
The program is based upon the belief that students should not only learn how to read, but also acquire the desire to read, write, and learn. Pathways 2.0 provides all students with the opportunity to become passionate learners, readers, and writers and the curriculum includes components and activities that address ten key principles:
Reading Instruction that fosters inquiry and deeper student involvement in learning
Spiritual Growth that helps students make good choices in life as well as in reading content
Reading Motivation that helps students develop a lifelong passion for reading
Writing and Expression that grows from reading and learning and helps create meaning for students
Selective Topics that support and encourage writing practice for different purposes and audiences
Reading Comprehension that grows from systematic instruction and learning strategies that students apply to literature and content subjects
Phonics Skills that are developed through a sequential program of phonics that includes systematic, daily practice
Spelling Instruction that is systematic, coordinated with phonics instruction, and addresses the specific developmental level of each student
Assessment that not only provides teachers and parents with information and tools about student development, but helps students assess their own growth
Classroom Management that includes whole-class, small group, and individual student activities.
For information on Kindergarten Stepping Stones, the faith-based, kindergarten curriculum that integrates language arts and reading, math, science, social studies, art, music, physical education, dramatic play, and technology, click here.


The process of facilitating a child’s learning of skills, facts, values, beliefs and habits through a certain number of years is called schooling. This can be done in different methods, using different curriculum and different environment. Schooling has become a basic requirement in the past few years, as the governments all over the world made schooling compulsory for children below a certain age. Schooling is done in an institution i.e. school. The process of schooling happens in different levels, such as per-school, first grade, second grade, third grade, and so on till the twelfth grade. These different levels are grouped into pre-school, kindergarten, primary school, elementary school and high school or secondary education.
Pre-school has students from the age of three to seven depending on the country they live in. In some countries pre-school is also called as kindergarten or nursery. The education provided in pre-school aims to develop the physical skills, intellectual skills, and morals in the child. There is balanced emphasis on all three of them and these skills are the underlying base for learning in the future.
Primary school has children between the age of five or six to nine or ten. Children in first grade to fourth grade are a part of the primary school. Around 89% of children around the world are enrolled in primary school. In some countries, the Education for All programs by UNESCO ensures that children receive at least basic primary education.
Elementary education has children between ages of nine or ten up to 12 or 13 year olds. The children in elementary school are in fifth to eight grades. Elementary education is also made compulsory in most parts of the world and is considered as a basic requirement. In countries like India, schooling and education is compulsory for children at or below the age of fourteen. In some other countries, education till the twelfth grade is right to all the citizens of that country.
Secondary education or high school deals with children between the age of twelve or thirteen to seventeen or eighteen. The exact boundary between high school and elementary school differs from one country to another. High school is where children spend their most crucial growing years, that is, adolescence. High school is considered highly important for the same reason as it contributes a great deal to the overall development of the child. However, high school is not made compulsory in several countries around the world.
There are different institution where a child can be schooled and the principles and values of these institutions change from one country to another. The different types of schooling institutions are- government schools, primary schools, convents or charitable educational institutions, colleges and sometimes a child can be home-schooled.


Open Access Graduate Research Paper
Reading--Parent participation; Early childhood education--Parent participation;
This paper is a review of literature relative to the importance of early literacy experiences for children. The primary focus this paper was to look at the benefits of early experiences with literature on children's literacy development.
The primary early literary experience investigated was children being read to by adults, and the benefits of this activity related to literacy development. Other components· of a rich literacy environment and their potential benefits were discussed. All of the activities that were investigated were found to positively influence literacy development.
Potential problems parents may have when trying to provide literacy experiences for their children were identified. These problems included child's disinterest, and parent emotional involvement. Successful programs to help parents provide literary experiences to their children were reviewed. Guidelines for assisting parents were identified.
The conclusion of this paper offers suggestions to parents and educators on how to provide early literacy experiences for children. Recommendations for further research in the area are stated.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Charles R. May
1 PDF file (iv, 31 pages)
©1998 Jolene Miller
Miller, Jolene, "Early literacy experiences and their affect on children's literacy development" (1998). Graduate Research Papers. 1206.


Budgets reflect values and priorities. The Trump administration's proposed budget for Fiscal Year 2018 cuts essential services that make it possible for families to participate in, contribute to, and get ahead in the economy and participate fully in our democracy.
The Trump budget proposal is not a place to start. Congress should build a budget from the ground up. That budget should focus on all Americans and, particularly, should emphasize pathways and supports for the most vulnerable. It should look at investments in education, workforce development, housing, health and human services, agriculture, and community and economic development programs together because such a holistic approach will make real opportunity possible. Kids can't learn when their stomachs are growling or when they are sick. Adults can't get ahead if there is inadequate funding for education and training or resources for wraparound services so they can get to work and know their children are safe and taken care of well. And we can't re-engage millions of opportunity youth if dollars allow us to only reach a few.
We need adequate levels of investments to keep our children and families safe, healthy, and productive. Proposed funding cuts to Medicaid, SNAP (food stamps), Community Development Block Grant, Community Services Block Grant, Choice Neighborhoods, Workforce Investment and Opportunity Act, Career and Technical Education, and many more programs make this impossible. Our nation must not trade in these programs for tax cuts for the wealthier among us. These tax cuts are leading to drastic state and local responses such as shortening the school week, cutting sports, math clubs, and arts. They shortchange millions to benefit a handful.
Beyond these profound worries, the Institute for Educational Leadership's specific concerns are:
- Choice for some, at the expense of many. The Administration's proposal to divert federal funds to expand choice and voucher programs can only reach a limited number of children and leaves millions without choice and voice.
- Elimination of resources that support the development of the whole child, including the 21st Century Community Learning Centers program, which at $1.1 billion provides core funding for afterschool programs and community schools, the Full-Service Community Schools program ($10 million) in the Department of Education that funds grants for community schools, the new Academic Enrichment and Student Support program ($400 million).
- Reduced support for children who need it most, including cuts in funding for ESSA Title I, our nation's major program supporting disadvantaged children.
- Fewer pathways to good jobs and careers as a result of proposed cuts of $168 million in Career and Technical Education and cuts of $2.5 billion in the Department of Labor, including approximately $1 billion in state formula grants under Title I of the Workforce Innovation and Opportunity Act. This is the exact opposite of what our businesses say is needed to find the skilled workers they need.
- Elimination of programs at the heart of our democratic legacy, such as the Corporation for National Service ($1 billion) that funds AmeriCorps programs, a majority of which are located in schools and nonprofit organizations.
- Making disability policy less visible and impactful by repurposing of the Office of Disability Employment policy funding, including eliminating its youth technical assistance centers.
- Reducing supports for needy children through an 18% decrease in Department of Health and Human Services resources with major cuts to Medicaid.
- Reducing mentoring services that work and transform the lives of at-risk youth to help them steer clear of the juvenile justice system and grow to be productive adults. The president's proposal would cut funding for the Youth Mentoring Grant to $58 million for fiscal year 2018.
- Further limiting opportunities for frontline workers and adult job seekers to improve their foundational skills through a disproportionate 16.5% cut of $96 million in the resources under the Adult Education and Family Literacy Act, leaving millions who need and want to upskill without any opportunities.
To see the full array of budget cuts, read the Major Savings and Reforms Budget of the U.S. Government (FY 2018) document from the Office of Management and Budget.
If you wish to address these issues, then consider:
- Sharing this information broadly;
- Engaging public officials of any affiliation in conversations about and site visits to affected programs and services to show how these cuts would impact children, youth, adults, and families in their cities, districts, and states;
- Taking joint actions with others who want to preserve the resources that close opportunity and achievement gaps.
The Institute for Educational Leadership


Publication Year: 2005
Authors/Editor: Snowling, Margaret J.; Hulme, Charles J.
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills.
Edited by well-respected senior figures in the field, the Science of Reading provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction.
The volume is divided into seven sections:
* Word Recognition Processes in Reading outlines models of word recognition that have shaped the direction of reading research during the past two decades and presents reviews of research on reading processes from the point of view of experimental psychology.
* Learning to Read and Spell reviews theories of literacy development and considers cognitive, linguistic and environmental factors that influence the development of reading and spelling
* Reading Comprehension provides reviews of reading comprehension processes in adults and children and of reading comprehension impairments.
* Reading in Different Languages reviews cross-linguistic studies of reading processes and considers the development of reading in alphabetic and logographic languages as a backdrop to studies of dyslexia in different languages.
* Disorders of Reading and Spelling reviews current research on acquired and developmental dyslexia and the effects of hearing and language impairments on learning to read.
* Biological Bases of Reading reviews brain imaging and genetic approaches to reading and its disorders.
* Finally, Teaching Reading discusses the implications of this large body of research for the teaching of reading and for reading intervention.
Science of Reading, The: A Handbook


A few months ago I discovered Mono Sílabo on Youtube and fell in love! Mono Sílabo videos are great quality and highly engaging. They teach young readers how to combine syllables to form words. The videos last an average of 9 minutes and include music and visuals to support students in the acquisition of this foundation early literacy skill.
Often times I see teachers use these videos in their morning circle routine or during phonics instruction. The video is often correlated to the letter they are focusing on that week.
Students require lots of repetition and practice to read syllables fluently so I created this syllable listening station to do just that. The Mono Sílabo book is a compilation of all the open syllable combinations. Place the Mono Sílabo video book in your independent listening station so students may access the videos and get extra exposure to this very important skill. All the videos have been saved in SafeShare to ensure there are no ads or popups. Enjoy!


The key to effective writing and speaking is English grammar. Whether you are just now learning the basics of grammar or if you need a refresher, this course will help you develop the foundational skills you need. In this course, you’ll explore the eight parts of speech, punctuation and mechanics, foundational sentence construction, and we’ll even get into the details of phrases, clauses, problem words, common grammar mistakes, and much more! An instructor will guide you every step of the way as you learn grammar through hands-on, practical exercises. You’ll also learn through short videos, examples, and even fun games. Take your writing and speaking to the next level of excellence!
Master the essentials of writing, and become the stellar wordsmith you always wanted to be! In this course, you'll develop the skills you need to excel at business communications, express yourself clearly online, and take your creative literary talents to a new level. Whether you're hoping to get a better job, write for a blog, or publish your short story, this course will give you the writing tools you need for success.
Effective Business Writing
Do you have a nagging suspicion that a small improvement in your writing skills might also improve your career prospects? Don't let small gaps in your business writing skills prevent you from reaching your full potential. It doesn't matter whether you're a clerical worker, an engineer, or an executive. If you communicate with others in writing, you need this course to help you identify and eliminate problem areas. By the end of this course, you'll know the secret to developing powerful written documents that immediately draw readers in and keep them motivated to continue until your very last, well-chosen word.
Suite bundles are not eligible for partial drops or refunds. Transfers to other open sessions of the same course are available. Please refer to your school for additional details regarding drops, transfers, and refunds on Suite bundles.
Note: This course teaches American English grammar. If you're an ESL student who isn't yet fluent in written and spoken English, please consider enrolling in Grammar for ESL Students with Sabri Bebawi.


The ‘REFLECT’ curriculum at The Mease will challenge and stimulate our children into asking searching questions, shape their learning and enable them to develop into independent critical thinkers and learners. The curriculum is based around a new text every half term. This allows for vocabulary to be developed and a love of books and literature to be developed at an early age. The delivery of the curriculum will have a strong emphasis on talk, active learning and project based.
Building resilience is crucial in ensuring that our children are lifelong learners and have a positive mental health and well-being. Children will be helped to develop a growth-mindset, believing that with hard work and determination, anything can be achieved.
Varied enrichment opportunities will be provided to all children to consistently enhance their learning experiences and at least one visit or visitor will be used to enhance the curriculum each half term. Our curriculum offers opportunities to inspire creativity, curiosity and build aspirations. It is extremely important to us that the curriculum unlocks potential in all of children and allows them to flourish.
Developing the holistic child is of upmost importance and, with this in mind, we offer a broad and balanced curriculum which encompasses academic subjects, sport, music and spiritual, moral, social and cultural education.
Children will learn a foreign language and this will be enhanced through the study of at least one book per year written in a different country. This may be an African folktale, a Japanese picture book or a Chinese traditional story.
Using our connections, we will aim to set up safe internet links to schools in faraway places so that children can learn first-hand about the lives of peers in different continents.
At The Mease we aim to achieve and sustain the highest standards of behaviour. We want children’s experiences of school to be enjoyable, safe, secure and rewarding. We believe this will teach, encourage and embed the behavioural skills and attitudes necessary for success in learning and life.
In Reception, children will follow the Early Years Foundation Stage curriculum with a focus on learning through purposeful play, phonics, books and literacy. The learning will be child-led and based upon questions arising from natural curiosity and interests. Good use will be made of outdoor learning with opportunities to develop reading, writing and numeracy skills woven through all activities.
The curriculum will be full of ‘WOW’ moments so that learning is real, exciting, fun and challenging. The organisation of the curriculum will allow time for flexible and deep learning, for children to spend whole afternoons on one particular piece of learning and to carry out investigations, hear from experts, use outdoor learning and go on visits.
Home-School partnerships are crucial in allowing our children to reflect and flourish, therefore parents will be regularly informed of their child’s learning, will be invited to join their children in lessons and will be encouraged to attend workshops enabling them to help support learning at home. We will use Class Dojo to make meaningful communications home and to share personal achievements.
We aim to put community at the heart of our school and of our teaching and learning by encouraging involvement with the locality; this will add an extra dimension to our children’s learning.


교육의 재개념화: 미술교육적 관점으로
A Study on the Re-conceptualization of Education Seen by Art Education
The Purpose of this study was re-conceptualizing the concept of education through exploring the concept of genuine art education. I suggested concepts of education seen by art education. They are followed. First, chaos should be considered as the text of education, because the world and life are unstable and unpredictable and the chaos has implication for education. Second, I emphasized the need of visual thinking, because image is fast, and easy,and the capacity of dealing with image is needed in the future and for creative thinking. Third, the mode of right hemisphere should be allowed in educational situation, because the mode is suited to the future occupation, gives us alternative approach, is related to our happiness, is connected with the creativity and is benefit to human kind. Fourth, directed experience through body should be adopted for education, because real and live experience is the path of education. Fifth, I insisted the importance of emotion and feeling, because emotion and feeling guide us from chaos and uncertainty. Sixth, education should be self-education, because we can approach to the essence of learning only through self-education. Last,neoteny should be sustained as long as possible, because new view and flexible mind came from the characteristics of child.
- 원문이 없습니다.
- 원문이 없습니다.
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원문복사신청을 하시면, 일부 해외 인쇄학술지의 경우 외국학술지지원센터(FRIC)에서
무료 원문복사 서비스를 제공합니다.


Sedimentary rock forms in layers over millions of years. If you look at a cliff made from sedimentary rock, you’ll notice distinct layers that may even be different colors. Changes in the environment cause changes in the rocks. For example, a volcanic eruption may create a layer made of hardened ash. The oldest layers of rock are at the bottom. Newer layers are at the top.
Sometimes, the layers are twisted or tilted because of the movement of the Earth’s tectonic plates. Rocks on a fault line may snap or break. Scientists study these layers to learn more about the Earth’s history. Radiometric dating measures radioactive elements in the rocks. Scientists can learn exactly how old a rock is by using radiometric dating.
Fun Facts about Layers of Rocks for Kids
- The Earth is about 4.6 billion years old. We are now in the Quaternary Period.
- By studying sedimentary rock, scientists learn a lot about each period of Earth’s history.
- Scientists make geological maps that show how old rocks are in a certain place.
Layers of Rocks Vocabulary
- Sedimentary rock: rock that forms from soft sediment
- Volcanic eruption: when a volcano explodes or erupts
- Radiometric dating: method of reading radioactive elements in rock
All About Layers of Rocks Video for Kids
This is the best video we found for kids to learn all about Layers of Rocks:
This is a video presentation about how rock layers, or strata, can fold within the earth. Sedimentary rocks start out in horizontal layers.
Layers of Rocks Q&A
Question: What are rock layers called?
Answer: Rock layers are known as strata.
Enjoyed the Easy Geography for Kids all about Layers of Rocks info? Take the FREE & fun all about Layers of Rocks quiz and download FREE all about Layers of Rocks worksheet for kids. For lengthy info click here.
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Declan, Tobin. " Rock Layer Facts for Kids ." Easy Science for Kids, May 2020. Web. 29 May 2020. < https://easyscienceforkids.com/all-about-layers-of-rocks/ >.
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Tobin, Declan. (2020). Rock Layer Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-layers-of-rocks/
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Mathematics, from personal experience, is a subject I believed I would never need outside of school. Equations and formula’s were driven into my brain and were taught from a textbook. I certainly did not find it pleasurable, useful or important. Ma (2010, p. 104) wrote that basic ideas within mathematics are “simple but powerful basic concepts”. These concepts are ones like equations that are situated continuously throughout the curriculum. Until participating in this module, I myself had not valued the basic ideas within mathematics, that will in turn, prepare us for the future.
People with poor numeracy skills, (National Numeracy, 2018) are more than twice as likely to be unemployed. This figure is extremely high and leads to the question, why do so many Brits have such poor numeracy skills? Whilst on placement, I witnessed my class sigh or groan when I began to introduce a maths lesson. Of course there was a small handful who were happy (those who had a flair for the subject) but the majority were very unimpressed. They already at the young age of 10-11 associated maths with boring ‘textbook work’. Already, with a negative view on the subject, I knew this would not lead to positive results. This is something I immediately knew would be a challenge to tackle. Thus I decided to take an approach by using outdoor learning – hoping it may appeal more to the class who loved spending time outdoors.
Joyce (2012, p. 8) wrote that outdoor learning is “engaging children in meaningful first-hand experiences”. By gaining first-hand experiences, pupils are then able to take these on board and use again in the future. Supporting this, Coxhoe Primary School (2013) wrote that it is important to consider the necessary adaptions or changes that may be requires when teaching maths. This could evidently mean new methods of teaching style, such as outdoor learning are of benefit to pupils.
Vernon (2010) wrote that numeracy skills are taught better to over 18s when hands-on and not classroom based. This is significant as it highlights that adults do not find the typical teachings of mathematics beneficial. Alongside this, 1 in 4 adults in the UK (National Numeracy, 2018) say that school taught maths did not prepare them from everyday life. This is supported by Burns (2012) as millions of Brits struggle to read a bus timetable or pay a household bill. This is highly concerning and evidently shows that there is an issue with the way maths is being taught. Could outdoor learning be the answer to the problem?
The Curriculum for Excellence states that outdoor learning “encourages children and young people to make connections experientially, leading to deeper understanding within and between curriculum areas and meeting learner needs”. This links to Ma (2010) idea of connectedness as learning outdoors would highlight links to other curricular areas. Thus the idea of learning maths outdoors, could be highly beneficial as children could gain a new perspective of what they are studying, thus leading to a greater depth of knowledge.
Therefore overall, I believe that learning mathematics can be done in a huge number of ways. Of course there is benefits when teaching inside the classroom using textbooks and jotters, but there is a whole world around us, why not try and use it?
So, can we teach maths outside of a classroom? Of course we can!
Burns, J. (2012) Poor numeracy ‘blights the economy and ruins lives’. Available at: https://www.bbc.co.uk/news/education-17224600 (Accessed: 16 November 2018).
Coxhoe Primary School (2013) Sustaining excellence in mathematics. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/620742/Coxhoe_20Primary_20School_20-_20good_20practice_20example.pdf (Accessed: 16 November 2018).
Curriculum for Excellence Through Outdoor Learning (Learning and Teaching Scotland, 2010) Available at: https://education.gov.scot/improvement/Documents/hwb24-cfe-through-outdoor-learning.pdf (Accessed: 16 November 2018).
Joyce, R. (2012) Outdoor learning: Past and Present. Berkshire: Open University Press.
Ma, L. (2010) Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States. New York: Routledge.
National Numeracy (2018) Why is Numeracy important? Available at: https://www.nationalnumeracy.org.uk/what-issue (Accessed: 16 November 2018).


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Color is among the characteristics that we all notice immediately. A visual perception that never ceases to fascinate full of artistic, sociological and psychological values.
From optics to chemistry, art and philosophy, 15 books to discover everything about color and its meanings.
The selection is made in collaboration with the textile designer Silvia Stella Osella, here you can find some of the books she mentioned during our Instagram direct that you can find here as an interview.
348 unusual and very modern color combinations even if they’re directly from the 30s! This book is from the six-volumes research of Sanzo Wada, artist, teacher and designer, one of the most interesting protagonists of the Japanese artistic avant-garde in the ’30s.
Why do yellow pencils sell more than others? Why there isn’t any green in Mondrian’s paintings? And why does Hitchcock use it in abundance instead? Many stories and curiosities about colors not only in art, but also literature, cinema, comics and everyday objects.
The historian and color expert Patrick Baty tells the evolution of pigments and color classification systems from 1650 to 1960, and their impact on the color palettes used in interior design.
Colors through the fundamental stages of its history, from mineral pigments to organic dyes, up to chemistry and chromatic language and its meanings.
A masterpiece of art education, a super classic first published in the United States in 1963. Conceived as a manual for artists, teachers and students, it is a summary of the Josef Albers’ lessons at Yale University in the 1950s.
Recently the University of Yale has also transformed it into an app with video content and live interaction: http://yupnet.org/interactionofcolor/ Available only for iPad.
Michel Pastoureau, it is a true authority speaking of color, he wrote many books about colors, further yellow there is also “Blue”, “Green”, “Red” and “Black”, about the evolution of how colors were perceived in the various historical periods, curiosities and anecdotes.
240 works of art through the history and meaning of colors.
Warm, cold, neutral colors, range and palette variations… a book for professionals but also color enthusiasts to discover technical information but also history and meanings of colors.
Published in 2016 for the Vitra Fuorisalone event, this book tells the story about the world of colors of Hella Jongerius, she has been the Art Director for colours and materials at Vitra for many years. Today, unfortunately is a hard to find book.


What is Music Therapy?
Music Therapy for autism uses music to address physical, emotional, cognitive, social needs of children with autism. This can be done mostly by simulating the senses.
The sensory stimulation and playful nature used in music therapy for autism can help to develop a child’s ability to express emotions, communicate and develop rhythm. There is also evidence to show that speech and language skills can be improved through the stimulation of both hemispheres of the brain via music therapy for autism in children. Children who undergo music therapy for autism also experience improved self-esteem. Moreover, music is known to encourage communicative behavior and interaction with others where they may bond first with an object and then open up to others interacting with their instruments as well. This leads to development of social behaviors which is something that children with autism find difficult to work upon otherwise.
It is also believed that music therapists incorporate a range of music making methods within and through a therapeutic relationship. Music therapy differs from music education and entertainment as it focuses on health, functioning and wellbeing.
Moreover, music therapy provides an enjoyable and fun way for children with autism to learn communication and social skills. It has proven effective at improving autism symptoms in both children and adults. Using music therapy in addition to other forms of therapy for children with autism may improve symptoms while enhancing the results of other therapies.


A Luna Moth has such an interesting color and also has unique markings. It has broad pale green wings and delicate tail streamers. It is sometimes known as the “American Moon Moth” as it only flies at night.
The scientific name for this species is Actias Luna. They have a wingspan of 3 – 4.5 inches and the larvae can grow up to 3.5 inches long. The first person in North America to collect a Luna moth was a guy from Maryland called Hugh Jones.
After this, a naturalist James Petiver created a plate of this insect species and labelled it Phalena plumata caudate around 1700.
Quick Facts: –
- Luna Moths are usually found in and around deciduous woodlands where their larval food plants occur.
- The larva of the Luna Moth is bright green and has narrow yellow lines.
- It starts out as a very hungry caterpillar. Newly hatched, this caterpillar constantly munches on the leaves of walnut, hickory, sweet gum etc.
- These moths spin the tails of their wingtips in circle to protect themselves from their predators.
- When threatened, the caterpillars of these insects click their mandibles.
- Their average life span as an adult is approximately one week.
- The female moths can lay anywhere from 200-600 eggs. The eggs are generally laid in batches.
- The insect does not have a mouth or a digestive system. This is the reason why it lives for such a short period of time.
- They sometimes use their color to mimic leaves for camouflage.
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Declan, Tobin. " Luna Moth Facts for Kids ." Easy Science for Kids, May 2020. Web. 31 May 2020. < https://easyscienceforkids.com/luna-moth/ >.
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Tobin, Declan. (2020). Luna Moth Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/luna-moth/
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Literacy and Numeracy
Good literacy and numeracy skills are essential to enable students to fully access all the curriculum, reach their full potential and be successful in life. Extending, developing and improving students' literacy and numeracy skills are key focus areas for the Academy.
For students who find literacy slightly more challenging, there are a range of different activities developed to help improve a student’s understanding and love of literacy. These include:
- Renaissance reading
- In-class support from a specialist LSA
- Small group intervention and differentiated learning within class
- Accessible resources for intervention
- Additional support with resources from outside agencies
All students in Years 7-9 follow the Renaissance Reading programme (Accelerated Reading), having one curriculum lesson per week following this scheme.
All students read regularly during the 20 minute Tutor session.
We also offer the opportunity to participate in extra-curricular reading clubs, literacy competitions and library activities which promote literacy.
All of these programmes of course support outstanding quality first teaching taking place in the classroom, which aims to ensure that all students progress in-line with and above their predicted targets.
Numeracy across the curriculum has three priorities:
- to improve accuracy, particularly in calculation, measurement and graphical work;
- to improve interpretation and presentation of graphs, charts and diagrams;
- to improve reasoning and problem solving
We use a variety of resources to help students achieve a high level of numeracy including: Hegerty Maths, Maths Whiz, My Maths, Pixl Maths App, Maths Genie, On Maths, Maths Mastery, Teachit Maths and Maths Watch.


Tongass National Forest
Tongass National Forest is located in Alaska. It covers an area of 17 million acres which is approximately 80% of Alaska’s southeast region. This is the reason why it is the largest of all national forests in the United States.
It was named for the Tongass Clan of Tlingit Indians. It consists mostly of temperate rain forest. This national forest was created by U.S. President Theodore Roosevelt on September 10, 1907.
Quick Facts: –
- Approximately one million people visit Tongass National Forest each year. Most of them visit the park via cruise ships.
- There are a total of 19 different areas in this national forest which are designated as wilderness areas.
- The most popular places to view bears here are Fish Creek, Anan Creek, Park Creek, and Steep Creek.
- This national forest is the major source of the biggest and most valuable Alaskan timber in the region.
- It is one of the most biological diverse areas left in the United States with a healthy population of different wildlife.
- All five species of Pacific salmon can be found in the waters of the national forest, along with halibut and other fish.
- According to the October Agreement, KPC can still log 300,000,000 board feet of timber.
- Only 241,000 acres of the Tongass National Forest is protected from logging.
- The concentration of bald eagles in this area is higher than any other region on the earth.
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Declan, Tobin. " Facts for Kids about Tongass National Forest ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/tongass-national-forest/ >.
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Tobin, Declan. (2020). Facts for Kids about Tongass National Forest. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/tongass-national-forest/
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LITERACY FOR ALL
Literacy For All at Peace of the City is an opportunity for children reading below grade level to receive 1:1 and small-group literacy intervention services. Through SBRR methods, the program targets the “five pillars” of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension, in addition to writing. SRA’s Corrective Reading, a Writing Workshop based on the 6-Traits, and Literature Circles are all incorporated into instruction each week for a balanced program of direct, explicit, systematic phonics instruction and authentic reading and writing experiences. There is regular progress-monitoring so the program can be tailored to the individual needs of each student.


A Universal Approach To Music Education
Universal Design for Learning is an approach to education that considers how the curriculum and classroom environment may be disabling to a student rather than focusing on a student’s disability. Participants will learn about the principles of UDL, and applications to music education through activities and group discussion.
Prepare, Practice, Present: A Sound Before Sight Approach To Recorder
This session seeks to empower the participant a with renewed passion for teaching the recorder. Participants will learn rhymes, songs and instructional strategies to initiate joyful and successful experiences with recorder. A exible instructional sequence, founded on Conversational Solfege, will be presented as participants experience the process of prepare, practice, present.


Developing a healthy and positive self-esteem is a vital key to happiness and success in life, which is why, as parents, we’re always doing what we can to encourage our child’s sense of confidence.
We read books about it, we read blogs, we listen to podcasts, we become their biggest fan and largest cheering section (“You brushed your teeth! Excellent job!”); we hang their kindergarten crafts on the wall, we brag about their many talents in front of them, we constantly celebrate their wins, and we sign them up for activities that will give them sense of pride and help them feel good about themselves.
Studies show that participation in the arts increases self-esteem and self-efficacy. Long-term participation can certainly have greater and more pronounced benefits, but even a week at a summer art camp can make a huge impact.
Take a look at how summer art camps can do what you as a parent are always trying to do: boost self-esteem in your child.
1. Art camps encourage self-expression.
Art, unlike craft, is the about the expression of ideas and feelings. When children are encouraged to express and create based on their own thoughts and emotions, they learn that what they think and feel is important and valued.
3. Art camps introduce new experiences.
Trying new things can be scary for children (and adults, who are we trying to kid?), but it can also increase confidence in their own abilities the more they do it.
Art camps provide a supportive environment to take risks, and they encourage campers to do new things every day, from working with new materials, to mastering new skills, to attempting new projects. When campers experience the successes they have trying new things at camp, they feel more excited and confident to try new things elsewhere as well.
4. Art camps require effort.
Don’t get us wrong, requiring effort does not mean art camp isn’t a ton of fun! Creating anything requires effort, so we select projects that are cool and exciting so they don’t even realize the high level of effort they’re putting into them.
No one else does the projects for them so the pay-off with their accomplishment means a lot to them.
When campers are able to pour themselves into a project, challenging themselves to make their own creative choices, practice technical skills, apply new-found knowledge, and problem solve in a creative way, they learn to trust themselves and their abilities.
They learn that through effort they can plan and create entire works of art that they are proud to show off. A sense of accomplishment and pride comes when children work hard at a project that they care about.
When campers and students expand their confidence and develop a healthy self-esteem, they are curious about learning new things, and at Museo Art Academy, our main goals are to instill an appreciation for art and a love of learning in all of our students. The confidence they build in our art programs enables them to take risks and work hard for success in other areas of their lives.
Learn more about our summer art camps for kids and teens here.
Myers, R. (2016). 11 Ways to Help Your Kid Build Self-Esteem. [online] Today's Parent. Available at: https://www.todaysparent.com/family/parenting/how-to-build-your-childs-self-esteem/ [Accessed 2 Apr. 2018].
ArtsEdSearch. (2018). Students - Research Overview. [online] Available at: http://www.artsedsearch.org/students/research-overview [Accessed 2 Apr. 2018].
Lock, C. Turn to the Arts to Boost Self-Esteem. [online] PBS Kids. Available at: http://www.pbs.org/parents/education/music-arts/turn-to-the-arts-to-boost-self-esteem/ [Accessed 1 Apr. 2018].
ArtsEdSearch. (2018). Imaginative actuality: Learning in the arts during nonschool hours. [online] Available at: http://www.artsedsearch.org/summaries/imaginative-actuality-learning-in-the-arts-during-nonschool-hours [Accessed 2 Apr. 2018].
Sharing our love of art education, one post at a time.


Social media in your classroom is a short video written, designed and produced by Margaret Simkin. Margaret used the web based application, Video Scribe, which enables users to create whiteboard-style animations with little design or technical know-how. I am unsure as to Margaret’s capability with digital animation tools; however, Margaret has demonstrated a comprehensive understanding of the nature and features of Video Scribe as the digital tool utilised to create this Knowledge Network (KN) artefact.
The artefact is easily accessible via YouTube. Margaret’s voice recording is clear and the background music is upbeat without detracting from the positive messages being given. Her choice of vocabulary cleverly mixes contextual language clear messages and benefits of social media for learning. The style of narration is engaging while being both professional and personable at the same time.
Margaret’s KN explains social media to be an elixer which acts as a magical potion which harnesses the power of online collaboration which turns pedagogy into peeragogy. The point is clearly made that social media is a great enabler of learning beyond the boundaries of traditional schooling. In doing so, there is a great use of varied graphics and interesting visuals to re-inforce the text and positive messages inherent in the video. On occasions, there may be too much time between graphics and it is also noted that when transferring from one animation to the next, the previous slides could still be seen in the corner of the screen. However, the KN topic is clear and for the target audience and includes some elements that encourage learner engagement.
Overall, the artefact demonstrates the application of the theory to practice. Possibly there could have been some more exploration and explanation of the benefits of blogging; for example, some of the comments and reflections that come with blog posts. In saying that, the artefact demonstrates a clear understanding of the five C’s which comes with using social media to amplify learning by transferring important literacy and numeracy skills in a multi-modal way.
Thank you Margaret for your expertise in producing an artefact which is interesting and engaging which encourages educators to connect as well as explore and develop their professional learning through social media.


Countries that empower their girls achieve development, says Dr. Literature review on girl child education in nigeria Published on Leave a response Did i just connect gone with the wind to rambo in my essay.
Such external sources of funds include international and other non governmental agencies. Poverty, teenage pregnancy and early marriage amongst others as factors militating against the girl child education. Cognitivists view literacy development as a succession of qualitatively varied skills whereas socioculturalists view literacy as socially and culturally embedded Radio programmes could organize public rallies in various communities, speaking to the indigenes in their local dialects on the need to send their children to school.
In a review of the literature, Psacharopoulos and. It identifies social-cultural patterns, religious misconceptions.
They learned the many factors that work against staying in school: It is definitely clear to state that no society has achieved socio-economic, educational or political equality between the girl child and the male.
Radios are derivative agencies. Sixth, is the reduction of female student drop-out rates and the organization of programs for girls and women who have left school prematurely. Therefore, the same patriarchal practices encouraged preference to be given to the education of a boy rather than a girl.
It has to do with the opportunity provided for the girl-child to be educated. Policy makers also argue that literacy for women increases job opportunities and access to higher education. This can be done through the following services: Esiet organized a training conference to discuss some of the fears and beliefs about education common in northern Nigeria.
Radio programmes, help to reduce or eliminate barriers to girls-child education through public awareness campaigns. Radios are agents of social communication.
In Iwaya, one of the slum settlements in Lagos, a team of researchers working at Action Health Incorporated found over girls who were not in school even though free education is available in the state.
She made this known while delivering a lecture at a workshop organized by the Centre for American Studies CAST at the University of Nigeria, Nsukka adding that the enrolment of girls in school tend to go down as some of them reportedly dropout to help their parents or hawk on the streets.
No political issues in this essay - unless love and abuse and trust are also political Uts harvard referencing research paper Can everyone tweet in characters now or. This has ways of bringing education to the doorstep of the girl— child in Nigeria. Furthermore, the paper discusses the ways in which girl-child education benefits the society and the nation at large.
test | Essay on girl child education in nigeria. critique essay conclusion for social stratification essay predominant values of stress essay 3 passions in life essay literature review doctoral dissertation defense deborah hebrew history essay, essay on environmental awareness mix minus narrative essay.
Sep 19, · Literature review on girl child education in nigeria Published on September 19, | Leave a response When you are trying to do words in essay then in a long run, you have reached words.
Literature Review Education is the process of providing information to an inexperienced person to help him/her develop physically, mentally, socially, emotionally, spiritually, politically and economically Education has been described as the most important aspect of human development, a key to a successful living, especially girl-child.
Influence of Socio-Economic and Educational Background of Parents on their Children’s Education in Nigeria greater parental involvement in a child's education. Thus, the To review literature on how socio-economic status and. TEGINT Transforming Education for Girls in Nigeria and Tanzania TIMSS Trends in International Mathematics and Science Study This rigorous review of literature on interventions to enhance girls’ education and gender equality was commissioned by DFID in.
What Works in Girls’ Education in Ghana Unit and AfC (Associates for Change) for the review of literature on girls’ education in Ghana, and to the Ghana Education Service, the Ministry of Education, donor partners, Child protection and safety 27 5.
Gender friendly infrastructure 28 6.Literature review on girl child education in nigeria


Supporting Visual Access to Spoken Language: Cued Speech for Language and Literacy Development
The 2018 EI SNAPSHOT carried out by NCHAM reveals that over 10% of families of deaf and hard of hearing are now using Cued Speech. Professionals have a responsibility to know about Cued Speech, what the implications are for language and literacy development, and to identify related resources and information for cued language services. This presentation will provide opportunities to understand what Cued Speech is and how it relates to language and literacy development. Participants will identify resources and strategies as well as reflect on language immersion and separation for a diverse population of children with hearing loss.
- Participants will learn about the Cued Speech framework for providing visual access to spoken languages.
- Participants will review the impact of hearing loss on the areas of spoken language development.
- Participants will consider language separation in context of American Sign Language and Cued American English.
- Participants will identify resources and information to provide on Cued Speech and cued language services.
- Participants will list at least three specific strategies to support language development and literacy development in children with hearing loss.


School of Music
Music: Instrumental--Teacher Certification
music, education, Orff, instruments, collaboration, improvisation
Jenkins, Felicity, "Developing Foundations of Instrumental Music and Collaboration Through the Orff-Schulwerk Approach to Music Education" (2019). Senior Honors Theses. 931.
The Orff-Schulwerk approach to music education focuses on teaching children music through movement, repetition, and learning to play instruments. Educators who utilize the Orff-Schulwerk approach often teach students through child-sized instruments, including recorders and percussion instruments. A strong foundation of instrumental music, achieved through the usage of the Orff-Schulwerk approach in elementary music classrooms, can accelerate the learning of students as they pursue more advanced instruments and skills in band or orchestra classes during their secondary education.


Health Care Professionals Involved in the Management of DCD
Several types of medical practitioners, including developmental pediatricians, pediatric orthopaedic surgeons, neurologists and psychiatrists, may become involved in the care of a child with DCD. More typically, however, the family physician or community paediatrician provides primary health care services for DCD children, in collaboration with other allied health professionals. It is particularly important for families to have an ongoing relationship with their family physician for long-term monitoring and follow-up of potential secondary impairments. For a one-page flyer with information and references on DCD written specifically for family physicians, click here.
Occupational Therapists (OTs)
Occupational Therapists focus on children’s occupational performance in self-care, school, play and leisure tasks. An OT looks at the child’s development, strengths and challenges in all areas of performance and determines how these difficulties affect his or her daily functioning. OTs teach the child strategies for learning new tasks, modify tasks and environments to maximize the child’s abilities, and consult to teachers and parents to increase their understanding of the child.
Physical therapists (PT)
Physical therapists focus on physical abilities and motor skill development. A physical therapist will assess a child’s muscle tone, strength, motor skills, balance, endurance and fitness level. Physical therapists also provide consultation to parents and teachers to support the child’s physical development. They may suggest strategies to learn new motor tasks or enhance participation in physical activities, and/or develop interventions to support specific areas of motor difficulty, such as climbing stairs. One of the primary roles of the physical therapist is prevention of the development of secondary impairments.
Optometrists provide vision care. They frequently see young children who are experiencing school difficulties, in order to rule out a visual problem. Children with DCD often present with difficulties in visual tracking and visual-motor coordination that may be identified during an optometrist’s examination.
Psychologists focus on evaluations that provide information about a child’s behaviour, intellectual functioning and academic achievement. A thorough psycho-educational assessment can determine if a child with DCD is also experiencing a specific learning disability and/or attention deficit hyperactivity disorder (ADHD). In addition to evaluation, psychologists may provide therapy and consultation to help the child and family deal with behaviour management, attention, social competence and mental health issues, such as anxiety and depression.
Speech/language pathologists (SLP)
Speech-Language Pathologists focus on the area of communication, specifically the development of speech and receptive and expressive language. SLPs often see children during the preschool years and can be instrumental in identifying children with DCD while they are still young. Speech/ language skills are an important requisite for literacy development and social interaction. Speech/language pathologists may help manage a child’s difficulties with oral and/or written language by providing therapy to the child and/or consultation services to the child’s teacher and family.


Facts About Spiders – Facts for Kids Video
Most of the people confuse the spiders with insects but in actual, they are arachnids, not insects. The main difference is, insects have three body segments but arachnids only have two body segments, the cephalothorax and the abdomen. Spiders have 8 legs and do not have antennas attached with their body. There are more than 40,000 known species of spider.
Quick Facts: –
- Cobwebs are abandoned spider webs.
- Most of the spider species are not harmful for humans but a few like black widows can bite and inject their venom in to humans.
- They are found everywhere on this earth except Antarctica.
- Hairy and large spiders are known as Tarantulas. They are not harmful for humans but the largest species, Goliath Birdeater can easily kill lizards, mice etc.
- Not all species of spiders spin their webs. But all of them produce silk.
- There is only one vegetarian spider species in this entire world, The Bagheera Kiplingi.
- Spiders have blue blood because in their blood oxygen is bound to haemocyanin instead of haemoglobin.
- Patu marplesi is the smallest spider of the world.
- Brazilian Wandering spider is the most venomous spider in the world. A small amount of its venom is enough to kill a human.
- Wolf spiders can run up to a speed of 2 feet per second.
- Raft spider live in and on water. They can easily run across the water’s surface.
- An average web can be spinned in approximately 60 minutes.
- Their average lifespan is 20 months but female tarantula can live up to 20 years as well.
- They cannot digest solid food so they turn their prey into liquid by producing some chemical and then suck it up.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts about Spiders for Kids ." Easy Science for Kids, May 2020. Web. 27 May 2020. < https://easyscienceforkids.com/facts-about-spiders-facts-for-kids-video-2/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts about Spiders for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/facts-about-spiders-facts-for-kids-video-2/
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Grade 3 Singing
Mark an ABRSM Grade 3 Singing exam
Our exams for Singing generally consist of three accompanied songs, chosen by the candidate from the appropriate lists in the current syllabus, as well as an unaccompanied traditional song, sight-singing and aural tests. In each Practical exam 150 marks are available. 100 marks are required to achieve a pass, 120 marks to pass with merit, and 130 marks to pass with distinction.
You can watch and assess each element of this Grade 3 Singing exam in any order, but you will need to watch them all to find out the candidate's overall result. After watching each element, you will be asked what level you think the candidate achieved using our assessment criteria as reference. Our Chief Examiner, John Holmes, will then provide his analysis of the performance.
We hope this resource will help you understand how ABRSM exams are assessed and what our examiners are looking for in a performance.
Select an exam element below to watch and mark:
In Singing exams candidates perform an unaccompanied traditional (folk) song of their choice from memory. Learning to sing unaccompanied helps students to develop their sense of key and pulse. It also encourages control of tonality and pitch, sense of rhythm, use of tonal colour, musical communication and memory skills.
Experiencing a selection of good music is an essential part of musical learning. In preparing for our exams, candidates can choose from a broad list of songs appropriate to their standard, each presenting its own challenges. Candidates generally perform three songs in the exam (four at Grades 6-8) and each is marked independently.
Listening is the basis of all good music making, and developing aural awareness is a fundamental part of any music education. ABRSM aural tests are designed to strengthen the vital connection between listening and performing, and to encourage students to develop their 'inner ear' and ability to hear how music works.
Being able to sight-sing is a valuable skill with many benefits. It enables students to explore new songs with increased confidence and speeds up the learning process. Good sight-singing skills offer the satisfaction of independent musical discovery, as notation on the page is more readily transformed into sound.


A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world"
Have you read this before?
Do you recognise the document from which this quote is taken?
It's actually the first sentence in the new computing programme of study for KS1 and KS2 to be implemented in maintained schools by September 2014!
It challenges us all to understand what is meant by computational thinking.
According to Jeanette Wing, Professor of Computer Science at Carnegie Mellon University, computational thinking involves answering these questions:
• What is the problem we are trying to solve?
• What's the best way to solve it?
• How do I break the problem down into smaller parts?
• Can I develop a step by step strategy to solve the problem?
• Can I see any patterns, similarities or differences that will lead to a solution?
• Is the solution I've found efficient?
• Have I avoided over complicating my solution?
In short, it is a set of problem solving skills and techniques that pupils will utilise throughout life along with their literacy and numeracy skills. The challenge for us is to devise strategies to create a generation of confident problem solvers with the determination to succeed combined with the resilience needed to overcome difficulties.


The theme for Nature Book Club this month is Life Cycles. Something as simple as growing a plant from a seed is an excellent way to teach your kids about the life cycle of a plant. Since the beginning of the gardening season is upon us, I thought we would start a Plant Life Cycle Unit Study for our Nature Book Club studies.
This post contains affiliate links. If you purchase an item from one of the affiliate links, I earn a small monetary commission. That is greatly appreciated!! Please see my disclosure and policy page for more information.
Starting a plant from seed will give your kids the opportunity to observe the parts of the plants growing at each stage. How the roots develop and expand to provide for the tiny little stalk. How two small leaves help the plant create food working with the nutrients the roots collect to create the right balance that leads to more leaves and eventually flowers and fruit or seeds.
Plant Life Cycle Unit Study
Plant Life Cycle Information
Life Cycle of a Plant from Science for Kids Club
Life Cycle of Plants from Science 4 Fun
Read about the life cycle of plants with these incredible books. Can you guess which book is our favorite? Yes, From Seed to Plant by Gail Gibbons – her books are so great!
seed pollination germination root
Parts of a Flower
petal pistil stigma pollen stamens sepal stem
Seed to Plant Coloring & Worksheet Pack from The Crafty Classroom
Plant Life Cycle Worksheets for Kids from Living Life and Learning
Plant Life Cycle Worksheet from Itsy Bitsy Fun
Life Cycle of a Plant Pack from 3 Dinosaurs
Hands-On Activities & Crafts
Hang this Little Sprout House on your window and watch your seed grow!
Chlorophyll Paintings from Around the Kampfire
Parts of a Flower Craft from Natural Beach Living
Videos & Online Activities
Life Cycle of Plants Game from Turtle Diary
Interactive Life Cycle of a Plant Game from Science Kids
We Are Teachers shares this wonderful time-lapse video of how a plant’s root system grows so quickly.
You might be interested in Discovering Nature in the Garden
Hop on over to a few of the other Nature Book Club co-hosts to see what life cycles they are studying this month:
Drawing Praying Mantis egg case by Thaleia at Something 2 Offer
Butterfly Life Cycle Art Project by Emily at Table Life Blog
From Seed to Plant Life Cycle Unit Study by Jenny at Faith & Good Works
Bee Life Cycle activities by Karyn at Teach Beside Me
Link Up Guidelines
- Choose an engaging nature book, do a craft or activity, and add your post to our monthly link up.
- The link up party goes live at 9:00 a.m. EST on the 20th of each month and stays open until the last day of the month. Hurry to add your links!
- You can link up to 3 posts. Please do not link up advertising posts, advertise other link up parties, your store, or non-related blog posts. They will be removed.
- By linking up with us, you agree for us to share your images and give you credit of course if we feature posts.
- Also, join our new Nature Book Club Facebook Group!


This article explores art education and place-based education as a means of developing ecological literacy. It explores the integration of the real-world, community-centred learning of place-based education with art. It provides information about a model art and environmental educators to create experiences for students regarding self and community.
This article explores aboriginal expression in the arts and media. It explores tv, film, theater, radio and music networks and the internet. It explores opposing viewpoints including the erosional of cultural foundations and the empowerment in reappropriating various forms of artistic representation.
This is the website of Muskrat magazine and the article “Pass the faether to Me” Aboriginal Arts Collective” promotes a classroom art exchange program between Aboriginal and non-Aboriginal youth, teachers and artists. It promotes using visual culture to transcend logistic and financial barriers and is attempting to create co-operative and respectful interrelations for future generations. MUSKRAT is an on-line Indigenous arts, culture magazine that exhibits original works and critical commentary. It’s mandate is to use media arts, the Internet, and wireless technology to investigate and disseminate traditional knowledges in ways that inspire their reclamation.
This article from the Canadian Journal of Communication Explores the idea of “Travelling Through Layers” and how Inuit artists are beginning to appropriate new technologies. It discusses how the Inuit are mapping traditional concepts, values, and metaphors to make sense of contemporary realities and technologies.
This article discusses the Woodlands School of Art and the impact Norval Morrisseau had on the changing the conversation in the universe about what it means to be native. Norval’s belief that the process of learning is essential to culture and so is the process of teaching culture was expressed through art. It discusses Ojibwa Culture and Art and how art can be used to bridge gaps within and between cultures.


- Art Education
The foundation of the collection was laid by the donations of the banker and industrialist Barthold Suermondt. In 1882, he donated a collection of mainly Dutch paintings from the 17th century to the City of Aachen. Further donations from Aachen's civic society increased the inventory, which today constitutes a comprehensive spectrum covering European painting from the 15th through to the mid-20th century.
The collection boasts outstanding works of late medieval painting from Germany and the Netherlands, as well as paintings from the "Golden Age" in Flanders and Holland.
In the Cologne Painting since the Early 15th Century section, the Master of the Glorification of the Virgin is definitely a highlight, while followers of Memling and the works of Albrecht Bouts testify to artistic development in the Netherlands. With three works, including the Cherry Madonna, Joos van Cleve represents the Antwerp school of painting. And the absolute masterpiece of the Early German section is Lucas Cranach's Judith with the Head of Holofernes.
The paintings from the 17th century are characterised by the profane iconography of the North, particularly the portraits, with Rembrandt's Portrait of a Young Man featuring prominently. The exhibition also encompasses excellent examples of genre painting like the Dutch painter Esaias Boursse's Boys Blowing Bubbles and the landscapes of the generation of painters following Jacob van Ruisdael. In terms of impressive still life painting, Willem Claesz Heda and Pieter Claesz are certainly the most outstanding masters of their art.
One of the major highlights of the collection is the Fall of the Damned by the Rubens pupil Jan Boeckhorst, a work that alludes to the counter-reformatory vigour of the South in Flemish painting. But there are also less ponderous subjects. For example, two paintings by Frans Snijders are based on books of fables, for example his The Rooster and the Diamond.
Individual masterpieces of Italian and Spanish painting like Jusepe de Ribera's Adoration of the Shepherds bear testimony to a European development, but also to the particular interest of the collector. Together with Dutch works, they characterise the profile of Aachen's Picture Gallery. The 18th century is represented by renowned masters like Januarius Zick.


How Much Does a Kindergarten Teacher Get Paid Weekly?
Kindergarten teachers work with young children during their first year of school. These educators must have a bachelor's degree in elementary education, and some states require a kindergarten teacher to have a degree in a specific content area. As they do not work during the summer, most teachers have the option of either taking their pay as they earn it, or spreading it throughout the school year.
National Income Statistics
The average annual salary earned by all kindergarten teachers in the United States was $52,350, which works out to approximately $1,007 per week, according to 2011 estimates from the U.S. Bureau of Labor Statistics. The bottom quarter of kindergarten teachers made $768 or less per week, while the top 25 percent earned an average of at least $1,207 per week. According to industry website Teacher Portal, the average weekly salary of a starting teacher is $653.
Factors Affecting Pay
The pay for kindergarten teachers varies by employment sector, according to the BLS. The majority of kindergarten teachers are employed in elementary and secondary schools, where they earned an average of $1,029 per week as of May 2011. Those employed by child day care services earned significantly lower wages, an average of $632 per week. Teachers employed by religious organizations averaged $775 per week.
As in most professions, teacher pay tends to rise with experience. While starting teachers at all levels average weekly pay of $653 during their first year, Teacher Portal reports that this rises to an average of $796 per week after five to nine years and $1,078 per week after 20 years of teaching.
Pay by State
Pay for kindergarten teachers varies widely by state. Rhode Island reported the highest average weekly salary, $1,381 as of May 2011. Other states reporting high average weekly incomes for kindergarten teachers include New York at $1,364; Alaska at $1,313; Connecticut at $1,228; and California at $1,176. The lowest average income for this occupation was reported by South Dakota, where kindergarten teachers earned an average salary of $728.
The Bureau of Labor Statistics predicted that jobs in this occupation would grow 17 percent between 2010 and 2020, slightly higher than the average expected job growth for all occupations. The BLS predicted that demand for kindergarten teachers will be highest in the South and West, and that job growth would be highest in rural and urban areas and lowest in suburban areas. Because special education and ESL (English as a second language) specialties are in high demand, aspiring kindergarten teachers with these qualifications are expected to have the best job prospects.
2016 Salary Information for Kindergarten and Elementary School Teachers
Kindergarten and elementary school teachers earned a median annual salary of $55,480 in 2016, according to the U.S. Bureau of Labor Statistics. On the low end, kindergarten and elementary school teachers earned a 25th percentile salary of $44,220, meaning 75 percent earned more than this amount. The 75th percentile salary is $70,600, meaning 25 percent earn more. In 2016, 1,565,300 people were employed in the U.S. as kindergarten and elementary school teachers.
- Bureau of Labor Statistics: Occupational Employment and Wages for Kindergarten Teachers, May 2011
- Bureau of Labor Statistics: Kindergarten and Elementary School Teachers
- Teacher Portal: The Teacher Salary
- U.S. Bureau of Labor Statistics: Occupational Outlook Handbook: Kindergarten and Elementary School Teachers
- Career Trend: Kindergarten and Elementary School Teachers
- Jupiterimages/Comstock/Getty Images


Enrichment Program-Art Explorers
Art Explorers is an interactive educational art program created by Karen Binkow in 1997 as a means to foster art education for K – 5th grade students at Sherman Oaks Elementary Charter. Mrs. Binkow, Mrs. Robyn Williams and Ms. Maryanne Vanegas currently teach the program which encompasses art history as well as art techniques taught through age appropriate lessons.
Each weekly Art Explorers lesson includes a hands-on, creative project in a variety of styles utilizing various mediums. A wide array of genres and their artists are covered from ancient times to present day including Impressionism, Cubism, Surrealism, Abstract Expressionism, Sculpture, Photography, Animation, etc. During their six years at Sherman Oaks Elementary Charter, students will be exposed to over 150 different artists and artistic styles!


Elementary students gain literacy and numeracy skills that last a lifetime.
Our teachers strive to know their students so they can provide effective instruction in the classroom, as well as supports to ensure that every student achieves their full potential. Parents are important in this process because they provide support at home for learning in the classroom.
At HWDSB, we want to help students and families to:
- Plan for School
- Get Involved
- Understand the School Year Calendar and,
- Find effective Programs and Supports
Elementary students also benefit from activities outside the classroom such as:
Find a list of our Elementary Schools.


We're open for you. COVID-19 Update
Dialectical behavior therapy, or DBT, is a type of psychotherapy that was originally designed to treat those who are chronically suicidal or have borderline personality disorder (BPD).
Today, DBT is recognized as an effective therapeutic approach for many forms of mental illness. The first part of its name comes from dialectics: The practice of changing our perspective of things that appear to be opposites, but are in fact each crucial to our understanding of the other. In practice, this most often refers to the balance of acceptance and change.
Here’s how each of these skills connect with the overall theme of acceptance and change:
One example of DBT, and one of its foundational skills, is the Wise Mind. According to dialectical behavior therapy, we operate within three states of mind: the Emotion Mind, the Reasonable Mind and the Wise Mind. By using various charts and real-life examples, therapists guide participants through an understanding of their choices and what state of mind was driving those actions. This therapeutic practice also relies heavily on homework and the application of learned skills in daily life.
There is substantial evidence to support DBT’s ability to treat borderline personality, chronic suicidality, depression, substance use disorders and eating disorders. One study on the effectiveness of DBT for eating disorder sufferers showed that participants who received DBT skills training saw more of a reduction in their binge and purge behaviors compared to those who did not, whether or not they received other forms of treatment.
DBT is also proven effective in treating addiction and dual diagnoses (co-occurring addiction and mental health disorders). The four main skills of DBT – mindfulness, interpersonal effectiveness, distress tolerance and emotion regulation – are especially useful for helping people suffering from co-occurring disorders navigate the challenges of this complicated condition.
Teens and young adults are at a vulnerable time in their lives. For some young people, unpredictable emotions, social awkwardness and uninformed decision-making can lead to harmful consequences. DBT specifically targets the behaviors and thoughts that lead young people to make destructive choices.
Our expert team of therapists at Sandstone Care are extensively experienced in helping young people overcome their unique challenges using DBT and a variety of other treatment methods. For more information on how we can help your family, call us at 888-850-1890 today.


Mathematics is an important subject that helps every child to think logically, critically and creatively. These skills are the building blocks of success in life and work. The importance of numeracy in early childhood develops reasoning skills in our daily life activities. Numbers are very peculiar and they are categorised into different types like whole numbers and natural numbers. Under these two categories, it is further sub-categorised into different types like even numbers, odd numbers, prime numbers, composite numbers, rational numbers etc. Learning mathematics is very much essential.
Without mathematics, nothing would have been possible. In elementary mathematics, simple mathematical terminologies and concepts are introduced to make the elementary education a little easier. Once the concepts are understood by the students, the teachers should focus on the application of ideas. The basic mathematics skill in early education is the foundation of advanced mathematics in schools and college levels.
Numeracy / Number Sense
Number sense is a basic mathematical skill that every student should learn before they reach kindergarten. They should have knowledge and understanding about
- What are the numbers?
- Counting of numbers
- Pattern recognition
- Composing and decomposing of numbers
- Spatial relation
In schools, children are visualising the numbers and the relationship between numbers through the representation of pictures. It makes mathematics real to the children’s mind. Teaching mathematics through the pictorial representation allows children to make a connection between math and life. Early childhood education is the building block of the entire academic year.
Depending on the children age, the basic concepts in mathematics like addition and subtraction of numbers, recognition of numbers, understanding the difference between prime and co-prime numbers, even and odd numbers, rational and irrational numbers etc are taught. Children are so curious when they explore new concepts and interact with the environment. Learning early mathematics involves a progression in math vocabularies, recognisingmaths around them, expressing more complex problems involving measurements and reasoning abilities.
For more such similar kind of information, subscribe to BYJU’S YouTube channel and explore some exciting videos.