As when, where and how we work shifts, greater attention is being given to the holistic upbringing of students in school.
More than just teaching for tests, there is a shift taking place from focusing on just the educational basics of literacy and numeracy, to education of the whole child.
“What I find from parents wanting to bring their sons to The King’s School is that while they’re looking at the rankings of schools in the newspaper based on HSC results, they’re actually choosing a school based on the kind of person they want their child to become. That doesn’t mean that the academics are unimportant, but if you don’t have the academics well then people will walk away. So, I say academic excellence is necessary, it’s just not sufficient for a good education.” – Headmaster, The King’s School
The research confirms this with three in ten parents (31%) strongly or somewhat agreeing they place greater expectations on their child’s school for their holistic upbringing than their parents did.
If this figure includes those who slightly agree, it rises to one in two parents (50%) agreeing they place greater expectations on their children’s school for their holistic upbringing. This indicates a significant shift for the education sector.
Do you place greater expectations on your child/ren’s school/s for their holistic upbringing than your parents did?
|The same expectation as my parents||37%|
Basic literacy and numeracy are still key priorities
While parents are placing greater emphasis on a holistic education, they still see a school’s greatest priority as equipping students with basic literacy and numeracy skills. Other key priorities include developing transferable skills which students can apply to all situations and future proofing students by equipping them with the necessary skills to enter the workforce.
While these are parents’ greatest priorities, they are also the areas where schools are not meeting parents’ expectations, such as equipping students with basic literacy and numeracy. Future proofing students and developing transferable skills are also not quite meeting parents’ expectations.
The area where school performance most aligns with parents’ expectations is in educating and informing students on current social issues.
Parents are looking for improvement with the basics
When parents compare students’ capabilities in literacy and numeracy to ten years ago, a third believe students are performing worse. A further three in ten believe literacy and numeracy has remained the same, while a similar proportion believe it is better than ten years ago.
The greatest shift is in student behaviour, where two in five parents (40%) believe it is worse than ten years ago. Principals we surveyed disagree with this sentiment however, believing this to be a perception issue, as teachers are more qualified, and learning is more engaging and interactive than before.
“It is just a perception. Students today are much better prepared and much more well behaved and smarter than we all were… the way of teaching students now is a whole lot better and the relationship the teachers build, the style of teaching we use, engaging students not just delivering. We use a lot of project-based learning which is very effective, and they rise to the challenge”. – Executive Principal, St Philip’s Christian College
Parents value the educational partnership
As there is a greater focus on the holistic education of students, parents value an educational partnership with their child’s school.
The key areas where parents value equal responsibility with schools are:
- Academic development (46%)
- Developing social skills (41%)
- Discussing social issues (39%)
When it comes to instilling values and beliefs (70%), enforcing discipline (67%) and character development (66%), parents are most likely to see this as their own responsibility.
This can be challenging for teachers when it comes to disciplining students, as they do not always feel supported by parents in their role.
“The amount of times I call home and the parent backs up the student no matter what. When I was at school, if I got a call home, my mum would absolutely berate me. But now, the parents are backing the student. I feel like as a teacher, the parents don’t back me.” – Teacher
Positively more than four in five parents say that if their school contacted them about their child speaking back to the teacher, there would be consequences at home (86% yes definitely/somewhat).
So, while there may be instances where teachers are not feeling the support of parents, more than four in five parents are choosing to support teachers and provide consequences at home for misbehaviour.
Article supplied with thanks to McCrindle.
About the Author: McCrindle are a team of researchers and communications specialists who discover insights, and tell the story of Australians – what we do, and who we are.


Promoting health literacy in the classroom
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, IMOVE, helped Danish primary school pupils develop health literacy related to physical activity. It discusses curriculum-integrated health education's contribution to promoting health literacy.
Design: Qualitative classroom observation.
Setting: IMOVE was implemented in 12 school classes (grades 5-7) in four public schools in Copenhagen, Denmark, during the autumn and winter of 2013-2014. Participants numbered 281 pupils and nine teachers.
Method: We used Nutbeam's conceptualisation of health literacy as a theoretical framework to assess which levels of health literacy the programme would promote; we assessed these using data derived from 59 IMOVE lesson transcripts.
Results: IMOVE primarily contributed to the development of functional health literacy by building a relational understanding between everyday practice and step numbers. We observed the presence of interactive health literacy in discussions about how pupils and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy.
Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils' own step counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support classroom-based critical health literacy development.
|Tidsskrift||Health Education Journal|
|Status||Udgivet - 2017|


The Jolly Postman
For the first half of our Spring Term our work focuses very much on the children's literacy development as through the story THE JOLLY POSTMAN we learn all about fairy tales.
We also learn all about letter writing and how to structure a letter as we write letters and postcards to the different characters in the story. The children especially enjoy posting their own letters at the post office!
Geography is also a major feature of this topic as we make maps for the Jolly Postman and explore different routes he might take.
The children also develop their ICT skills as they learn to use the digital camera and then edit their own photo to make themselves look like a character from the story.
We finish off this topic with a JOLLY POSTMAN DAY when all the children are invited to dress up as a character from the story for the day!


When it comes to literacy development, there are not many methods better than simply reading aloud. According to the Bredekamp, Copple, & Neuman, 2000 study, it is the single most important activity for reading success and to boost reading comprehension. It not only provides children with an accessible demonstration of phrased, fluent reading but it also provides them with the immediate rewards of reading, developing the listener’s interest in books and piquing their desire to be a reader as they become more skilled.
Reading out loud can be a great tool for parents, as well as a great activity to share with children. Listening to others read can develop key understanding skills and reading comprehension, even if the child is not doing the reading themselves. Active listening can help kids familiarize with the different parts of a story as well as with different and integral parts of language. On that note, children can listen on a higher level than they can read – meaning that they can listen to books that are more advanced than their reading level. This can be extremely helpful when trying to boost your child’s reading skills, reading level, and generally interesting them in reading on their own.
For the most part, a child’s first experience with reading will be story time with their parents or something similar. By making story time a staple of your daily schedule, reading and storytelling can quickly become a very important part of your child’s life. However, parents can take it a step further, too.
Make Reading a Part of Your Lives
When story time has its own time and place, children find meaning for stories and reading in their lives. There are so many ways in which parents can make reading a part stor
of their child’s everyday world. Have books around, of all kinds. Give your kids a little library of their own, but even magazines and coffee table books around the house can pique their interest – one day, they’ll be able to read those things, too. Kids also learn from example, so if you read often yourself, children will develop an interest in reading, too. But overall, if shared story time is something that you do every night before bed, or in any part of the day, they become habits and the comfort they provide can help to ensure that your child is always interested in books, reading and learning.
Encourage Kids to Listen and Form Opinions
Reading aloud is one thing, but it can play a huge role when it comes to active listening. Active listening during story time can help build vital reading comprehension skills that kids will utilize once they can read more independently. Ask your kids questions about the story. Request an overview after every book or chapter. Have them tell you about their favorite characters and why.
Read Aloud – and Think Aloud, Too
In addition to asking kids questions about what you’re reading, asking them to share their thoughts and feelings can help them develop communication skills that can carry across verbal and written forms. Ask them to connect the book to their own life experience, to other books you’ve shared together, and even ask them to connect what they are reading to universal concepts like love, friendship, family, etc. Stories made personally for children can help with this process as they are submerged into the story themselves helping them connect with characters in the story.
Have Kids Read Along
As kids get older and begin to learn, they will surely be able to identify some of the words you’re reading – even if the book you’re sharing is a bit more advanced for them. If kids are encouraged to read along, even if they are still listening, different parts of their brain are being activated and utilized. Kids will have a better idea of the relationship between how words look and how they sound, and they may also develop a deeper understanding of how language flows and how stories develop as well.


The History of
by Guy McLain, Director of the Lyman & Merrie Wood Museum of Springfield History
As America entered the twentieth century, the living patterns of the region were transformed culturally and socially by the successive waves of immigrants entering the area. Of the thousands that migrated to the valley between 1850 and 1930, many had experienced the rich cultural life of Europe, and the memories of the concerts and operas they had experienced in the “old country” encouraged them to establish similar musical organizations here. Springfield quickly benefited from this musical diversity.
The city’s first formal orchestra was founded in 1903 by violinist Emil Janser, an immigrant himself. The organization’s first concert was given on April 8, 1904, and during its short existence, the group received much critical acclaim. However, the ensemble was unable to sustain itself and disbanded in 1914. All efforts to bring classical music to Springfield proved fruitless until Arthur Turner was able to organize a new orchestra in 1922. Turner had served as a leader in the city’s musical life since the beginning of the century and had served as Municipal Organist, Director of the McDowell Male Choir, and Organist and Choir Director of the Trinity Methodist Church.
Throughout the 1920s, the Turner Orchestra thrived and provided an excellent selection of classical music to its Springfield audience. However, after the Wall Street Crash of 1929 and the ensuing depression, Turner found it more and more difficult to maintain the orchestra’s financial health, and the orchestra disbanded in 1932. To confront the economic constraints of the time and to provide performance opportunities for out-of-work musicians, the CWA Orchestra was formed with Federal relief funding. The first concert of this orchestra was given at the George Walter Vincent Smith Museum in March of 1934 to a capacity audience of 300. Later the Works Progress Administration took over funding support, and the name of the ensemble was changed to the Springfield Civic Orchestra.
The Springfield Symphony Orchestra, which has now served our community for 72 years, was founded in 1944 by Dr. Alexander Leslie, the symphony’s first conductor. With enthusiastic community backing, Leslie went to work assembling a first-class ensemble. He soon gained the support of Willard Clark, music critic of the Springfield Daily Union, and the man then known as the Prime Minister of musical culture in Springfield. The cultural leadership of the region soon followed in supporting the new organization. After much preparation and many rehearsals, the SSO gave its first concert on March 5, 1944, at the Municipal Auditorium to a capacity audience of 3,400. The program was recorded and re-broadcast overseas by the Office of War Information.
One of the major reasons the orchestra got off to such a successful start was the leadership of Dr. Alexander Leslie. Born and raised in Greenfield, this remarkable musician embarked on his musical studies at age 12, when he bought a violin for $25. By age 16 he was already giving music lessons to others. He then went on to study at the New England Conservatory of Music and the Tanglewood Music Center with the Boston Symphony conductor, Serge Koussevitzky. After founding the Springfield Symphony, he led the orchestra successfully through its first ten seasons.
Over the years the orchestra has continued to grow and thrive, providing thousands of concerts for the community. The orchestra has important educational outreach programs that bring music to thousands of children. At a time when music education has declined in our schools, the SSO stepped up and filled the gap with meaningful exposure to music education for regional schools. As we move into the twenty-first century, the SSO is central to the cultural life of Western Massachusetts.


The Joy of Family Music®
At Music Together, we understand the importance of music in early childhood—from birth, in fact. Because the truth is, most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to "speak music"—to take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythms—these are the building blocks of music and of early childhood learning. And that's what Music Together is all about.
Music is more than instruments and voices. It's more than rhythm and movement. Music is a powerful force that can inspire, create community, and build family bonds. And it can be life-changing to develop our inner music-maker as early as possible.
Internationally Recognized Music Program
Music Together is an internationally recognized music program for children from birth through age 7—and the grownups who love them. Parents, primary caregivers, early childhood professionals—everyone is involved in the educational process. First offered to the public in 1987, we've always been pioneers in the field of early childhood music with truly innovative, high-quality music education and outreach programs that redefine what musical means. We're research-based, so we know our stuff and we're good at what we do. But we're also down to earth, accessible, and all about having a good time. It's a balance that makes us both serious and fun. What can we say? We're serious about having fun!
At the core of the Music Together approach is the idea that young children learn best from the powerful role models of parents/caregivers who are actively making music. Our program brings families together by providing a rich musical environment in the classroom and then facilitating family participation in spontaneous musical activity at home in daily life—which is so important to music development and early childhood learning. It's based on the recognition that, in a supportive environment, children can learn to sing in tune, keep a beat, and confidently participate in the music of their culture. Music Together creates that environment! By emphasizing actual music-making experiences, we introduce children to the pleasures of producing music instead of passively consuming it from iTunes or TV. We're very high-touch. Face to face, heart to heart, voice to voice—for a truly bonding and enriching experience.
Global Reach with a Personal Touch
There was a time when the fledgling Music Together company needed only a few pins in a New York/New Jersey map to represent all of its independently licensed centers and schools. Today, with more than 2500 locations in over 40 countries, we need a map of the entire world! And Music Together families experience the same music, community, and joy no matter where they are.
Ready to discover the importance of music in early childhood? Click on the Class Locator to find a class in your area, and provide your email address so we can follow up with you.


This study sought to determine (1) whether revising on paper versus revising on the computer significantly impacted revisions second graders made; (2) whether revising on paper verses the computer affected the change in quality from the first to final draft; (3) whether the cognitive load of transcription, writing speed and spelling ability affected the revisions second graders make when revising on paper and the computer; and (4) whether the cognitive load of transcription affected the change in quality scores when students revise on paper and the computer. 74 second graders from a middle class suburb participated in the study. Students received training on how to use the computer to type and edit texts and completed cognitive load measures on paper and the computer for writing speed and spelling ability. Each of the four classes was assigned to one of two conditions: paper revision, then computer revision or computer revision, then paper revision. Students wrote and revised two stories. Analyses revealed that second grade students made twice the number of revisions on computer than on paper. Analyses of quality indicators determined that students increased word count in both mediums, with a greater increase when revising on paper. Percent of words spelled correctly increased in both mediums, with a greater increase on the computer likely due to the availability of spell check. There was less observed improvement in narrative rubric scores, but these scores improved more on paper than the computer. Cognitive load measures indicated a typing was significantly slower than handwriting, but spelling ability significantly increased on the computer over handwriting. These findings supported previous research. First, the lower cognitive load of writing, with respect to writing speed, lead to a greater increase in word count when revising on paper. Second, the decreased cognitive load of spelling on the computer lead to a greater increase in percent of words spelled correctly on the computer and a higher number of spelling revisions. Overall this study determined that second graders were able to effectively revise texts using paper and the computer.
|Commitee:||Lawless, Kimberly A.|
|School:||University of Illinois at Chicago|
|School Location:||United States -- Illinois|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Language arts, Elementary education, Curriculum development|
|Keywords:||Cognitive load, Computers, Primary grade, Revision, Second grade, Students, Technology, Writing|
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The war for talent has a new battleground – cybersecurity. Fuelled by a shortage of trained personnel, businesses and governments are struggling to fill important vacancies. That’s forcing recruitment teams to be more creative in their search for relevant skills, which is leading them to some unlikely places.
Cyberspace gets bigger every day, which makes policing it increasingly difficult. About 90 per cent of the internet – or 2.5 quintillion bytes of new data – has been created since 2016. The digital universe is expanding so rapidly we’re quickly running out of words to adequately describe its vastness.
Large businesses and governments have tasked chief information security officers (CISOs) with building cybersecurity teams to keep sensitive data out of the wrong hands. Yet all of them face the same hiring challenge – there simply aren’t enough trained specialists to fill this critical need.
The Australian Centre for Cyber Security estimates Australia would need 500 graduates every year just to meet existing demand for cybersecurity skills. Even before you factor in continued growth in demand, our universities simply aren’t in a position to fill this void.
At a recent cybersecurity roundtable hosted by Microsoft, public and private sector CISOs said they’re looking well beyond traditional computer science graduates for new cybersecurity hires. While technical knowledge is useful, other skills considered critical for security work are often missing from the IT graduate pool. These include effective communications, knowledge of human behaviour and strategic thinking.
Recruiters have long advised hiring people for cultural fit and then training them to develop the skills you actually need. Many leading Australian CISOs are following this advice, focusing on in-house training programs where they can mould entry-level staff into cybersecurity experts.
Hiring on potential
People with diverse backgrounds bring different skills and approaches to the table. This is valuable in cybersecurity. A communications professional might seem alien to the world of data protection, but they’re skilled at taking complex information and distilling it into something which resonates with others. This makes them valuable training assets within cybersecurity teams, helping communicate its importance more broadly within a business or department.
Other businesses have had success filling cybersecurity roles with people from a range of different backgrounds – psychology students are skilled at tapping into the way people think, while mathematics graduates have a keen ability to solve problems. The FBI often hires graduates with accounting backgrounds to fill cybersecurity roles, attracted by their attention to detail.
Finding candidates with a natural aptitude can be a challenge and, for this reason, larger organisations use novel ways to find candidates. Hackathons allow them to find staff with suitable interests and foundational skills who might not otherwise be considered job ready.
Training is also important. Microsoft views cyber-awareness as a critical skill for the workforce into the future, as more and more systems and platforms become digital and move online. This is especially critical in the area of the nation’s defence. With the growth of defence contracts and the requirement for all suppliers to engage via a digital shipyard environment, the defence industry in South Australia is concerned about the general level of cyber-awareness among tradespeople and professionals such as plumbers, construction workers and engineers.
The Australian Cyber Security Growth Network is one of six federally funded industry growth centres. As part of our National Skills Program, Microsoft Australia is partnering with the Defence Teaming Centre and the University of Adelaide to pilot and launch a cyber-awareness micro-credential, with the support of the defence industry. This micro-credential will be delivered as a benchmark requirement for anyone who wants to work in the digital shipyard environment and is designed to lift base-level cybersecurity literacy across the wider defence industry workforce.
Given that cyber awareness is essential to Australia’s long-term resilience, it is intended that the micro-credential content be adaptable and scalable to suit other segments of the workforce, such as healthcare professionals, educators, retailers and public servants. Along with our collaborators, Microsoft’s aim is to make a substantial contribution towards making our community cyber-smart.
Collaborating for the future
While demand for cybersecurity skills is great now, it looks certain to grow as the threat landscape continues to evolve. Business and government need to adopt an open and creative approach to finding the right talent.
Although the education sector scaling a curriculum around cybersecurity will help, industry and government must continue schooling the next generation of cybersecurity professionals. At the same time, there’s a pressing need for organisations to extend cybersecurity education throughout the wider staff, ensuring this isn’t left to the IT department. Cybersecurity won’t be effective if it’s siloed.
Creating a cultural mindset where all staff understand they have a role to play in data protection is key because cybersecurity impacts everybody. A consistent strategy for data protection rests on education – whether it’s the next wave of cybersecurity professions or the staff around your office.
Download our industry report now for in-depth analysis of how to navigate the new cybersecurity threat landscape.


When You Talk About Music
After I saw this title, I was afraid and I’m nonetheless afraid concerning my opinion about the subject. In lots of cultures, music is an important part of individuals’s lifestyle, as it performs a key position in non secular rituals , rite of passage ceremonies (e.g., graduation and marriage), social actions (e.g., dancing ) and cultural activities ranging from newbie karaoke singing to enjoying in an newbie funk band or singing in a community choir People may make music as a pastime, like a teen enjoying cello in a youth orchestra , or work as a professional musician or singer.
Classical music from the Romantic period (written from about 1820-1900) often comprises multiple keys, as does jazz , particularly Bebop jazz from the 1940s, through which the key or “home observe” of a music may change each four bars or even every two bars.
Various sorts of stringed instruments and drums have been recovered from Harappa and Mohenjo Daro by excavations carried out by Sir Mortimer Wheeler 40 The Rigveda has components of present Indian music, with a musical notation to denote the metre and the mode of chanting.
Instrumentalists also occupy many various positions on the social scale, ranging from the violinist within the orchestra, who is further differentiated in keeping with his position in the orchestra and the standard of the orchestra, up to the eminent soloist, who can count on revenue from concert events of his own.
People aiming to change into skilled musicians, singers, composers, songwriters, music teachers and practitioners of other music-related professions similar to music history professors, sound engineers , and so on study in specialised post-secondary packages supplied by faculties, universities and music conservatories Some institutions that prepare individuals for careers in music provide coaching in a wide range of professions, as is the case with lots of the prime U.S. universities, which supply degrees in music performance (including singing and enjoying instruments), music historical past, music theory, music composition, music education (for people aiming to develop into elementary or highschool music teachers) and, in some cases, conducting.


Planet Facts for Kids Video
Facts about Planets
A planet can be defined as a celestial body that orbits around the Sun. There are total eight planets in the entire solar system which are Mercury, Venus, Neptune, Uranus, Earth, Mars, Jupiter, and Saturn. Except for Neptune and Uranus, all other planets are can be seen with the naked human eye. These two are visible when using a small telescope or binoculars. Jupiter is the largest and Mercury is the smallest of all of them. Mercury, Venus, Earth, and Mars are known as Inner Planets or Terrestrial Planets. Jupiter, Saturn, Uranus, and Neptune are known as Outer Planets or Gas Giants.
Quick Facts: –
- Mercury is the closest planet to the Sun but still, it has ice on its surface. All of the ice is found in permanently shadowed craters and does not receive any sunlight ever.
- Venus is the brightest planet in the entire solar system. It can be seen with naked human eye if you know where to look.
- Venus takes 224.7 Earth days to complete an orbit around the Sun but takes only 243 Earth days to rotate on its axis.
- Jupiter spins very quickly on its axis and a day on the planet lasts for only 9 hours and 55 minutes.
- Neptune was discovered in the year of 1846. It finally made its first lap around the Sun in 2011, since its discovery.
- Saturn is the least dense planet in the solar system. If there was a tub big enough to hold Saturn then it would float in the water.
- Mercury takes 59 days to make a rotation and 88 days to circle the Sun.
- The dust storms of Mars are the largest in the solar system.
- Mars is home to both the highest mountain and the deepest and longest valley in the entire solar system.
- Neptune is home to supersonic winds.
- Outside of our solar system, there are thousands of other planets.
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The ‘Digital Roadmap’ launched by the Pathways for Prosperity Commission this week correctly emphasises the need to put people at the centre of the digital future by equipping them with foundational skills in literacy and numeracy, digital skills and ‘soft skills’ such as communication, management, analytical thinking and problem-solving. Lack of relevant skills in the digital age can limit opportunities for African countries to make the most of digital technologies and catch up.
The skills the digital economy needs range from the ability to use a mobile phone, the internet and social media to advanced skills in data analytics, app development and network management. Currently, African countries are lagging behind: ITU data suggests that only 2% of Kenyans are using the internet to find and apply for jobs, against a global average of 17%. In Sudan and Zimbabwe, only 4% of adults are able to copy and paste files. Effectively developing these skills in African countries will require a targeted approach, addressing both supply- and demand-side challenges.
On the supply side, channels of skills development include formal education, technical and vocational education and training (TVET) and employer-led training. For out-of-school youth, marginalised sections of society and adult learners, access to digital and soft skills training can be expanded through non-formal TVET provided by government institutes outside the formal education system, non-governmental organisations and civil society, international organisations and the private sector. Experience in South Africa, Ethiopia and Kenya shows that, for TVET to be effective, funding needs to go to accredited and flexible courses that are aligned with employers’ needs.
The effective provision of digital and soft skills will require continuous professional development for TVET trainers and resources to meet the relatively high cost of teaching in science, technology, engineering and mathematics (STEM) and ICT. More investment in digital infrastructure is needed, as are standard-setting bodies to grade digital and soft skills and provide certification that is recognised by employers and higher education institutions.
Links will also need to be developed with the private sector. Some large manufacturers in Kenya, such as automotive firm Megh Industries and Panessar Interiors, a furniture company, provide training on digital machinery. But these are exceptions: according to the World Business Environment Survey (WBES), less than half of firms surveyed across several developing countries offer any formal training to their workers. This will need to change.
On the demand side, governments can help develop digital skills by fostering a competitive domestic market and putting in place complementary policies on innovation, international cooperation, trade, technology transfer and data, foreign investment and regulatory reform, and building digital capacities. This can generate incentives to innovate and upgrade through technological development, creating demands for skills upgrading in the digital economy.
Government policies to strengthen innovation and knowledge systems can help firms develop marketing strategies, move into more sophisticated products, boost technology uptake and increase implementation and innovation. Integrated skills and labour strategies can support skills upgrading and employment initiatives and develop the infrastructure for training programmes in digital skills.
Collaboration and coordination
Coordinating mechanisms are needed to improve interaction and collaboration across educational and research institutes, training providers and businesses. Examples of these intermediate institutions include industry associations and R&D consortia, makerspaces, hubs and technology parks. Many have their own curricula centred on the future of the workforce, and provide training in robotics, artificial intelligence, digital fabrication, 3D printing and blockchains.
Public–private collaborations can support hubs and makerspaces that are integrated and linked with the rest of the domestic economy. The success of iHub in Kenya and Kumasi Hive in Ghana in driving innovation and skills is well documented. In a digital economy, these intermediaries can also be online platforms linking jobs with available skills.
Policy interventions are also needed to increase women’s access to and enrolment in formal and non-formal TVET, as well as developing gender-sensitive, employer-led training models.
Limited budgets mean that difficult decisions will need to be made. Some countries may choose to reorient secondary and tertiary education towards STEM subjects, while others may focus on inclusivity by fostering basic ICT skills. Another trade-off is between today’s workers – a large percentage of whom lack basic digital and soft skills – and the future labour force, for which early investments in digital and soft skills should be prioritised given the relatively higher returns.
The choices and trade-offs governments make in deciding education policy priorities will ultimately depend on a country’s cultural, political and geographic context. Complementary actions and skills strategies therefore need to be developed at country level to close, or at least reduce, the skills gap in the digital economy. The Digital Roadmap offers important recommendations on this.


Head Start serves over 5,100 children daily. Perhaps the most successful program ever created for children, Head Start was initiated in 1965 to provide educational programs for pre-school children in poverty. The program provides educational and special educational services, health, dental, mental health, social and nutritional services. Parent involvement in program planning, parent education and site operation, is an essential part of the program. Parent involvement in program planning, parent education and site operation, is an essential part of the program. Parents learn leadership and advocacy skills as they become involved in their communities, school districts and local government. Teamed with the One Stop Career Centers, Head Start promotes employment and training programs to help parents become self-sufficient.
The Sacramento County Head Start program is administered by SETA, a joint powers agency of the City and County of Sacramento.
Head Start program’s mission is to improve the lives of low-income children by providing comprehensive child development services that are family focused, including education, health, nutrition, and mental health.
Ages of Children
- Early Head Start serves families with children birth to age 3.
- Preschool Head Start serves families with children 3 to 5 years of age.
- SETA Head Start/Early Head Start is free to income eligible families based on the Federal Poverty Income Guidelines.
- Children from families receiving public assistance (TANF and SSI) are eligible for SETA Head Start/Early Head Start services regardless of income.
- Children in foster care are SETA Head Start eligible, regardless of family income.
How to Enroll
- Call (916) 263-3804 for information
- or enroll online at headstart.seta.net/enroll
- Head Start has services that are center-based, home-based, part day (morning, afternoon, twilight), extended day, full-day, school year, and year-round. Hours are designed to cater to the demands of working and/or going to school families.
- SETA Head Start collaborates with the California Department of Education to provide full-day services at various locations throughout Sacramento County.
- SETA Head Start collaborates with Twin RIvers School District, Elk Grove Unified School District, Sacramento City Unified School District, San Juan Unified School District and the Women’s Civic Improvement Club to offer comprehensive services to children and families.
Early Childhood Education
- Head Start provides a high quality developmentally appropriate education program.
- Head Start curriculum is specifically designed to help children develop language, literacy and numeracy skills and learn how to socialize and interact with others.
- Children leave Head Start prepared for kindergarten, excited about learning, confident in their abilities, and ready to succeed.
Prevention and Early Intervention Services
- Enrolled children have timely immunizations and screenings for medical, dental, nutrition and mental health.
- Children see medical professionals regularly and participate with parents and staff in experiences that promote positive mental health, improved self-esteem, stress management, and personal growth.
- All Head Start children are provided nutritious meals and snacks daily.
- Head Start ensures that all children receive physical exams as required by the American Academy of Pediatrics and children identified as needing further follow-up services receive those services.
- Ten percent of enrollments are offered to children with disabilities.
- Services for children with disabilities and their families are provided in coordination with local early intervention and education agencies, community organizations, supports services and school districts.
- Our mission is accomplished by involving parents in the total operation and administration of the program supporting the growth of children and families through encouragement, nurturing, and empowerment.
- Parents are empowered to be their child’s first teacher, achieve skills in decision-making, group process, and leadership.
- Family literacy is stressed in the classroom as children are exposed to books and printed materials, read to, and encouraged in their language development.
- Books are made available in the family’s primary language.
- Head Start parents are also encouraged to improve their own literacy skills and are provided support to further their education efforts in obtaining a GED or pursuing higher educational opportunities.
- Through a broad range of social services, Head Start assists parents in their own efforts to improve the quality of life for themselves and their children.
- Head Start provides parent education and support in the areas of health, budget management, child development and parenting.
For more information, please visit headstart.seta.net.


Music education in Gloucestershire - a snapshot
This report is a snapshot of the work in 2016/17 of schools, and organisations funded by Make Music Gloucestershire, in reaching young people through music education. It focuses on the numbers and types of music learning and making (rather than the impact and stories), and is the second of its kind in Gloucestershire.
The aim is to help schools, music education organisations, musicians, and others working with young people in music to build a picture of music education in the county, understand what's happening and what's needed, and plan accordingly. Also and importantly it will contribute to the analysis of how effective the Hub is in delivering on the requirements of the National Plan for Music Education, and the Core and Extension Roles of hubs set out by Arts Council England and the Department for Education as a requirement of hub funding.
Information has been drawn from two sources:
• Data questionnaires from Primary, Secondary and Special and Alternative Provision Schools - a means of collecting data for and from schools and Hub partners on an annual basis.
• Information provided direct to the Hub commissioning team from Hub funded partners, in readiness for reporting to Arts Council England through their annual (autumn) Hubs Data Return
This report will inform Hub planning and allocation of resources and the business plan for 2018-20 onwards (and has informed their priorities for 2017/18 activities). It is hoped that schools and music educators will also use it to inform their own plans.
Download previous reports:
How can you get involved?
To contribute your information in the next round of data collection, and to keep informed of news, opportunities, and funding relevant to you, sign up for one of the Hub enewsletters or take a look around this website to find out more about how you can get involved in the Hub.
And if you offer music opportunities and services for children and young people then do add your information to TouchBass, the county’s online search tool making and learning music.
Our thanks to all those who provided information, and please let us know if you have any observations or queries: contact email@example.com


Benefit Two: Success in School
Success in society, of course, is predicated on success in school. Any music teacher or parent of a music student can call to mind anecdotes about effectiveness of music study in helping children become better students. Skills learned through the discipline of music, these stories commonly point out, transfer to study skills, communication skills, and cognitive skills useful in every part of the curriculum. Another common variety of story emphasizes the way that the discipline of music study — particularly through participation in ensembles — helps students learn to work effectively in the school environment without resorting to violent or inappropriate behavior. And there are a number of hard facts that we can report about the ways that music study is correlated with success in school:
- “The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.” — No Child Left Behind Act of 2002, Title IX, Part A, Sec. 9101 (11)
- A study of 237 second grade children used piano keyboard training and newly designed math software to demonstrate improvement in math skills. The group scored 27% higher on proportional math and fractions tests than children that used only the math software. — Graziano, Amy, Matthew Peterson, and Gordon Shaw, "Enhanced learning of proportional math through music training and spatial-temporal training." Neurological Research 21 (March 1999).
- In an analysis of U.S. Department of Education data on more than 25,000 secondary school students (NELS:88, National Education Longitudinal Survey), researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show “significantly higher levels of mathematics proficiency by grade 12.” This observation holds regardless of students’ socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time. — Catterall, James S., Richard Chapleau, and John Iwanaga. “Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts.” Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
- Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation. — College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.
- According to statistics compiled by the National Data Resource Center, students who can be classified as “disruptive” (based on factors such as frequent skipping of classes, times in trouble, in-school suspensions, disciplinary reasons given, arrests, and drop-outs) total 12.14 percent of the total school population. In contrast, only 8.08 percent of students involved in music classes meet the same criteria as “disruptive.” — Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992.
- Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non- participants receiving those grades. — NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC
- Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted. — As reported in "The Case for Music in the Schools," Phi Delta Kappan, February 1994
- A study of 811 high school students indicated that the proportion of minority students with a music teacher role-model was significantly larger than for any other discipline. 36% of these students identified music teachers as their role models, as opposed to 28% English teachers, 11% elementary teachers, 7% physical education/sports teachers, 1% principals. — D.L. Hamann and L.M. Walker, "Music teachers as role models for African-American students," Journal of Research in Music Education, 41, 1993
- Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills. — National Arts Education Research Center, New York University, 1990


Part of learning a new language is learning how to talk about math. Unfortunately, math has traditionally not been a regular part of adult ESOL instruction and many ESOL teachers are not comfortable teaching it. This self-paced, moderated online course is the first in a series for ESOL teachers who would like to deepen their understanding of math and learn how to integrate math and numeracy skills in their ESOL classrooms.
This professional development activity/course is designed for:
- Any ESOL instructor interested in integrating math into his or her language acquisition classroom. No prior math background is needed.
Mathematizing ESOL I provides conceptual understanding of math topics around whole numbers, including cultural differences in procedures and notation, and offers strategies for making math accessible to all levels of ESOL students. Each lesson contains several math practice activities, discussion questions, video clips, and lesson ideas. During the course, you will be asked to:
- Carefully review course content and related documents and videos
- Complete and submit math activities
- Respond to discussion questions
- Read the responses of other participants
Upon successful completion of the course, all participants will receive a certificate of completion.
OPTIONAL: Participants may earn 18 PDPs by completing a culminating project: the creation (with the guide of a rubric) of a lesson plan for ESOL students that integrates math and incorporates the key elements of each lesson in this course. Complete requirement details for earning PDPs are available from the facilitator(s).
This course runs over 6 weeks. The estimated time to complete the course is 18 hours (not including the optional final project).
For more information, please contact firstname.lastname@example.org.
Upon completion of this professional development activity/course, you will be able to:
- Compare and contrast math notation in the United States and other countries
- Describe key elements of effective planning for math integration
- Articulate the different meanings of subtraction and division
- Perform basic operations using U.S. and European algorithms
- Scaffold vocabulary needed for teaching related operations with whole numbers for ESOL learners
- Reflect on your own teaching vis-à-vis integrating math operations using whole numbers


This item is available under a Creative Commons License for non-commercial use only
This paper has been commissioned by Arts Council Ireland to inform the development of a national strategy for early childhood arts in Ireland. The paper is based on contemporary thinking and knowledge of child psychology, early learning and development and childhood studies, in particular the theoretical principles and pedagogical approaches to early childhood art-based learning. It begins with an exploration of the concept of pedagogy. International research on the importance of effective pedagogy in early childhood education and care (ECEC) is then discussed setting out the evidence and rationale for public policy attention to the area of the arts in early childhood. Pedagogical organisation or framing is then considered along with the underpinning concepts of supporting children’s creativity, thinking and language relevant to the practice of early childhood arts. The importance of interactions between novices and experts (adults and learners) is highlighted throughout and specific interaction strategies thought to enhance children’s learning are identified. The principles underpinning early learning and development in relation to how children learn are then outlined. Finally, drawing in part from the literature on effective pedagogy, and the principles underpinning early childhood education, contemporary perspectives on children and those who work with very young children (incorporating both early childhood artists and early childhood educators) are presented.
French, G. The Place of the Arts in Early Childhood Learning and Development. Commissioned paper from the Arts Council, Ireland, July 2013.


The Greatest Showman was the stimulus for the Nursery class performance as many of the girls were inspired by the film sound track. Each and every one of the girls had their part to play as many of them thrive on performing, especially for their parents who always form such an attentive audience!
The girls enjoyed singing several songs, they spoke with confidence and retold the story of how they can consider their place in the world and what they can do to help look after it. They concluded with a class dance to the track This Is Me. They were amazing and showed great courage to perform to such a large audience at such a young age.
The learning opportunities that such a performance develops are many, however the main focus was to develop Communication and Language. This is one of the three prime areas of learning and development in the EYFS framework. It is called a prime area because it forms the foundation for all other aspects of young children’s learning and development. The prime areas of learning are regarded as particularly important for engaging young children’s curiosity and enthusiasm and laying the foundations of success in learning and in life. Communication and Language development at NHSG involves giving the girls opportunities to speak and listen in a range of situations, and to develop their confidence and skills in expressing themselves so that they can reach their full potential.
Research suggests that good communication, language and literacy development at a young age have the highest correlation with outcomes at school. Speech and language skills underpin many other areas of the girls’ development by:
-Providing a strong foundation for other areas of learning, such as reading and writing
-Supporting communication skills
-Promoting social skills and forming friendships
-Building confidence and self-esteem
-Supporting emotional and behavioural development as well as resilience
-Helping them to make sense of the world around them
The girls have continued to act out parts of the assembly and can be observed assimilating and replaying the experience. This will only enhance their confidence and resilience as they continue their journey through NHSG, demonstrating the attributes of what makes a successful NHSG pupil.
A great show indeed!


Description or summary of the book: Now a standard in music education literature, this in-depth study takes the fear out of playing in time signatures other than 4/4. In a methodical manner, this book aids in rounding out any player's rhythmic and reading vocabulary. Perfect for all musicians wanting to play odd times with ease.
Estimated reading time (average reader): 6H32M8S
Other categories, genre or collection: Techniques Of Music / Music Tutorials, Percussion Instruments
Available formats: JPG, PDF, TXT, WORD, DOC, EPUB, FB2, XPS. Compressed in ARJ, AZW4, ZIP, 7Z, Z, RAR, TZ


Serving Gifted Students in an Elementary School: A Principal-Teacher Perspective
How gifted students needs are addressed in elementary schools is different from school to school. They are a population of students who at times, are underserved and left to work independently. This is often because teachers do not have the foundational understanding of gifted pedagogy. The purpose of this study was to determine how three elementary principals supported their teachers in teaching gifted students. For this study, the researcher interviewed three elementary principals from New Jersey, and three teachers from their corresponding buildings. Data were collected through semi-structured open-ended interviews, peer reviews, and document analysis. The data analysis showed that both principals and teachers acknowledged gifted students’ needs were being addressed, but not to the extent they should be. Both principals and teachers thought the identification process was important in selecting students. Once the parameters were established for the identification, it was imperative for the validity of the selection process, to abide by them completely. Teachers acknowledged that principals stressed differentiation of instruction for gifted students, but little professional support was available. The findings from this study suggest that there should be collaboration between general education and gifted teachers to ensure methodologies and best practices are shared. Sound identification practices and criteria should be established with clear cutoffs which would help with transparency to stakeholders. Furthermore, there should be professional development for every teacher that works with gifted learners. Finally, evaluation of the program and the students should be a requirement to assess success and growth of the gifted learner.
Gifted Education|Elementary education
Ferrara, Jennifer, "Serving Gifted Students in an Elementary School: A Principal-Teacher Perspective" (2018). ETD Collection for Fordham University. AAI10929941.


This is my first year to do a food plate in Art Education class and I am loving the results. Be Prepared for all the photos because so many of them turned out great. I began talking to my class about PopArt and showing the class pictures of food in artwork such as Andy Warhol’s 100 Soup Cans or Claes Olderburg’s Spoonbridge Cherry sculpture. We had previously discussed 2D elements that are flat and 3D elements that are sculptures, so a project where they had to combine both 2D and 3D was appealing.
The second objective in this lesson was the student had to use multiple media to create their projects. They have a tendency to stay in their comfort zone, and this objective got them moving around the room to use paint, clay, yarn, beads, cotton balls, etc.
Having my Art Ed students begin to think about how art can be incorporated into the Core subjects, such as, a social studies unit with foods from other countries or a science lesson on nutrition and making good food choices based on the food pyramid, is a good place for them to be when we return from fall break and begin constructing a lesson plan.
The students did draw out of a basket the category (Breakfast, Lunch, Dinner, Snack, Dessert) and then brainstormed three ideas on paper before they were given the supplies. Most students took home Model Magic air-dry clay to make their 3D element and let it dry overnight before bringing it back to class to paint.
I just can't stop posting photos! This project turned out so great, and the students loved it!
I teach Art Education at Pittsburg State University. Here is what is going on in my classes.


Interactive Media Using Adobe Flash Professional
Adobe conducted research to identify the foundational skills students need to effectively communicate using digital media tools. Based on feedback from educators, design professionals, businesses, and educational institutions around the world, the objectives cover entry-level skill expectations for rich media communication.
The following skills will be assessed on the Interactive Media Using Adobe Flash Professional exam.
Interactive Media Using Adobe Flash Professional objectives
Domain 1.0 Setting Project Requirements
1.1 Identify the purpose, audience, and audience needs for interactive media content.
1.2 Identify interactive media content that is relevant to the purpose of the media in which it will be used
(websites, mobile devices, and so on).
1.3 Understand options for producing accessible interactive media content.
1.4 Demonstrate knowledge of standard copyright rules (related terms, obtaining permission, and citing
1.5 Understand project management tasks and responsibilities.
1.6 Communicate with others (such as peers and clients) about design and content plans.
Domain 2.0 Identifying Interactive Media Design Elements
2.1 Identify best practices for designing interactive media content for desktop and mobile browsers, applications,
games, and HD video.
2.2 Demonstrate knowledge of design elements and principles.
2.3 Identify general techniques to create interactive media elements that are accessible and readable.
2.4 Use a storyboard to design interactive media elements.
2.5 Organize an interactive media design document.
Domain 3.0 Understanding the Adobe Flash Professional Interface
3.1 Identify elements of the Flash Professional interface.
3.2 Use the Property inspector.
3.3 Use the Timeline.
3.4 Adjust document properties.
3.5 Use Flash guides and rulers.
3.6 Use the Motion Editor.
3.7 Understand Flash file types.
3.8 Identify best practices for managing the file size of a published Flash or HTML document.
Domain 4.0 Building Interactive Media Elements by Using Flash Professional
4.1 Make interactive media content development decisions based on your analysis and interpretation of
4.2 Use tools on the Tools panel to select, create, and manipulate graphics and text.
4.3 Import and modify graphics.
4.4 Create text.
4.5 Adjust text properties.
4.6 Create objects and convert them to symbols, including graphics, movie clips, and buttons.
4.7 Understand symbols and the library.
4.8 Edit symbols and instances.
4.9 Create masks.
4.10 Create animations (changes in shape, position, size, color, and transparency).
4.11 Add simple controls through ActionScript 3.
4.12 Import and use sound.
4.13 Add and export video.
4.14 Publish and export Flash documents.
4.15 Make a Flash document accessible.
Domain 5.0 Evaluating Interactive Media Elements by Using Flash Professional
5.1 Conduct basic technical tests.
5.2 Identify techniques for basic usability tests.


Facts about Rainforests
A rainforest can be defined as a forest that experiences a high level of rainfall. It gets at least 250cm of rain in a year. About 6% of Earth’s land surface is rainforest but half of all animal and plant species live there. They also work as a defense system against climate change. There are two different types of rainforests which are tropical and temperate.
Tropical rainforests are more common as compared to temperate. Approximately 20% of the world’s freshwater resides in tropical rainforests. The Amazon rainforest is the largest tropical rainforest. It produces as much as 20% of the planet’s oxygen alone.
Quick Facts: –
- A falling raindrop takes 10 minutes to travel from a rainforest’s thick canopy to the floor.
- Rainforests can be found on every continent except for Antarctica.
- There are some pine trees in Tasmania’s temperate rainforests that can live up to 2,000 years.
- Veiled stinkhorn fungi are found in tropical rainforest. They smell like rotting food.
- The Amazon rainforest is so big that if it were a country it would be the 9th biggest in the world.
- There is a tree known as the idiot fruit which grows in Australia’s Daintree rainforest.
- The rhinoceros hornbill birds are found in Southeast Asian forests. They have a hornlike structure on their head that appears like an extra beak.
- Rainforests are important for our food supply. Many components of our daily diet originally come from the tropical rainforest.
- There are a few tribes in Central America and Brazil that still live in rainforests and have no contact with the outside world.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " All Amazing Facts for Kids about Rainforest ." Easy Science for Kids, May 2020. Web. 31 May 2020. < https://easyscienceforkids.com/best-rainforest-facts-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). All Amazing Facts for Kids about Rainforest. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/best-rainforest-facts-video-for-kids/
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Carl Orff (born July 10, 1895; died March 29, 1982), the prolific German composer, is perhaps most famous for his secular oratorio Carmina Burana, based on medieval poetry. Listen to the opening chorus, O Fortuna:
If you’re an elementary general music teacher, you’re probably familiar with, and possibly using, his Schulwerk, the process he devised for teaching music.
The music he composed for Schulwerk uses layered repeated patterns that make it possible for even young children to play parts in ensembles.
From 1924-1943, Orff served as the music director for the Güntherschule, a training school for dancers and gymnastics teachers which he cofounded with Dorothee Gunther. His goal was to help dancers become more musical in their movement. After the school dissolved during World War II, he began synthesizing his technique as a way of teaching music to children.
Orff Schulwerk employs a combination of improvisation, ostinati (repeated rhythmic, melodic, or harmonic patterns), speech, rhythm, play, singing, movement, and use of instruments such as recorders, xylophones, metallophones, glockenspiels, drums, and other percussion. It is used in music training from preschool through junior high and beyond, and in music education programs in colleges and universities world-wide.
Four well-known quotes from Carl Orff help illustrate the ideals at the heart of Orff Schulwerk.
Tell me, I forget, show me, I remember, involve me, I understand.–Carl Orff
Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play; they will find that what they have mastered is child’s play.–Carl Orff
Elemental Music is never just music. It’s bound up with movement, dance and speech, and so it is a form of music in which one must participate, in which one is involved not as a listener but as a co-performer.–Carl Orff
Experience first, then intellectualize.–Carl Orff
In Schulwerk, students learn musical principles by first making music, then generalizing what they’ve experienced over time. It is guided discovery.
Listen how simple musical motifs are layered to create a complex piece. This approach lends itself beautifully to student composition. Dance is also a part of the full performance.
Variations on Hot Cross Buns:
Here are some older children performing at an Orff Schulwerk convention:
Though he passed away more than forty-four years ago, Carl Orff’s legacy lives on through his own compositions and through the millions of musicians who learned how to play, improvise, and compose as a result of the process he founded.


I recently had the opportunity to take over the music program at the Wilbur Watts Intermediate School in the Burlington City School District. I teach 3rd through 6th grade General Music, and I see over 500 students in 20 classes each week for about 45 minutes each class (that’s a lot of names to remember! ). This September, I will be able to affect my class in any direction I wish, and using the models and advice of successful music educators, both local and national, I am finding that there is a common thread that is growing more apparent in what may be called “classroom-based” music classes, as opposed to performance-based classes such as band, choir, or orchestra. Music educators in the 21st century are taking the initiative, many because of new district and state level goals, to incorporate technology in their classes. As a member of “Generation X” (those born between 1960-1980), I was present for the birth of the “Age of Technology”, or basically the advent of the internet and other tools of mass communication. Though I’m only 32, I still get looks of disbelief from my students when I tell them that I grew up without internet, cell phones, cd’s, or even video games (I started with an Atari). I took my first computer class when I was a senior in high school, nowadays many kids work with computers before they even start kindergarten! As such, the world of education (and the world in general) is becoming much more technologically-based, and it is this trend that we as educators must embrace if we are to keep the interest of our students and move our craft into the 21st century.
Because school districts are now making more resolutions to have classes taught with technological resources, music and other “specials” are no exception. However, I soon found myself a little overwhelmed with the daunting task of choosing which resources to explore and implement in my class. I wasn’t interested in turning my class into a tech lab, but I did want to use software that kids could understand and enjoy while learning music in a way that would foster creativity and academic achievement. Fortunately, there are some really great organizations whose function is to assist educators in incorporating technology into their programs. Two groups in particular that have really helped me are Soundtree, (www.soundtree.com) the educational division of Korg, and TI:ME, (http://www.ti-me.org/) or Technology in Music Education. Both groups gave me recommendations for which software to use in my classes based on the demographic, number of students in each class, and what I wanted to accomplish through instruction and performance. Their representatives will speak directly with you to assess your needs and goals, and they’ll also give suggestions for funding prospects.
Let’s face it, even though school districts say they want more technology in the classroom, fine arts classes are sometimes left behind. My school in particular has SmartBoards in every class, except in the Art and Music rooms. And until the fine arts are tested on the NJ-ASK or HSPA tests, there may always be an issue getting these types of materials in the music room. However, there are several ways of finding funds externally that can get you the resources you need to start incorporating technology into the classroom. A book I’m fond of is called Finding Funds for Music Technology, by Dr. Thomas Rudolph. You can find it on the Soundtree website, and it’s very helpful for locating sources of external funds from various sources, including local, state, and even national-level donors and grant corporations. I’m still in the process of acquiring funds for the materials I need (I really want a SmartBoard), but I know that ultimately, my students will be the ones who benefit. Whether you’re a first-year teacher, or have been teaching for decades, the fact remains that students respond more to technology-based resources at any grade level. For us to adapt to the changing needs and interests of our students, we must adapt our educational practices to a new level as we travel through the 21st century.


Vision for Learning and Teaching
A support team comprised of Support Teachers and Teacher Assistants work together to support the classroom teacher to meet the individual needs of the children.
The Arts Program – Music Education
A specialist Music Education Teacher is employed to develop the musical abilities of our students. The program is designed to promote music appreciation through a wide range of experiences. Opportunities for real and meaningful performance is the basis of this program.
Private instrumental lessons are also available for students from Years 3 – 6. The children have an opportunity to perform in the Infant Jesus School Band.
A specialist Physical Education Teacher is employed to develop the Health and Physical Education Learning Area. The children are involved in physical education skills lessons each week. This gives them the opportunity to apply their skills in a game situation. Children are also involved in a school daily fitness program and/or a weekly sport session.
Children are involved in Interschool and Faction carnivals as appropriate.
Science is taken as a specialist learning area at Infant Jesus. In the Science Learning Area students learn to investigate, understand and communicate about the physical, biological and technological world and value the process that supports life on our planet. Science helps students become critical thinkers by encouraging them to use evidence to evaluate the use of science in society and the appreciation of science in daily life.
The Library Resource Centre is the focal point of the school. Formal library access and skill lessons are undertaken by teachers. Children are encouraged to use the Library regularly and develop a love of books.
Italian Language Classes
Children from Year 1 to Year 6 are given the opportunity to learn Italian. A teacher is supplied by the Italian Consulate under the auspices of the Italo-Australian Welfare and Cultural Centre Inc.
Valuing the Family
A quotation from the Beazley Report 1985……
“There seems little doubt that most children spend far less time on reading at home than is desirable for obtaining high standards of literacy. It is essential that children be encouraged to read widely in their out of school hours, to supplement direct teaching. This encouragement should include clear policies on homework, especially in regard to literacy skills and numeracy”.
At Infant Jesus School we believe that the purpose of homework is to:
- Support the children to form good habits for later studies and also for interest and understanding of current affairs and the world in which he/she lives.
- Support children to learn to work independently.
- Encourage self-discipline, self-reliance and develop responsibility for learning.
- Encourage sharing moments with parents.
- Reinforce or revise what is learnt during the school day.
Our Homework Policy begins in Year 1 with the children reading every night and steadily builds up to 1 hour in Year 6 with independent research tasks alongside reading for information and or pleasure.
© Infant Jesus School 2017
17 Smith St, Morley WA 6062
Tel: (08) 9276 1769 | Fax: (08) 9276 2998
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Welcome - Member ID #Back
Member Price: $41.00 / List Price: $48.00Your Price: $48.00
In recent years, there has been increased discussion regarding the study of material culture within art education, yet more conversation about the collaborative alignment of these areas needs to occur. This book provides a forum and focal point for such exchange. Seventeen chapters address theoretical and practical issues, ideas, and questions related to the study of and teaching about a wide range of objects and expressions in our contemporary world. The readership of this book within art education includes those working in higher education, K-12 art teachers, preservice art teachers, graduate students in art education, museum educators, and art educators working in community-based settings. The audience outside art education includes, but is not limited to, individuals active in museum studies, anthropology, American Studies, folklore, popular culture, media studies, history, art history, and curriculum development and classroom instruction within various subject areas. Matter Matters provides readers with theoretical perspectives and practical instructional ideas related to teaching about and through objects and expressions from the surrounding world. The book is divided into two primary sections: Theoretical Perspectives on Material Culture and Art Education, and Practical Application of Material Culture Studies within Art Education.
170 pp. (2011). ISBN 978-1-890160-51-7
“The essays in this collection eloquently demonstrate that art education and material culture, when considered together, offer rich opportunities to think in new ways about the promise of art education in late modernity. Matter Matters succeeds not only as an introductory text to this topic, but also as a sophisticated analysis of how individuals interact with and create the objects that come to define, shape, enable, and limit their own becoming in time and place. “
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Written by Sarah Coe
The Oxford English defines a Digital Native as ‘a person born or brought up during the age of digital technology and so familiar with computers and the Internet from an early age’, statistics show that digital natives spend a lot of their time on mobile devices, with 90% of young adults (16-24 yrs old) having access to a smartphone and only 3% not using the internet.
However, branding all young people as digital natives risks excluding vulnerable young adults from digital skills provision. Nominet Trust estimates that there are over 300,000 young people who do not have basic digital skills. This could be a result of the following key barriers:
- Personal skills: including poor literacy and numeracy skills
- Circumstantial: poverty and poor credit ratings affecting access
- Systematic: lack of motivation to access training opportunities.
Supporting this, internet use amongst young people is largely mobile and app based, which do not allow people to carry out the same activities as devices such as laptops and desktops do. Similarly, skills gained using social media doesn’t equate to being able to access services online, or find and apply for jobs online.
Charities such as The Prince’s Trust and Nominet Trust have recently been working to raise awareness of this issue with both recently publishing reports that reveal that many disadvantaged young people are not achieving positive outcomes online, especially concerned with employment or education. The research also demonstrates that there is a strong correlation between social exclusion and lack of digital skills for young people; a link commonly seen throughout digital exclusion.
Disadvantaged young people are likely to have lower quality access and lower levels of digital skills which impede their ability to take up education and employment opportunities. Some of the key trends that recent research has uncovered are:
- Around 40% had low skill levels in relation to ‘netiquette’, that is decisions about their own behaviour, dealing with the negative behaviour of others online or in managing their mobile phones in a safe way.
- 67% of young people have someone available to help them out if they need support with ICT related issues.
- Only 17% of NEETs (Not in Education, Employment or Training) had asked for help with using ICTs in the last three months.
- Of NEETs, 46% had truth checking, 49% had keyword search and 19% had orientation skills and as compared to the employed who had 56% truth checking, 59% keyword search and 24% orientation skills.
This leaves young people, and in particular vulnerable young people, at risk of lack of opportunities and access to services and vital support. Which is why Good Things Foundation are working to support young people on two different projects.
The first project is a pan-European project called I-LINC, which aims to develop an online community for organisations supporting youth employability with digital skills. The I-LINC platform includes useful resources for those who support young people with digital skills, including:
- Think Big - a programme that gives young adults the opportunity to develop digital and entrepreneurial skills they need to create positive social change
- YouRock - a platform to encourage young people to find jobs based on their skills and qualities, whilst linking to employers
- Six Thinking Hats - a tool for discussion based on Edward de Bono’s Six Hats.
Secondly, Good Things Foundation are working on a project to support young people in collaboration with Carers Trust. Funded by Nominet Trust, Carers Trust are leading on a project to support young carers with digital skills, where Good Things Foundation will work with Carers Trust to develop an e-learning resource for young adult carers. Resource will be hosted on our learning platform, Learn My Way, and will be rolled out to eight Carers Trust Network Partners who will use the resource to help young adult carers gain the basic digital skills they need to achieve their aspirations.
If you want to find out more about the projects, feel free to get in touch with me at firstname.lastname@example.org


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!
Grammar Refresher II
Take your grammar and writing skills to the next level! In this course, you’ll review the foundational elements of grammar, including the parts of speech, and master the basics of punctuation and mechanics.
Next, you’ll explore sentence structure, nouns and pronouns, and you’ll work with the different kinds of verb tenses. You’ll also explore adjective and adverb use and be introduced to some “best practices” for using these parts of speech effectively in your writing.
Then, you’ll take a look at phrases and clauses, as well as parallelism, coordination, and subordination. You’ll see how different phrases and clauses fit together in sentences so that your writing is clear, concise, and meaningful.
Finally, you’ll put your skills to work as you explore some different kinds of business writing, paragraph writing, and even formal essay writing. By the time you’re done with the course, you’ll not only have the advanced grammar skills you need, you’ll also understand how to use those skills in practical ways.
Series 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 Series bundles.
About The Instructor
Curt Simmons, B.A., M.Ed. is a best-selling author, trainer, and multi-media expert. Curt’s degrees are in English and communication studies, and he has more than ten years of experience teaching English and writing in the classroom. Additionally, Curt has authored numerous books on a wide variety of technology topics and has been a technical editor for numerous other titles. He is both a classroom and online instructor, and has developed custom courseware for major U.S. companies.


Wordplay is a blog project featuring posts from students enrolled in ENG 320 Grammar and Linguistics (Fall 2019)
by Riley Hall
Have you ever said a word so many times that it starts to lose meaning? If not, use the word “language.” Try and repeat this word to yourself around thirty times and then say it out loud. Does it even sound like a word anymore, or just a mess of letters and sounds? This is a playful and interesting way to think about words being used until their initial meaning is altered; however, this occurs in everyday language much more frequently than we notice. Over time, our language changes, and regardless to what factors are behind this change, we must learn to be open and accepting to it.
In The Power of Babel, John McWhorter describes this phenomena as semantic drift. On page 31, he says that a word’s definition can change slowly over time, with each adjustment straying further from the last, until the old and new meanings are nowhere near the same. I believe that a prime example of semantic change is how we use the word “literally”.
We are all guilty of it, using literally in a manner that is far from literal. “This homework is literally going to kill me”, or “I literally cannot handle this”, when in all reality, doing homework has never actually killed anybody, and most things in life, we can handle. These are two examples of using the word literal in a figurative way. Now this doesn’t exactly make sense, and some might say it is more or less an incorrect way to use it. However, after taking into consideration McWhorter’s explanation, I think it is fair to say that the meaning of the word “literally has simply shifted or expanded.
The Merriam-Webster dictionary defines the word literally as “in a literal sense or manner, with exact equivalence, and in a complete accurate way.” This is the very basic and exact form in which literally is used. For example, “I literally got six hours of sleep last night.” Literally is used in the sentence to emphasize the accuracy of the statement. This is how we typically see “literally” being used. However, it also includes the following definition, “- used in an exaggerated way to emphasize a statement or description that is not literally true or possible.” This definition supports the use of literally in a figurative sense such as. “I literally turned the house upside down looking for my keys.” This supports the idea that using literally in a figurative way, is not necessarily incorrect.
As a future educator, I believe that it is crucial to be aware of the changes that take place throughout our language. If we are not informed of these alterations in the meanings of words, we might falsely accuse students of incorrectly using words in their writing and speaking. The best way to avoid this, is to ensure we are being open to the diversity and constant changes that take place in the language and dialects we hear in our classrooms.
Did We Change the Definition of ‘Literally’? (n.d.). Retrieved October 7, 2019, from https://www.merriam-webster.com/words-at-play/misuse-of-literally.
Literally. (n.d.). Retrieved October 7, 2019, from https://www.merriam-webster.com/dictionary/literally.
McWhorter, J. (2011). The Power Of Babel: a Natural History of Language. London: Cornerstone Digital.
Riley Hall, is a junior studying Elementary Education at Chadron State College. Once she completes her degree, she hopes to teach at the intermediate level somewhere in Western Nebraska.


“I must admit the climate is most unusual: the number of wonderful effects I’ve seen in the two months or so that I’ve been looking incessantly at the Thames is unbelievable.” – Claude Monet
In the 1870s France was devastated by the Franco-Prussian war, and violent insurrection in Paris drove numerous Impressionist artists to seek refuge in England. Their experiences in London and the friendships that developed not only influenced their own work, but also contributed to the British art scene. This book, published to accompany a major exhibition, is the first to tell the story of the French Impressionists who experienced a creative flourishing in London as they responded to British culture and social life – regattas, processions, parks, and of course the Thames. New texts from leading writers draw out key figures and events from this remarkable period, revealing the artists’ connections with patrons, art dealers, and British artists, and considering both the contribution they made to British art and art education and the impact their cross-Channel experiences had on French art.
Lavishly illustrated with more than 170 beautiful works – drawing and sculpture as well as painting – this book illuminates a key period in this enduringly popular movement.


Related Numeracy Outcomes
Data and analysis
Ideas of chance and uncertainty
In RMPS pupils employ a range of Numeracy skills during their studies.
Timelines and dates are used frequently in the history of religion whilst comparing the ages of faiths.
Data and analysis skills are employed during class surveys and investigations calculating percentages, for example, of people in a given Faith.
In Philosophy of Religion the concept of probability is explored and used to determine the chances of ideas and happenings e.g. the existence of God; the theory of evolution; or other religious concepts.
Information Sheet – Open and read!


Willunga High School has a designated Learning Support Centre, designed to support students who have a learning disability or learning difficulty.
We have a team of SSOs that support students, both in class as well as in small groups, in a range of intervention programs including QuickSmart and MultiLit.
Willunga High School provides a targeted literacy and numeracy support program for identified students in year 8. Intervention is suitable for:
- students with a diagnosed disability or learning difficulty
- students who have been identified and recommended by their primary school.
At the Learning Support Centre, students:
- develop their basic literacy and numeracy skills
- develop their communication / social skills
- develop life skills, such as budgeting, problem solving etc.


It’s critical for little ones to get involved in science from an early age, as exposure to scientific ideas and the earth of exploration as soon as achievable is the very best way to foster a enjoy for learning in your kids that will last a life time. At the identical time, scientific awareness is cumulative, so little ones have to commence with a reliable foundation if they are to develop the needed scientific expertise to thrive in college, and potentially in a upcoming profession. Of training course, when accomplishing science jobs with little ones the most critical issue to keep in mind is to have entertaining! Youth science truthful jobs are not meant to transform your baby into a scientist – they are meant to get the imaginative juices flowing inside your baby and support him or her continue on to investigate the all-natural earth and make use of the imagination.
So where by do you discover ideas for science jobs, if you want to get your baby begun on one thing at dwelling? The good news is, these days you will not have to appear much to discover science jobs for your kids – only do an on line research and you must be ready to discover tons of web-sites that contains data and ideas pertaining to science truthful jobs and science for kids in general. These web-sites checklist science jobs and inform you precisely how to do them and what to do, so the system of helping your baby find science or put together science truthful jobs for college is built effortless.
In the past, it was effortless for parents to turn out to be pissed off when helping little ones with homework and coming up with ideas for science truthful jobs – now it is effortless to support them out and you will not have to be a science whiz oneself! And if your baby demonstrates a all-natural fascination in science, it is even much more critical that you really encourage it from an early age. No matter whether or not you have to do a task for college, or comprehensive a homework assignment, little ones having involved in science at dwelling is a wonderful concept!
In point, accomplishing their have science experiments at dwelling is a wonderful way to supplement the common academic exposure your little ones get in the course of the day in the classroom. And if you dwelling college your kids coming up with entertaining and academic science experiments that are effortless to recreate at dwelling is the excellent way to support your little ones physical exercise their minds and discover about science though possessing a great deal of entertaining at the identical time.
When you set up science jobs for your little ones to do at dwelling, it helps make learning entertaining – this will have over to the child’s classroom experience and may well even strengthen their grades all round. Of training course, that is not the principal purpose of accomplishing science experiments at dwelling. All over again, do these jobs with your kids as a entertaining action and the learning will spring from that organically. Exclusively, when searching for science jobs for your little ones to do at dwelling it is a good concept to discover one thing your kids, and perhaps even their friends, will appreciate. Figure out what pursuits your baby and go from there. Involving them in the system will support them by natural means find where by their pursuits are and what variety of experiments they will gain the most from.
You can discover the guidance for these experiments for free of charge, although you will have to buy some fundamental supplies in most conditions. At the identical time, components utilized in most of these jobs are somewhat low-cost and not tricky to discover.


Lake Malawi is an African Great Lake. It is located between Malawi, Mozambique and Tanzania. This lake was formed around 2 million years ago from a rift in the earth. It is the 9th largest lake in the world and the 3rd largest in Africa. It has a total surface area of about 29,600 square kilometers.
It has an average depth of 264 meters and the maximum depth of 706 meters. It is a meromictic lake and has three different layers that do not mix because of different densities.
Quick Facts: –
- Lake Malawi has a nickname, the Calendar Lake. At its longest point it’s 365 miles long and at its widest point, it’s 52 miles wide.
- The first European to visit the lake was Candido Jose da Costa Cardoso in 1846. He was a Portuguese trader.
- There are two inhabited islands on the lake, Likoma Island and Chizumulu Island. Likoma Island is the larger island.
- Lake Malawi National Park has been designated as a UNESCO world Heritage site in 1984.
- The total volume of this lake is 8,400 cubic kilometers which makes it the world’s fifth largest lake.
- David Livingstone visited the lake in 1859 and he gave another name to it, Lake Nyasa.
- The average annual temperature of the lake is 22.7°C and the average annual rainfall is 30 inches.
- On August 16, 1914, it was the scene of a naval battle of World War I.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " All Facts for Kids about Lake Malawi ." Easy Science for Kids, May 2020. Web. 27 May 2020. < https://easyscienceforkids.com/lake-malawi/ >.
APA Style Citation
Tobin, Declan. (2020). All Facts for Kids about Lake Malawi. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/lake-malawi/
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Are your little ones stuck at home? No problem! Here you'll find free downloadable resources designed by experienced educators that support home learning. Use the filters below to search by year level, subject area and focus skill. You can also find answers to our most commonly asked questions, as well as technical support information for Reading Eggs and Mathseeds. Don't forget to claim your free 30 days' access here.
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Download a variety of fun and colourful activities for toddlers and preschoolers on the Reading Eggs Junior website. These printable activities are perfect for helping younger children learn their letters, numbers, shapes, colours and other foundational skills.
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The Social Curriculum at Will Rogers Learning Community
At Will Rogers, the social curriculum is as important as the academic curriculum. Students at Will Rogers are encouraged to develop self-discipline and good citizenship through the Responsive Classroom philosophy. The Responsive Classroom approach is a widely used, research-backed approach to elementary education that increases academic achievement, decreases problem behaviors, improves social skills, and leads to more high-quality instruction. Students participate in morning meetings in their classroom and attend monthly whole school meetings to discuss “hopes and dreams,” develop goals for themselves and their classroom community, and recognize effort and achievement both socially and academically.
n the Responsive classroom model, Cooperation, Assertiveness, Responsibility, Empathy and Self Control (C.A.R.E.S.) make up the set of social skills that children need to practice and learn to be successful academically and socially. (Brady, K., Forton, M.B., Porter, D., Wood, C.; Rules In School. 2003.)
As a community of learners, students discuss and develop classroom goals, rules, behavior standards, and consequences. General behavior standards are listed below. Please review them with your child to promote a safe and productive learning environment for all learners.
For more information go to: http://www.responsiveclassroom.org/