Whatever your child's interests there is sure to be something original to excite and stimulate them at Broomhall. For children who love the great outdoors, our outdoors is really great: there is a cycle track with bikes, trikes and scooters; a mud kitchen; shrubs to climb; a woodland garden and bug hotel, climbing frames and slides; loose parts with which to build and create and when it snows, a hill for sledging. We access the outdoors everyday, whatever the weather. Budding artists will love the continuous provision of creative materials and every year we have a fabulous art show (every child creates a unique art work which is professionally exhibited in the nursery). Weekly science sessions with Dr Len give children the chance to make volcanoes, explore light and colour, go on nature walks and create circuits.
âAdults are constantly interacting with children, talking, developing language, guiding learning and counting. No opportunity is missed to develop numeracy skills, counting, problem solving and measuring. There is always an adult reading to individuals or groups and books are available in all parts of the nursery for children to dip into and enjoy. As a result, a love of reading and respect for books develop.â Ofsted 2014
What is the Early Years Foundation Stage?
The Early Years Foundation Stage (EYFS) looks at the stages of development from birth to the end of the childâs first year in school (reception year). These years see the greatest growth and learning for your child.
The EYFS is based on 4 overarching principles which shape good practice in early years settings:â
- A unique child. Every child is a unique. They are consistently learning and can be resilient, capable, confident and self-assured.
- Positive relationships. Children learn to be strong and independent through positive relationships.
- Enabling environments. Children learn and develop well in environments where their experiences respond to their individual needs and there is a strong partnership between practitioners and yourself as a parent and/or carer.
- Children learn and develop in different ways and at different rates. The framework covers the education and care of your child within the early years setting, including children with additional needs.
So what does this mean for you and your child?
The EYFS supports practitioners to provide play experiences that enable your child to expand their knowledge and skills to support their individual learning and development in their early years. As practitioners we recognise your childâs strengths and areas they may need additional support with. This support may come from within the nursery or from other professionals. It is important for your child to feel secure in their surroundings, this is aided by having a âKey Personâ within the setting who will get to know you and your child well and build a strong and interactive relationship with you both. Your childâs key person is based in your childâs classroom and spends quality time with their key children as individuals and in their group. If your childâs key person is unavailable other practitioners in the classroom will be able to support you and your child as they will also have a good relationship with you both.
The activities and experiences that we provide for your child will underpin the skills they need to work towards the Early Learning Goals in the following 7 areas:
- Communication and language
- Physical Development
- Personal, social and emotional development
- Understanding the World
- Expressive Art and Design
Our staff are all level 3 qualified Early Years practitioners or qualified teachers. They use their knowledge and experience to provide planned activities and projects. We extend your childâs learning through these and your involvement is paramount to achieve this. When we plan for your childâs learning we really appreciate any feedback you can share about their interests, events at home, special celebrations or activities at nursery that have captured their imagination. The vital personal discussions you have with us help us to make sure we provide the very best for your child at Broomhall. It is in partnership with parents that we use our observations to plan future activities and projects around your childrenâs current interests, needs and the world around them. This will help develop their independence and life skills for their future.
Your child has an individual learning journey where we record observations, photos and other information that is kept as an on-going record of their developmental journey. As a commitment to your child it is important that we regularly meet and discuss your childâs progress and look towards their future next steps. We offer termly meetings at which you can see your child's learning journey and talk to staff about their development.
If you have any further questions about early education or the Early Years Foundation Stage (EYFS) please talk to your childâs key person who will be able to offer further information.


Age: 18 months â 2yrs / Class: 45 minutes â one day per week
The Early Beginner programme 18 months â 2 yrs. is an important introduction to music and is hosted by Haylea Nielsen early childhood specialist
Did you know the Wellard School of Music are exclusive music arrangers for Music Sales Australia, England and New Zealand, we create written music for piano, vocal and guitar books (PVG) Including: The Wiggles: ABC kids Australia: The Essential Aussie kids Song Books: and a variety of Childrenâs music books, View additional books created by Tony Celiberti (WSOM)
The Early Beginner programme 18 months â 2 yrs. is an interaction between parent and child, whilst focusing on the foundations of sound, rhythm, expression, vocal expression and movement, these are the fundamental building blocks essential for your childâs development. Children are exposed to a variety of instruments including a diverse range of percussion instruments including musical activities/games, which assist in the development of the brain, vocalization, gross and fine motor skills, self-expression, imagination, self-esteem, confidence, bonding between parent and child, and much moreâ¦ Children learn to respond to sounds and rhythms, by listening and moving to music, steady beat, and by engaging in instrument play, and exploring their feelings through music, exposing your child to these activities helps them learn musically, developmentally and cognitively, as they associate learning with FUN!
Music is proven to be one of the most effective vehicles used for early childhood learning and development. Neuroscientists, psychologists and childhood development researchers and experts have concluded that music offers children much! Much! More than just joy, it encourages and helps connections in brain cells which of course is absolutely vital for every aspect of intelligence including: Language, Speaking, comprehension, reasoning skills, social skills â helping them to relate to others, and this is just the TIP OF THE ICEBERGâ¦
Offering your child the GIFT! of music will help to create memories that will last a lifetime. You can read much more on the effects and benefits music has on your childâs development. Read more about the importance music has on children
The biggest impact evident is when kids actively participate in musical activities on a consistently and regular basis, when music is part of their everyday routine, it helps your child know what to expect and feel more secure, and they will undoubtedly develop a lifelong love of music.
Contact the WSOM for class times/costs or any further assistance you may require. Contact: The Wellard School Of Music or call 9523 2004


Children all learn to read at their own pace; however, there are several factors that help a child master the skills needed to read successfully. Classroom environment, parental beliefs, time spent reading with a child and vocabulary development all play a role in a child's literacy development.
A literacy-rich classroom environment exposes children to written and oral language in a wide variety of ways and gives children the opportunity to develop their literacy skills. Access to a wide and frequently rotating range of books exposes children to literacy and encourages children to read independently. A well-trained teacher provides support and literacy instruction to each student, and children are able to build their skills through group activities with their peers.
Parental thoughts on literacy development are another factor, notes Jacqueline Lynch in her article "Learning about literacy: Social factors and reading acquisition," published in the Encyclopedia of Language and Literacy journal. Parents who understand the importance of reading and literacy development are more likely to be supportive of their child's literacy than parents who do not understand the need for certain literacy-based activities, such as phonics or phonemic awareness lessons. In addition, parents who enjoy reading themselves, and do so frequently, are more likely to engage their children in literacy-based activities.
Reading out loud to a child frequently has a significant impact on literacy development by exposing the child to books and the function of print. When paired with a discussion of the story, a read aloud allows the child to develop comprehension skills by listening to an advanced reader summarize story events and answering simple questions about the book's plot. Lynch notes that parents who have a positive and secure relationship with their children have more meaningful interactions when reading together, leading to additional support of literacy development.
Children must have a basic understanding of vocabulary in order to acquire reading skills, especially comprehension. Children who are involved in conversations, especially those involving events that are not currently taking place, typically develop their vocabulary quickly, as do those exposed to a range of vocabulary at both home and school. Children coming from low socioeconomic status homes are less likely to be exposed to a wide range of vocabulary skills, Lynch notes, and these parents should try to use more varied vocabulary when talking to their children to support literacy development.
- Anna Omelchenko/iStock/Getty Images


In the preschool room we want to create a home like environment that children feel confident to explore and learn. We embrace and value each child as an individual with different needs, interests and ways of being. We want to provide a happy, relaxed and secure environment that makes every child feel safe where they can reach their individual potential.
Early childhood is a time for children to simply enjoy themselves, learning about themselves and shaping who they desire to become throughout the process.
The term play is excessively underrated for its potential- in fact through play based practical learning approaches, even us as adults tend to learn a lot more about the world around us and the practical basis of the skill we intend to understand further.
By acknowledging ourselves as a child-led, play based learning curriculum approach we do not mean that children flit between activities with no engagement or substantial âlearningâ occurring, rather we recognise the prospective of children becoming attuned with what they enjoy and note the potential of interest based learning.
When you are truly interested in something then you try your absolute hardest to know more about this interest, you take on this learning through multiple avenues and immerse yourself in this journey until you feel content with the learning you have gained. We would like to think this is how our curriculum approach pans out for children; interests are at the peak priority of inquiry, where children have the opportunity to work alone, in small groups and in large groups, investigating, hypothesising and exploring the world around them.
Within this, children learn to have their own ideas, have their voices heard, listen to their peers, co-construct new ideas, revisit and reflect on the learning that has occurred and strategies about the future direction of their group inquiries. What a powerful tool for young children to learn at such a tender age. These social skills promote their growth and development on so many levels; these are skills that will encourage them to prosper into the future. One of the most important ways children make sense of their social worlds is through playing with others. A sense of belonging and positive sense of self is developed as children learn to negotiate roles and develop ways to positively interact with others.
Alongside social skills, these project inquiries mould multiple other learning domains. Commonly, literacy and early numeracy skills are challenged through play based inquiries as children share what they already know about the numerical and alphabet systems, whilst also engaging multimodal texts such as imagery. Sometimes as adults it is difficult for us to recognise the tremendous impact imagery has on shaping our brains development and encouraging us to recognise the messages and meaning presented by visual texts.
We believe children learn language and literacy through talking and listening as they interact with adults and other children during meaningful experiences. Language and literacy development is promoted in everyday conversations, books, dramatic play, art, music and movement. We believe children develop written literacy skills through experimentation with making marks that while being supported by adults.
We aim to enhance the childrenâs physical skills by setting up our environment both indoor and out to challenge childrenâs growing skills. The environment includes a wide range of activities which encourage the development of large muscles and small muscles movement and co-ordination.
Playing and learning go naturally hand in hand for pre-schoolers, we want to provide opportunities for them to challenge and master their skills while having fun and making friends.
The most important thing to take away from play based learning is to recognise that play is the natural instinct of the child â through play the childâs brain is wired in a natural process, with practical application being the most valuable tool for childrenâs growth and development.
As theorist Vygotsky (1978) says, âIn play a child is always above his average age, above his daily behaviour; in play it is as though he were a head taller than himself.â


Aistear: the Early Childhood Curriculum Framework was published by the National Council for Curriculum and Assessment (NCCA) at http://www.ncca.ie/earlylearning in October 2009.
The information below provides details about what Aistear is, who it is for and how it might be used by primary school teachers to support childrenâs learning and development.
What is Aistear?
Aistear is the curriculum framework for children from birth to six years in Ireland. It gives information to help plan for and provide enjoyable and challenging learning experiences so that all children can grow and develop as competent and confident learners.
Aistear describes the types of learning that are important for children in their early years, and offers ideas and suggestions for how this learning might be nurtured. The Framework also provides guidelines on aspects of early childhood practice.
Who is Aistear for?
Aistear is for practitioners and parents. The term âpractitionerâ refers to all those working in a specialised manner with children. This includes teachers working with young children in primary schools. Aistear can be used in the range of early childhood settings in Ireland including:
What is in Aistear?
Aistear is based on 12 broad principles1. Many of these are similar to the principles in the Primary School Curriculum (1999) with some additional ones, for example, a principle on learning through play and one on children as citizens. Each principle is presented using a short theoretical statement which is then explained from the childâs perspective. Many of Aistearâs principles are also similar to those in SÃolta, The National Quality Framework for Early Childhood Education (2006).
Aistear uses four themes to outline childrenâs learning and development. These themes connect and overlap with each other:
A User Guide gives practical information on how Aistear can be used in various settings including pre-schools and infant classrooms.
Does Aistear have the same subjects and curriculum areas as the Infant Curriculum?
No. Aistear uses the themes Well-being, Identity and Belonging, Communicating, and Exploring and Thinking to present the content of childrenâs learning and development. Each theme connects with most if not all of the subjects in the Infant Curriculum.
Aistear is the early childhood curriculum framework for all children from birth to six years. The word Aistear is the Irish word for journey and was chosen because early childhood marks the beginning of childrenâs lifelong learning journeys.
The framework can be used as a guide in planning learning experiences in sessional, full and part-time daycare settings, infant classes in primary schools and childminding services. It can also be used by parents in childrenâs own homes.


Elementary Education in Pinellas County Schools embodies:
The principal as the leader of the school and the teacher as the leader in the classroom where specific grade level academic, social and behavioral expectations and procedures are clearly defined and regularly communicated.
A culture of collegiality and professionalism where Professional Learning Communities at all levels work together to improve teaching strategies that will positively affect student achievement.
A cohesive, guaranteed, and viable curriculum where grade level curriculum maps of the essential learnings and common assessments in reading and mathematics are aligned to the Sunshine State Standards.
Challenging goals supported by data and feedback used continuously to shape and revise instructional strategies.
Research-based instructional strategies involving remediation and enrichment as keys to mastery of the material presented.
A safe and caring environment where teachers establish clear expectations for behavior and implement well-defined processes and procedures to ensure that students live up to these expectations. These processes and procedures will emphasize the importance of building relationships, developing self-discipline, and increasing student responsibility.
In addition, we know that in order for all students to be successful, three critical elements must be in place in all classrooms. These include:
An environment that is physically, emotionally, and intellectually safe, where students feel comfortable learning. This environment must include a balance of cooperation and governance between the teacher and student where the teacher is clearly identified as the leader in the class.
Students, teachers, administrators, and parents must have clearly defined instructional expectations. Student progress will be measured through the use of common assessments.
Instructional strategies must be implemented that produce success. The teacher and the instructional strategies selected (including intensive remediation strategies) have a profound effect upon student learning. The art of teaching is becoming the science of teaching.
In Pinellas County, much work has been done to assure the emotional, intellectual, and physical safety of students in our elementary schools.


At Arden Elementary, a pretty cool approach to learning is underway. Itâs been in place for about six years now and evolved from a group of early primary teachers engaged in a Professional Learning Community. The teachers were interested in exploring alternative ways to better serve the needs of their learners. The results are showing favourably and there is a great deal of excitement regarding the work being done.
Itâs known as Response to Instruction (RTI), a learning approach that focuses on the specific needs of students.
The approach begins at the start of each new school year and continues until the end of the year, involving regular assessments and a collaborative approach between teachers, students and support staff. RTI begins with assessments to determine each studentsâ needs. Based on the assessments, each child is placed into a group with other students in order to receive direct and explicit instruction in skills that they need to progress. The team of teachers plans together what is the best approach to target instruction.
Student groups work together for approximately six weeks and are then reassessed and rearranged into a new group that reflects the skill level they have achieved. These regular assessment intervals allow teachers to monitor student growth and respond accordingly, to meet each studentâs needs while still allowing the student to work independently at his or her level. In essence, itâs about meeting the student where they are at.
The benefits of RTI transcend beyond academic achievement in one of educationâs core competencies. Along with increasing confidence and literacy development, the students are experiencing a school culture uniquely their own, one that leads to a sense of family, a strong sense of belonging. Because students were moving to different teachers in different areas of the building, making new friends in new groups, their sense of belonging increased significantly. In addition, collaboration among teachers became the new normal on a much deeper level. These results are acknowledged in bold print on the hallway bulletin-board where quotes from students can be read such as,
âI like it because we get to get together with different classes and make new friends.â
According to Sara Kerr, a teacher instrumental in RTI implementation, their school has become a community of learners. Kerr collaborates with two other grade one teachers, for example, in which all 60 grade one students are viewed as âtheirâ students; they commit to finding solutions to best address learning needs together.
âIt truly is who our grade one team is. We are a group of collaborative learners as teachers, and our students are also part of that team.â
Lucinda Wolters, then vice principal at Arden, introduced RTI after investigating deeply into research about the increasing vulnerability of early learners. Through her findings, Wolters kept coming across RTI as an effective model. With the support of the kindergarten teachers, the education team jumped on board and quickly adapted the program to meet their schoolâs specific needs. The Kindergarten teachers developed guiding parameters for RTI as a reflective tool and to help teachers stay the course. These parameters emphasized shared ownership of student learning and collaborative problem solving, for example.
âThis is an incredible staff; they are so committed to our kids and doing the right thing. They care about excellence in their work,â expressed Wolters. âWhat I didnât expect is the impact on our culture and what we mean by âThe Arden Way.â This term was first introduced by Kevin Reimer, a former administrator and is just a little phrase that captures the essence of our school and what it means for everyone to be a compassionate engaged citizen.â


EDC offers a wide range of professional development for educators. Visit this page often to view our upcoming webinars, workshops, courses, and other professional learning events:
- Zoom In: Empowering Students to Think Deeply and Write Critically About Pivotal Moments in U.S. History
- Foundations of Inclusive Practice Courses for Teachers and Administrators
- Literacy Environment Enrichment Program Professional Development for Early Childhood Teachers
- Foundations of Science Literacy Professional Development for Early Childhood Teachers
- Common Core, Shared Challenges: Powerful Professional Development for Math Teachers and Special Educators
- Implementing the Mathematical Practice Standards Website
- Implementing the Mathematical Practice Standards (IMPS) Facilitator Institute
Zoom In! is a free online resource that supports history teachers in engaging students in investigating compelling historical questions and helps teachers build studentsâ literacy skills. Funded by the Bill & Melinda Gates Foundation, the resource engages students in âdeep divesâ into primary and secondary sources. The resource's 18 lessons focus on key events in six National Assessment of Educational Progress (NAEP) historical periods and support studentsâ close reading and evidence-based writing. Zoom In also helps teachers monitor students' learning, assess studentsâ progress, and fine-tune instruction to deepen students' understanding. Learn more on the Zoom In website.
EDC has designed two Foundations of Inclusive Practice courses for the Massachusetts Department of Elementary and Secondary Education that are now open to Massachusetts educators and administrators to enroll in. Focused on a topic required for recertification, both courses are offered for free by the Department and provide 15 PDPs of training in strategies for effective schooling for students with disabilities and instruction of students with diverse learning styles. To learn more, visit the Department's website and explore the âEducator Effectiveness Guidebook for Inclusive Practice,â which features a video about the courses and a registration form.
Literacy Environment Enrichment Program (LEEP) for Early Childhood Teachers: This three-credit course for early childhood education teachers provides participants with a deep understanding of young childrenâs language and literacy development and appropriate approaches for promoting language and emergent literacy in their classrooms. Course content focuses on book reading, meaningful conversations, awareness of sound, and emergent writing within a language-rich classroom. Additional topics include literacy development in relation to economic, linguistic, and cultural diversity. Assignments allow teachers to apply new learning to their teaching practice. Contact Patricia Fahey for more information.
Foundations of Science Literacy Professional Development Program for Early Childhood Teachers: Foundations of Science Literacy integrates college-level coursework, instructional coaching, a nationally recognized science curriculum, and classroom-based assignments. The goal of the program is to support early childhood teachers in engaging young children in exploring science and talking about science to build upon their natural curiosity, deepen their understanding and build their background knowledge, and foster their early language, literacy, and mathematics learning. Explore the website.
Common Core, Shared Challenges: Powerful Professional Development for Math Teachers and Special Educators: This professional development program brings Grade 4-7 math teachers and special educators together to learn new strategies to align instruction with the Common Core and to differentiate instruction to ensure that each student receives the support he or she needs to excel in math. The goals of the program are to help teachers build mathematics knowledge, diagnostic approaches, and instructional strategies for teaching key number concepts to struggling learners with or without identified disabilities. Using a blended model (face-to-face workshops and online sessions), skilled course instructors offer courses in fractions, decimals and positive/negative numbers. Contact Amy Brodesky for more information.
Implementing the Mathematical Practice Standards: Recognized by the National Council of Supervisors of Mathematics as an outstanding "Leadership Resource," this website developed by EDC mathematics experts offers free, in-depth information about the Common Core's Standards for Mathematical Practice and how to connect them to the content standards. A series of illustrations, centered on student dialogues, helps teachers and leaders see the Standards for Mathematical Practice in action and plan how to implement the SMP in the classroom. EDC has also developed a professional development course that draws upon the website's resources. Explore the website.
Implementing the Mathematical Practice Standards (IMPS) Facilitator Institute: This training will prepare you to facilitate the 20-hour Implementing the Mathematical Practice Standards course for middle or high school teachers in your district. The course supports teacher learning about the Standards for Mathematical Practice through activities such as working on mathematics, analyzing student thinking, and planning for instruction. Contact Johannah Nikula for more information or to sign up for the Institute.


- Concerning the value and importance of music
â¦in building an actual, multi-cultural and European integrated society, as the most representative example of efficiency in the non-verbal communication.
- Concerning the necessity of the 1-to-1 tuition
â¦as the basis of a qualitative music higher education.
- Concerning the creative integration
â¦of all the levels of music education, from childhood to adulthood, including the lifelong learning process.
- Concerning the collaborative benefits of music
â¦that the exchange of ideas, dialogue and critical reflection bring in educating, learning and promoting own values.
The mission of National University of Music Bucharest can be defined through its four functions: preservation, orientation, filtration and training.
- Preservationrepresents the permanent goal in offering a core of values and good practices, continuously updated.
- Orientation consists in encouraging a personal option and vision, as a result of a previous and profound knowledge of music.
- Filtration clarifies the wide and distorted information and gives it a direction while encouraging the critical and reflexive thinking.
- Training creates the premises of shaping the taste within the spirit of the musical tradition and the freedom of innovation.


The 21st century has brought with itself a new revolution in the global realm the information society, which has changed the global macroeconomic landscape. The importance of technology cannot be denied as it has changed the way we live, the way we work, the way we make decisions and the way we correspond with each other. Advancements in Information Communication Technologies not only have the capability to improve the technological arena, but they also have the potential to bring about social and economic improvements. Across the globe, countries have recognized Information and Communication Technology (ICT) as an effective tool in catalyzing the economic activity in efficient governance, and in developing human resources. The role of ICTs to promote gender equality and parity in education can be achieved by targeting their efforts not only towards education itself, but also towards societys cultural and institutional framework. For example, in many countries, parents do not expect their daughters to have careers outside the home. Consequently, girl children are forced to leave school after completing only a basic or elementary education. In addition, if the benefits of schooling for boys far outweigh those for girls, economically disadvantaged parents will typically choose to send only the boys to school. The differences in the health, education and standards of behavior between the men and women of India, all contribute to the impairment of womens ability to improve their economic situation. The continued perception that women are not of value hinders womens ability to fully participate in the economy. Majority of women in India are doing tasks that are not recognized by Indian society as meaningful and work much longer hours than men, but much of their work is nurturing, and therefore not recognized as important. Even when women are contributing in family income, culturally their work is thought of as connected to their position as nurturer and therefore is not recognized as productive. The inequalities that exist among region, social class and gender prevent the growth of the Indian economy from improving the lives of many Indian people. Nowhere is inequality more evident than in the lives of Indian women, and likewise, there is no sector more affected by the lack of improvement in social issues. Hence, the use of ICTs to improve gender equality in education and employment may initiate a continuous cycle of positive reinforcing feedback effects between gender equality in employment and economic development, leading to further improvements in both.


What is music? ""God's best gift to man,"" as Walter Savage Landor said? ""The moonlight in the gloomy night of life,"" as Jean Paul Richter put it? Or perhaps - as Carl Maria von Weber and Henry Wadsworth Longfellow agreed - ""the universal language of mankind""? Whatever it is, it certainly ""hath charms to soothe the savage breast,"" as William Congreve famously observed. And it ""expresses that which cannot be said and on which it is impossible to be silent"" (Victor Hugo).These and more than 400 other striking quotes about music, from musicians, authors, poets, historical figures, and other celebrities, fill the pages of this entertaining, practical little book. Not all are on the serious side; many are deliciously witty: ""Her singing was mutiny on the high C's"" (Hedda Hopper); ""I can hold a note as long as the Chase National Bank"" (Ethel Merman); ""Donny Osmond has van Gogh's ear for music"" (Orson Welles). The quotations are arranged alphabetically according to author, from Fred Allen (""When Jack Benny plays the violin, it sounds as if the strings are still back in the cat"") to Florian Zabach (""A musical talent is like having six fingers on one hand. You're born with it, you're different because of it, you can't do a thing about it except put it to use""). They constitute a collection that will not only be an indispensable reference for public speakers but will also delight general readers - especially music lovers - with its enduring wisdom and humor.
Why is music significant in life and education? What shall we teach? How? To whom? Where and when? The praxial philosophy espoused in Music Matters: A Philosophy of Music Education offers an integrated sociocultural, artistic, participatory, and ethics-based concept of the natures and values of musics, education, musicing and listening, community music, musical understanding, musical emotions, creativity, and more. Embodied-enactive concepts of action, perception, and personhood weave through the book's proposals. Practical principles for curriculum and instruction emerge from the authors' praxial themes.
Are you a budding composer wanting to have a music composition book that is all yours? Are you looking for a music notebook that can serve as a music journal of your compositions? If keeping journals is your thing and you want to have your own staff paper music recording, then you might want to look into this music notebook by Spirala Journals. For someone who loves music, nothing is as sweet as hearing your own composition being played months or even years from now. To make that happen, we understand that one of your needs is to be able to have an easy to access music journal that you can use to write your musical adventures in. With this Music Composition Book from Spirala Journals, your dream of creating that magical piece of music and being able to share it with the world is made more reachable. The clean and minimal design ensures that your music will shine through. More so, you can add some other design to make this music journal really speak of your music and personality.


This book addresses the linguistic challenges faced by diverse populations of students at the secondary and post-secondary levels as they engage in academic tasks requiring advanced levels of reading and writing. Learning to use language in ways that meet academic expectations is a challenge for students who have had little exposure and opportunity to use such language outside of school. Although much is known about emergent literacy in the early years of schooling, much less has been written about the development of advanced literacy as students move into secondary education and beyond. "Developing Advanced Literacy in First and Second Languages: Meaning With Power: "
*brings together work on first and second language acquisition and emphasizes the importance of developing advanced literacy in the first language, such as Spanish for bilingual students, as well as English;
*spans a range of theoretical orientations and analytic approaches, drawing on work in systemic functional linguistics, genre theory, and sociocultural perspectives;
*addresses the content areas of science, history, and language arts;
*provides specific information about genres and grammatical features in these content areas; and
*presents suggestions for teacher education.
What unites the contributors to this volume is their shared commitment to a view of literacy that emphasizes both the social contexts and the linguistic challenges. The chapters collected in this volume contribute in important ways to research and pedagogy on advanced literacy development for the multilingual and multicultural students in today's classrooms. This book is particularly useful for researchers and students in language and education, applied linguistics, and others concerned with issues and challenges of advanced literacy development in first and second languages.


To be an early learning director, teacher or staff member you need knowledge and experience in child development and appropriate learning environments. You should also know how to respond to childrenâs needs, understand how to build and enhance early learning experiences, offer choices, and engage easily with children and follow their natural interest.
Having information and other resources as you work with children and families day in and day out helps you do and be your best.
Here are some sites with helpful information about early learning.
Center on the Social and Emotional Foundations for Early Learning
Child and Adult Care Food Program
Child Care Aware of America
Child Development Education Alliance
Council for Professional Recognition
Florida Association for Child Care Management
Florida Association for the Education of Young Children
Florida Child Care Licensing
Florida Department of Education Exceptional Education and Student Services
Florida Healthy Kids
Florida Head Start Association
Florida Head Start Collaboration Office
Head Start Early Childhood Learning & Knowledge Center
National AfterSchool Association
National Association for the Education of Young Children (NAEYC)
National Association of Family Child Care
National Institute for Early Education Research


In India, of the nearly 200 million children aged six to fourteen years, more than half do not complete eight years of elementary education; they either never enroll or they drop out of school. The Schools on Wheels program is a pre-school preparation program that puts children on an educational track and keeps them from joining the ranks of child labour.
Plan International India works with municipal schools (government-run public schools) to ensure quality education and to ensure that children maintain their enrollment in school.
They do so through the School Partnership Program, which ensures quality education in formal schools. It is through all of these initiatives, including Schools on Wheels, that Plan International India ensures a holistic and sustainable approach to supporting education of all children, especially girls, living in Mumbai.
Download Our Free Report
Find out more about Plan International, Schools on Wheels and how it benefits under-privileged children in Mumbai, India.
Running around the world in 7 days is one of the most physically demanding challenges one can face. During a 7-day period, competitors will will run a marathon (42.2km) on each continent. Eating and sleeping will be on flights. Challenges include fatigue, jet lag, sleep deprivation and the stress of temperature fluctuations ranging from +40Â°C to -50Â°C.
The only way I can keep up this pace is by taking AWAKE and ASLEEP - my own all-natural adaptogenic supplements - as an essential part of my training routine. They ensure that I get proper, restorative sleep when I need it and energy when I am awake.


How The Brain Benefits From Musical Training
A new study shows that music education can help boost a number of cognitive abilities
A new study by Northwestern Universityâs Nina Kraus and Bharath Chandrasekaran and published in the science journal, Nature Reviews Neuroscience, has indicated that music education promotes certain cognitive abilities. Children undergoing musical training are better adept at managing certain auditory skills â like deciphering speech in noisy environments or judging emotions based on shifts in vocal pitch. Since musicianâs ears are more cultured to the subtleties in audible sounds, the auditory cortex of the brain shows higher activities than non-musicians. These advantages translate to enhanced speech comprehension.
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Literacy Leader Archives
For the month of February, 2002, the winners are...
or Classroom Website:
School in Sleepy Hollow, New York is an exemplary website that demonstrates
the potential of online technologies for enhancing literacy development.
With the aid of their teachers, students in PreK through Grade 8 have
constructed websites that reflect their responses to curriculum based
projects in their classrooms. The homepage links you to many impressive
student projects to inspire your own work with technology and literacy.
is very kid friendly and is always updated with new information. It
has an awesome online dictionary
in five languages, incredible thematic "Zoom
Units" and age-appropriate informative texts and graphics for
kids from preschool age up to middle school. Great for struggling older
readers as well. This is a must see for all classroom teachers.
Center for the Improvement of Early
Reading Achievement (CIERA)
CIERA is dedicated to disseminating the most current
research about early reading acquisition. This site includes archives
on presentations at reading conferences as well as many other research
articles and technical reports about CIERA's latest findings with regards
to early reading achievement.
junior is an I-magazine for young readers, writers and thinkers.
This website is designed to serve busy teachers and students from grades
three to twelve with practical ideas and activities. There's interactive
support centers for teachers and parents, a comprehensive Teacher's
Guide, Wednesday Writing Lessons, Research Rockets for students to explore
to boost critical thinking skills and plenty of lesson plans and thought
provoking resources for students to use as they develop their literacy
skills. You can also visit the r*w*t
Magazine, the new magazine from ECS Learning Systems.
and Technology Integration:
Cyberguides are supplementary, standards-based, web-delivered units
of instruction centered on core works of literature. They are developed
by teachers in California for students in all grade levels from K-12
and there's even a section for foreign language and evaluation. Most
of the books are on booklists around the country and include both teacher
guides and student activities.
Pathways from North Central
Regional Educational Laboratory (NCREL) synthesizes research, policy
and best practices on isues critical to educators engaged in school
improvement. MCREL has identified ten critical issues for current school
improvement including Literacy
in Education. Within these pages, you'll find an in-depth coverage
of topics that can serve as discussion starters during faculty study
groups or online resources for school inservice sessions that will meet
the needs of both classroom teachers and school administrators.
Return to Archives List
This page last updated March, 2005.


Rock kits â This area tends to include those already covered such as geodes and geology kits, as well as crystal growing sets. They might also include rock collections, which your child can identify then how off their knowledge. Another great product coming under this category is the rock tumbler. Using this special machine, kids can turn ordinary rocks into shiny gemstones. Kids can then get creative and turn their new rocks into keychains, jewellery, or anything they fancy. A great way to combine science and art.
Every child has different tastes and interests, but the products shown here were consistently popular with kids of all ages. We researched and reviewed over a hundred science kits and kids science experiments (and yes, had way too much fun doing it) and selected the very best ones. So no matter what kind of science lab kit for kids you're looking for - we've got you covered!
By building a lung model, you can teach kids about respiration and how their lungs work. After cutting off the bottom of a plastic bottle, youâll stretch a balloon around the opened end and insert another balloon through the mouth of the bottle. Youâll then push a straw through the neck of the bottle and secure it with a rubber band and play dough. By blowing into the straw, the balloons will inflate then deflate, similar to how our lungs work.
The best science experiments guide for kids ages 3-9. This is YOUR go-to resource for all things STEM and science all year round! STEM stands for science, technology, engineering, and math. You can make STEM and science exciting, educational, and inexpensive for young kids. Fun and easy science for kids starts here! Donât hesitate getting set up for science at home right away.
It takes a few hours to see the results of this leaf experiment, but it couldnât be easier to set up, and kids will love to see a leaf actually âbreathing.â Just get a large-ish leaf, place it in a bowl (glass works best so you can see everything) filled with water, place a small rock on the leaf to weigh it down, and leave it somewhere sunny. Come back in a few hours and youâll see little bubbles in the water created when the leaf releases the oxygen it created during photosynthesis.
Wonderful ideas! As a former science teacher, science department chair and system-wide science supervisor,; I salute you! It is mothers like you who keep the spark of investigation going in the eyes of our children. I love, love love hands-on science! You are training the scientists of tomorrowâ¦or maybe the artistsâ¦doesnât matter, we need both! Suggestion: let them see how many drops of water they can get on a penny. All you need is a penny, a medicine dropper and water. Oh, and a very steady hand and table that doesnât shake. Then fill a jar with water (almost to the top) and predict how many pennies they can put in until the water overflows. Good lesson in surface tension and cohesion. You will need a steady hand, sturdy surface and a lot of pennies! I have some others, but no enough space.
It takes about a week for the crystals of this rock candy experiment to form, but once they have youâll be able to eat the results! After creating a sugar solution, youâll fill jars with it and dangle strings in them thatâll slowly become covered with the crystals. This experiment involves heating and pouring boiling water, so adult supervision is necessary, once that step is complete, even very young kids will be excited to watch crystals slowly form.
I believe all children have the potential to be the next latest and greatest scientific inventor, but they just need to get things started. Holistic learning and hands-on approaches to teaching complex ideas make the difficult a lot less so. Absorbing information and fine-tuning their ability to sit and focus on one project will help set the foundation for them to become able to learn in a coherent and disciplined way, while also being fun.
Scientific Explorer is the industry leader in fun and educational activity-based science kits for children. Appreciated by parents for their educational value and loved by children for their hands-on fun, Scientific Explorer kits help develop critical thinking skills, inspire imagination, and encourage exploration through interactive experiments and activities that help make learning fun. Scientific Explorer is a member of the Alex Brands Family.
London Science Museum | ThinkTank - Birmingham Science Museum | Aberdeen Science Centre | Glasgow Science Centre | Museum of Science and Industry, Manchester | Life Science Centre (Centre for Life), Newcastle | National Science and Media Museum, Manchester | Techniquest, Cardiff | Museum of Victorian Science, Whitby | Whipple Museum of the History of Science, Cambridge | Museum of the History of Science, Oxford


Early Reading Comprehension
Early reading comprehension is the reading skill that will allow students to achieve academic success and acquire information in all areas of their lives.
E arly reading comprehension is the determining factor for reading on grade level in elementary school. Students who are unable to decode words fluently spend so much time attempting to identify individual words that they canât attend to meaning.
Learn more about the importance of Early Literacy from our other resources on the subject.
W hen students fail to determine the main ideas and details of what they read or donât engage in close reading to identify the text structure, features, and language used by the author, they often become frustrated and disengage from activities and assignments because they donât âget itâ.
A wareness of text structure, in particular, appears to improve comprehension of informational texts.
Imagine the struggle for students who canât tell the difference between an informational passage that is comparing and contrasting with a passage that illustrates cause and effect or offers a problem and solution.
Students who are unable to read for meaning in the early grades may miss this window of opportunity to develop deeper reading skills that will be critical as they enter upper grades.
E arly reading comprehension becomes especially important to students in the later elementary grades because it provides the foundation for further learning in secondary school (Sweet & Snow, 2003) .
A studentâs academic progress is profoundly shaped by the ability to understand what is read and to analyze and apply this knowledge.
Students who cannot understand what they read are not likely to acquire the skills necessary to take advantage of post-secondary education and participate in the 21st century workforce.
S trategic approaches for developing early reading comprehension also correlate positively to first-gradersâ writing growth. Building strong writing foundations allows children to begin to express their ideas and opinions and to connect the purposes of reading and writing.
B y the time most students reach middle school, a majority of their responses and reflections will be done in writing.
The ability to analyze text and communicate ideas clearly and concisely is a requirement in high school.
Students who are unable to construct well written, evidence- based responses to text are unlikely to be as successful in careers that require written communication.
B lended learning holds promising possibilities for increasing early reading comprehension.
In one study (Chambers, Slavin, Madden, Abrami, Tucker, Cheung, et al., 2008) students who experienced the use of technology scored more than a full standard deviation higher than those who received the identical classroom instruction and tutoring without technology.
T his study also supported findings on engagement: students who are actively engaged in their learning have better reading outcomes than do passive learners.
Providing opportunities for students to connect to books and âdigital librariesâ that offer greater choice can increase motivation.
Early Reading Activities: Early Reading Comprehension
Comprehension can be increased by incorporating activities before, during, and after reading.
Pre-reading activities promote engagement, motivation, and critical thinking skills.
Giving students the opportunity to develop early reading comprehension strategies while they are interacting with text helps to reinforce skills that can be applied across the curriculum.
Children look forward to reading when they can be active participants in asking and answering questions and discussing what theyâve read. Post-reading activities serve to reinforce the purpose of reading and to deepen comprehension.


STORY WRITTEN BY TARA LYNN JOHNSON
For 21st Century Media
A group of Latino artists showcase their art, therefore making their voices heard, in the exhibit âGotas Hacen Mares/ Raindrops Make Oceans.â
Artist Marta Sanchez curated the exhibit. The title she chose is one of her favorite sayings. To her, it means that many small steps can lead to monumental events. And in the exhibit, the sampling of works by several artists (raindrops) makes up the unique collective (ocean).
The six featured local artists are: Doris Nogueira-Rogers, a Brazilian artist who works for the Philadelphia Museum of Art Education Programs; Anabelle Rodriguez, a Puerto Rican artist, educator, and independent curator who teaches art history at The University of the Arts and Rutgers University; Dino Vasquez, a Puerto Rican who creates robot assemblages from found objects; Henry Bermudez, a Venezuelan whoâs a nationally recognized artist, muralist, and gallery owner; Salvador Di Quinzio, also a Venezuelan, who has been featured in exhibitions locally and internationally; and Sanchez, whoâs from San Antonio, Texas, and considers herself a Chicana artist. Her work is deeply inspired by traditional Mexican folk art expressions. Her works on paper are mostly linocuts and monotypes, which follow the social and cultural traditions of Mexican and Chicano/a Art.
In curating the exhibit, she acknowledged that the group members share similarities â choices in color palette, the fact that they are all transplants to America or a region of the U.S., she said â but they have different dialects, languages, and social and environmental upbringings.
Sanchez, who teaches art at Springside Chestnut Hill Academy and St. Joseph University, wanted to share her work along with these artists because each is a great contributor to the community, she said. âSome work alone, while others work with the community as muralists, curators, educators, and more,â she said in an email interview.
Rodriguez, who teaches Art History at The University of the Arts and Rutgers-Camden University, has several pieces in the show. Two watercolors are inspired by her love of nature and the Caribbean, where sheâs from, as well as a series of small-format digitally manipulated prints based on her research and general interest in representations of women in art history.
Art has been a major part of her life since she was a child. âI never tire of the process or practice, and yet I feel itâs a renewable mode of expression from time to time,â she said in an email interview. âArt matters to me because it allows me to, in some ways, measure the passage of time as well as change in my life.â
Nogueira-Rogers, a teaching artist for the Philadelphia Museum of Art, has several small- to medium-scale works on paper in the show. The compositions are mixed media combining block print, pastel, ink, serigraph, and cotton fiber. Sheâs happy to be in the exhibit.
âThis one is a bit special for two reasons: for the opportunity to show with a wonderful group of sharp Latino artists; and for being in a commercial gallery setting, not to mention at Borrelliâs Chestnut Hill Gallery. Isnât this great?â she said in an email interview.
Nogueira-Rogers has been focusing on two-dimensional works lately. Sometimes, she works on a series of pieces. âThis way, I can âtalkâ more about something,â she said. Sheâs inspired by travel, especially when she visits her home country of Brazil, she said.
Art is an integral part of who she is. âI canât separate it from my being,â she said. âItâs my voice.â
Art is Sanchezâs way to voice her thoughts, too. Itâs also the means by which she gains understanding. âItâs the best way that I can process the world,â she said, âand itâs the best vehicle for me to voice my responses to it all.â
IF YOU GO
What: âGotas Hacen Maresâ
When: Oct. 25-Nov. 15. An artistsâ reception is planned for 6-8 p.m. Oct. 25.
Where: Borrelliâs Chestnut Hill Gallery, 8117 Germantown Ave., Philadelphia.
Info: Call (215)248-2549 or check www.chestnuthillgallery.com


ERIC Number: EJ436443
Record Type: CIJE
Publication Date: 1991
Reference Count: 0
Elementary Education in Australia.
Williamson, John; Fraser, Barry J.
Elementary School Journal, v92 n1 p5-21 Sep 1991
Significant differences between education in the Australian states and in the territories make meaningful generalizations difficult. Common national trends include curriculum development that focuses on basics and the government's desire for community involvement in school decision making. Other issues include students' cultural and linguistic diversity; the involvement of commonwealth government; and the quality of teacher entrants. (Author/BB)
Descriptors: Ability Grouping, Community Involvement, Comparative Education, Cultural Differences, Curriculum Development, Decision Making, Elementary Education, Elementary School Curriculum, Elementary School Students, Elementary School Teachers, Foreign Countries, Government School Relationship, Language Variation, Student Teachers
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Special Issue: International Education


Teachers' perceptions of declining participation in school music
MetadataShow full item record
Low enrolment and high attrition rates are pressing issues facing school music in Australia. Based on a sociocognitive perspective, the current study explored music teachers' perceptions of the extent of, reasons for, and factors influencing continuing enrolment in music. The findings showed that both classroom and instrumental music teachers perceived a general decline in student enrolment in music in high school. However, instrumental teachers perceived that relatively higher percentages of students tended to continue with instrumental music. Music teachers ranked the importance of various cognitive and social factors relevant to students' continuing and discontinuing participation in music learning in school. Regression analyses showed that parental support and a quality music programme were significant factors predicting teachers' perceptions of student persistence levels in instrumental and classroom music respectively. The paper ends with a discussion on the development of reformative music pedagogy.
Research Studies in Music Education
Â© 2011 Society for Education, Music and Psychology Research. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Creative Arts, Media and Communication Curriculum and Pedagogy


âHonor lies in honest work.â
Grover Cleveland was the first Democrat to be elected as President after the Civil War. He served as President from 1885 to 1889, and again from 1893 to 1897, making him the 22nd and 24th U.S. President. During the first race, he ran against Republican James Blaine, who was criticized for his dishonesty. Blaine was so unpopular that some Republican politicians supported Cleveland instead.
Cleveland lost the electoral vote (although he won the popular vote) in the 1888 election against Benjamin Harrison, but easily beat Harrison in 1892.
- Grover Cleveland was born March 18, 1837, in Caldwell, New Jersey.
- Cleveland grew up in New York State and studied law.
- He later became a sheriff, known for his toughness. His popularity as sheriff led to successful roles as mayor and governor of New York.
- Grover Cleveland was the only President to marry in the White House. At age 49, he married 21-year-old Frances Folsom. Together, they had five children.
- Cleveland was known as âThe Veto Presidentâ because he vetoed 413 pieces of legislation. He read each bill carefully, often working at his desk until 3:00 in the morning. He vetoed bills that seemed dishonest or that would cost taxpayers too much money. The railroads were required to give back 80 million acres of government land they had taken.
- Cleveland tried to do what was right. One of his political advisors told him that he probably wouldnât be re-elected because he caused too many waves. Cleveland said, âWhatâs the use of being elected or reelected unless you stand for something.â
Frequently Asked Questions
Question: Was Grover Cleveland only married once?
Answer: Yes, although he supported another child who might have been his son.
Visit Whitehouse.gov to learn more about Grover Cleveland.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Grover Cleveland Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 13 Dec 2018. < https://easyscienceforkids.com/grover-cleveland/ >.
APA Style Citation
Tobin, Declan. (2018). Grover Cleveland Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/grover-cleveland/
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Rowville Primary School Curriculum
At Rowville Primary School our students learn how to learn. We provide our students with a core of essential learning where they develop the capacity to research think and communicate their ideas in multi modal ways.
From their very first day at School students see themselves as high achievers. They are authors, readers, mathematicians and inquirers. The explicit teaching model of instruction at Rowville Primary School is underpinned by the latest educational research. Key concepts and skills are explicitly taught and revised with students on a daily basis. Every day our students participate in blocks of learning. This includes a two hour reading and writing workshop and a one hour mathematics workshop.
To be a successful reader a student must be able to both confidently decode and understand a text. At Rowville Primary School the teaching of reading comprehension strategies goes hand-in- hand with teaching decoding skills. Effective comprehension strategies are explicitly taught from the very first day at school. Students are taught both the craft of writing and writing conventions. Mathematics teaching is based on providing concrete experiences that enable students to manipulate a range of materials. Our teachers deliver learning through the gradual release of responsibility lesson structure.
In addition our students participate in specialised instruction in Music, Visual Arts, Physical Education and an online Italian program. In years three to six students also participate in the Stephanie Alexander Kitchen program, Sport and Instrumental Music.
At Rowville Primary School we hold high expectations for all our young learners. Our teachers work collaboratively in teams to support diverse abilities and interests of students. Students are challenged and given opportunities to apply their learning in different contexts. Students who require additional time and support are assisted by a team of teachers.
The 'World in which we live Inquiry' enables students undertake learning that involves content from a range of disciplines. The learning commences with a real world problem that fosters inquiry and embodies key concepts such as change or the environment. Student's engage in inquiry based learning where they identify questions, conduct purposeful investigations before communicating, reflecting and acting upon their newly acquired understandings.


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Level: 3-5 Art Education Lesson Plan
Art Elements: Line, Shape, Texture
Art Skills: Drawing, Collage
Making Connections: Frank Lloyd Wright, American Architecture
* Get more free lessons like this, on our Lessons Page
This is one of my all-time favorite lessons. Students are able to design homes in different styles of American architecture and create environments for them. My love for this lesson goes way back. In fact, I actually did this lesson myself when I was in 5th grade, and itâs one I just couldnât shake. I always show students my example from 5th grade, (yes, I kept all of my artwork) and it motivates them to see examples from past classes as well. The amount of ownership students take in this project is impressive, making it very successful. You will want to plan plenty of time, as it can take awhile to get all the details done, but it is so worth it!
Check out some more student examples below. In addition, Iâve provided a PDF of the vocabulary I use if youâre interested in downloading it!
This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


Results of the 2003 International Adult Literacy and Life Skills Survey
(IALSS), released today by Statistics Canada, shows that Saskatchewan literacy
skills are among the highest in Canada.
Saskatchewan ranked in the top third along with Yukon, BC and Alberta in the
four assessment areas: prose literacy, document literacy, numeracy and problem
solving. The province also ranked as well as the best performing countries
that participated in the survey.
âLiteracy helps build strong communities, a skilled workforce and a vibrant
economy,â Learning Minister Andrew Thomson said. âWe need to continue to work
ruins the free
to ensure that all Saskatchewan people have appropriate knowledge and skills
to take full advantage of our economic growth and participate fully in the
social and cultural life of our province.â
Premier Lorne Calvert and Minister Thomson announced the Saskatchewan Literacy
Commission on Sept. 7th, 2005 to raise the profile of literacy, increase the
opportunities for literacy development and build a culture that supports life
long learning. The commission will build on the success of existing literacy
programs and services in the public, private and volunteer sectors and provide
a strong, co-ordinated approach to basic literacy and essential skills for all
pathology free download The IALSS is the Canadian component of the Adult Literacy and Life Skills
Survey, which was a joint project of the government of Canada and the
Organization for Economic Co-operation and Development (OECD). The survey
measured the literacy skill sets of 23,000 Canadians aged 16 and over in terms
of how well adults use information to function in society and the economy.
âIALSS provides reliable baseline data on literacy levels that will enable the
Saskatchewan Literacy Commission to make sound decisions on policy, funding
superhero movie free
and programming,â Saskatchewan Literacy Commissioner Dr. Margaret Lipp said.


USING TECHNOLOGY AND ANALYZING
DATA AS A KEY ASSESSMENT TOOL IN
AN EARLY CHILDHOOD ENVIRONMENT
âThe early childhood years are the foundation for childrenâs future wellbeing and learning. This time must be nurtured through high quality
experiences that enhance childrenâs social, emotional, physical,
language, and cognitive development.
Create a safe and nurturing environment that facilitates active,
play-based, and interdisciplinary experiences.
Design engagements and assessments intentionally to enable
child-initiated inquiry and a high level of learning.
Engage parents in their childâs learning through respectful,
intentional and clear communication.â
Early Childhood Philosophy Statement, American School of Bombay, May 2015
Assessment comes from the Latin root word âassidereâ, which means to
sit beside. Nowhere in a school environment is this more apparent than
in an early childhood learning space. Teachers and educators who work
with young children learn about their students by literally sitting beside
them, listening to what they have to communicate, engaging with them
and asking the right questions. Three, four and five year olds come to
school with a rich tapestry of connections they have made about the
world around them. Teachers have to know how to facilitate what
children are able to demonstrate and more importantly they must know
what to look for. Assessment of young children, in its purest form, should


The English Language Arts program in Quebec emphasizes the use of language for communicating, learning and living in a pluralistic society. LEARN offers tools that focus on authentic opportunities for students to write, talk and produce text/media for a specific audience.
Veuillez noter que les contenus sur cette page sont exclusivement en anglais.
Teaching and Learning Tools
The Media Production handbook offers strategies and resources to scaffold student production of media. The production process tools help students clarify thoughts, ideas and storyboard before diving into the technology.
Producing a Podcast
Tools to scaffold the podcast production process â Graphic organizers to storyboard, write a script, and have a clear plan.
DWAC - Differentiating Writing Across the Curriculum
Differentiating Writing Across the Curriculum (DWAC) is a toolkit to scaffold student writing across genres. From autobiography to article, photo essay to fantasy â DWAC includes graphic organizers and more to help avoid writerâs block.
Response Cards and Guide
Students donât know what to say? Get the conversation moving with response cards. Includes a teacher guide with tips on using it in the classroom.
Problem Solving Cards
An activity to get students writing and responding from different points of view. Each activity has instructions, links to the QEP (Broad Areas of Learning and Cross Curricular Competencies), and teacher tools.
How To - English Language Arts
Clever tutorials aimed at students to help them communicate through different genres.
Resources that support the teaching and evaluation of English Language Arts in Quebec
MEES Program Documents
Elementary Education-English Language Arts. Go to site
Evaluation of student learning - Elementary School
Cycles One, Two and Three. Download
Progression of Learning â Elementary ELA. Download


Economists and business leaders often speak of the entrepreneurial spirit that immigrants lend to American culture. Itâs true. Hard-working people who moved to the U.S. in search of a richer (in more ways than one) life founded many of our countryâs most successful businesses. But weâre more inspired by the philanthropic spirit that immigrants bring to American culture. Our country is vibrant and generous and full of promise because people from all over the world make it so.
At the end of this month weâll all be beside ourselves over Thanksgiving traditions. So we thought it fitting to preemptively honor the birthday of a particularly generous immigrant.
Andrew Carnegie was born on November 25, 1835, in Dunfermline, Scotland. The son of a poor weaver with limited formal education, Carnegie grew up to be one of Americaâs wealthiestâand most generousâbusinessmen.
At 13 Carnegie immigrated with his family to Pennsylvania, where he worked in a factory and earned $1.20 a week. After a series of jobs and lucrative investments (in oil particularly), Carnegie amassed a fortune. By 1889, his Carnegie Steel Corporation was the largest of its kind in the world. Carnegie Steel is considered a foundational business that helped form todayâs economy.
Carnegieâs generosity nurtured American development on an individual level too. Carnegie passed on the high value his family placed on learning and education to the rest of the country through his financial support of learning institutions.
When Carnegie switched gears from business to philanthropy in 1901, he set his sights on enriching the American education experience by making it more accessible. Carnegieâs first of many major donations was a $5 million gift to the New York Public Library. He went on to establish the Carnegie Institute of Technologyâlater Carnegie-Mellon University. Altogether, almost 3,000 American libraries exist thanks to Carnegieâs financial support.
Carnegieâs philanthropy is as impressive as his business acumen. Honor him this month by visiting your local library. Support literacy as he did by volunteering at an after-school reading program. No one expects million dollar donations from the average person, but even a small gift in support of education will impact some student.
In this month of blessings and gratitude, weâre reminded of the tremendous gift of education. While Carnegieâs staggering financial contributions to American libraries can never by replicated by most people, the time you spend helping a studentâs literacy development can be invaluable.


ERIC Number: ED341575
Record Type: Non-Journal
Publication Date: 1991-Sep
Reference Count: N/A
Experts' Views on the Elementary Science Curriculum: Visions of the Ideal. Elementary Subjects Center Series, No. 33.
Roth, Kathleen J.; And Others
This report summarizes and compares the views of six experts-three university professors and three elementary teacher-concerning elementary-level science teaching. The experts were asked to treat the topic comprehensively by addressing the following: (1) issues of curriculum (goals and objectives, selection and organization of content); (2) materials and instruction (presentation of input to students, teacher-student discourse, activities and assignments); (3) evaluation of student learning (formal and informal assessment of student progress toward key goals before, during, and after instruction); and (4) teacher education (subject matter knowledge, professional development). The experts addressed these issues in the context of both ideal programs (as outlined in their responses to a set of questions about what ideal curriculum, instruction, and evaluation practices in elementary science programs would look like) and typical current practice (as outlined in their responses to questions calling for critique of one of the most widely adopted elementary science curriculum series). This report first summarizes the positions articulated by each of the six experts considered individually, then describes areas of agreement and disagreement across the six experts. These comparisons are then considered with reference to their implications concerning ideal elementary science programs. The key features of ideal science curricula and the framing questions used in this report are appended. (Author/KR)
Descriptors: Assignments, Curriculum Evaluation, Elementary Education, Elementary School Science, Higher Education, Professional Development, Resource Materials, Science Activities, Science Curriculum, Science Education, Science Instruction, Teacher Education, Teacher Qualifications, Teacher Student Relationship, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI ($14.50).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Elementary Subjects, East Lansing, MI.


Aside from the thousands of print materials available at McKinley Memorial Library, the library also offers a variety of on-line databases available to students to help with research projects and homework assignments. These databases are available from within the library or at home via the libraryâs website (you will need your library card and pin number to access databases from home). Visit the Research Databases page on the libraryâs website for a complete list of databases available.
The following websites offer valuable resources and links for Homework Help for Teens on a variety of subjects including Math, Science, Social Studies, Language Arts, Art, Music, Technology, Foreign Languages and more!
Internet Public Library for Teens
Carnegie Library of Pittsburgh Teen Homework Page
Los Angeles Public Library Teen Homework Help Page
Multnomah County Library Homework Center Page
The Kids on the Web: Homework Tools
The following list is of educational websites and on-line resources arranged by subject matter:
Back to top
Bright Storm MathâOffers video clips to help you with your Algebra, Calculus, Geometry and more.
Dr. MathâHave a math question? Ask Dr. Math for help!
Math is Fun.ComâProvides fun activities that takes the âworkâ out of Algebra, Calculus, and Trigonometry.
Math TV.comâWatch videos to get help with problems and equations in Basic Math, Algebra, Geometry, Trigonometry, and Calculus.
S.O.S. MathematicsâThis free resource provides math review material from Algebra to Differential Equations.
Back to top
Science for Kids.orgâExplore the world of science on this educational and fun website.
Mad Scientist LibraryâThis site offers links to a multitude of fun and educational websites on any field of science that you can think of.
Reekoâs Mad Scientist LabâOffers free science experiments under a variety of science topics.
How Stuff Works.comâWith Science articles, quizzes, games, videos and more, youâre bound to find the information you need here.
Science News for KidsâThis youth edition of Science News Magazine is filled with articles, facts and more all related to science.
Back to top
CIA World FactbookâProvides information on the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 267 world entities
United States Census Bureau State Facts for StudentsâClick on a state from the virtual map and find out history, statistics and more.
History Channel.comâCheck out what happened this day in history or search for your topic to get related articles and information.
Philosophy TimelineâOffers a wealth of information regarding Western Philosophy throughout time.
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Teen Ink Writerâs Workshop Forumsâ Get advice about your written work, and comment on other teensâ work as well.
Internet Public Libraryâs A+ Research & WritingâHigh school and college students can get step by step instructions on how to conduct research and compose a paper from Table of Contents to Bibliography.
Guide to Grammar and WritingâThis interactive on-line edition by Dr. Charles Darling will provide you with a ton of useful information and tips on grammar and writing.
BookRags.comâFind on-line summaries, plot analysis, and other information for students writing papers about books.
Back to top
The Los Angeles Public Library serves the largest most diverse population of any library in the United States.
Through its Central Library and 72 branches, the Los Angeles Public Library provides free and easy access to information, ideas, books and technology that enrich, educate and empower every individual in our city's diverse communities.
With more people than ever before using the libraryâa record 17 million last year aloneâyour support helps the Library provide people with the resources they need to succeed and thrive.
How to support the Library
You can support the Los Angeles Public Library in several ways:
- Join a âFriendsâ group. There is a âFriends of the Libraryâ group for most branch libraries and departments of the Central Library. Friends groups raise money for improvements to their library through memberships, used book sales and other activities. For more information click here or talk to your local librarian.
- Join the Library Foundation of Los Angeles. The Library Foundation is a non-profit organization that raises funds for Library enhancement programs such as adult and early literacy, children and teen reading clubs, technology, and cultural programs. Foundation members receive a variety of benefits with their membership. For more information, see http://www.lfla.org.
- Make a donation by check to the Los Angeles Public Library and send it to:
Support the Library, 630 W. Fifth St., Los Angeles CA 90071 or call (213) 228-7555.


Did you know that in todayâs economy, in America, there is a higher need for highly skilled workers with credentials? President Obama is pushing for more college graduates to get degrees so they can live above the poverty level in America. A college education is a must if you want to keep up with the economy today. Having an education was not important a couple of centuries ago, but todayâs society is different where more than a high school diploma is needed to make it in the economy (Pretlow III & Wathington, 2012). Minorities are the oneâs most affected from lack of education mainly because of high tuition fees and rates.
A couple of centuries ago, education was not required to live above the poverty level. Since the colonial days, government and community leaders have been trying to come up with different ways to effectively educate children. In the colonial days, children were taught trades instead of a general education because unskilled workers were needed. Most of the students, taught by tutors, on an one on one basis, or in a small group were uneducated because they went to school to just learn about religion. The majority of those students were Partisans or Congregationalists. Having an education in religion started to decline as different people migrated to America. Thomas Jefferson and other reformers also help change the way education was taught in America because they believed education should have not included religious beliefs. Reformers also opposed the idea of only the wealthy being able to obtain an education. Reformers spoke out on education saying crime and poverty would go down if people received a quality education. By the end of the colonial period, reformers made a way for every child to at least have a elementary education. They made a way for students of all races, nationalities, and sex. The last change to the educational system was passed under the Bush administration which included the No Child Left Behind Act (NCLB) (Burke & Sheffield, 2013). The NCLB was to improve the quality of education and the teachers.
The G.I. Bill permanently changed peopleâs perception on who could benefit from a higher education (Heller, 2012). The G.I. Bill is financial assistance for education and housing for veterans returning from war after being injured or honorably discharged. Veterans were one of the first people who could benefit from the G.I. Bill because the government feared that it would be a high unemployment rate of Veterans coming home from war. After the G.I. Bill was passed veterans enrolled in college at an alarming rate. The veterans passed college with the highest marks through deanâs lists and honor rolls. Prior to the G.I. Bill, a small amount of American college students were graduating with credentials. Since the G.I. Bill started, the veterans went to college and after that their kids went to college, known as the baby boomers. During the baby boom era, people started enrolling in college at unprecedented numbers (Heller, 2012). The government saw the need for all people to continue their education after high school, so they started financial funding for community colleges and universities.
To be sure, not all Americans have benefited equally from this expansion of opportunity. Particularly students from low-income or minority ethnic groups have been, and still are, poorly served at all levels of education. By any real-world standard, our nation led the world in higher education and its leadership was acknowledged even by its critics. There is no question that American higher education is one of the greatest success stories of the 20th centuryâa success that expanded the economy and built the American middle class (Heller, 2012). Our nation has redefined higher education to include the previously underserved, those who were traditionally written off because they did not fit the conventional idea of a college student.
In todayâs economy, American higher education is still in rude...
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Music has always been one of the greatest joys in my life. Most of my earliest memories have something to do with music. I went to a performing arts high school (proud alum of New World School for the Arts in Miami, FL) and I studied music in college (Go Seminoles). Whether happy or sad and everything in between, I have always turned to music. It gives me a sense of calm when I feel anxious, it motivates me when Iâm working out and I perform for my loyal black lab when no one is home (topic for another blog!).
That I love music so muchâno matter what my moodâI wondered what science says about the impact of music on your brain. Here is what I found.
In a study published in Trends in Cognitive Science, researchers studied patients about to have surgery. One group of patients were asked to listen to music before surgery, the other group was given anti-anxiety drugs. The group who listened to music reported having less anxiety and had lower cortisol levels (the stress hormone) than those who took drugs.
There are also studies that show that listening to music stimulates the release of dopamine, giving you the same âhighâ as eating (but with far less calories), or watching your team win a big game. When you listen to music, regions of your brain not generally associated with listeningâmovement, attention, planning and memoryâare all activated.
One of the most amazing and moving examples of the impact music can have is how its being used as a therapy for people suffering from Alzheimerâs. In the later stages of the disease, patients eventually stop speaking and interacting.
But when patients hear music that is familiar to them (from their youth or early adulthood) they are animated and sing along. Music seems to have the ability to get through to these patients when nothing else has. Researchers hypothesize that musical memories are stronger than other kinds of memories. Music therapy is also showing promising results in helping to alleviate agitation, depression and anxiety.
If you havenât seen it already, I highly recommend watching Alive Inside: A Story of Music & Memory (available on Netflix and Amazon). It follows a group of nursing home residents with dementia and the astonishing results music therapy has on their condition.
Musicians brains ARE different
There is no better âproofâ of how music impacts your brain than to study the brain itself. And that is exactly what researchers didâthey studied the brains of musicians.
Brain scans actually showed that their brains are different from those of mere mortals. For starters, their brains are noticeably more symmetrical and the areas of the brain responsible for motor control, auditory processing, and spatial coordination are noticeably larger. The band of nerve fibers that allows the two hemispheres of the brain to communicate with each other, or the corpus callosum, is also larger.
Something I have always believed to be true
I donât claim to be the smartest person, but I have long believed that I am smarter today because of all the music education I got growing up. I never excelled at math (and still donât if Iâm being honest), but I believe learning to read music help me with reasoning skills. Learning to sing in other languages fostered a lifelong love of languages and words and expression.
But donât take my word for it. Studies have shown that teaching music in schools helps students with improved language development, improves test scores and improves spatial learning (the concept of how things work together). Student who received music education also show slightly higher IQâs.
All music is created equal
You may take issue with that subheading. And truth be told, so do I. I certainly have my own preferences when it comes to the music I likeâand the music I don't like. But it turns out that despite our individual tastes when it comes to a playlist, our brains experience music much the same way, regardless of what you're listening to.
If we all listened to the same piece of music, say Vivaldiâs Four Seasons, we may like different parts, have a variety of reactions to the music or remember different movements, but a small fMRI study showed that the parts of the brain that are activated when listening to music are the sameâregardless of whether youâre listening to classical or country.
If you're wondering what Iâve been listening to while writing this articleâ¦The 50 Greatest Pieces of Classical Music as performed by the London Philharmonic Orchestra.
The band geek
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YouTube and Instagram can bolster learning
Can social media help students who are not doing well in their studies? Yes, says a new research.social media Updated: Apr 20, 2015 16:26 IST
Can social media help students who are not doing well in their studies? Yes, says a new research.
"Young people today use social media not only to stay connected with their real-world friends, but also to engage in self-expression and identity formation," said first author Martin Lalonde from Concordia University.
In the new book 'Youth Practices in Digital Arts and New Media', Martin Lalonde and his supervisor Juan Carlos Castro investigate how an after-school programme in Quebec is revolutionising learning for at-risk youth by using social media as a teaching tool, rather than a classroom annoyance.
Castro and Lalonde engage with students and educators at Maison Kekpart, a Montreal-area community centre for at-risk youth.
The centre offers a unique programme known as La Releve, which provides professional work experience for young people facing academic challenges.
Students ranging in age from 13 to 17 participate in an internship in multimedia production, led not by traditional teachers, but by artists, who themselves are active in those areas.
The goal: help kids become more engaged in their formal schooling by giving them the tools to use social media to build the professional, civic and social competencies that will guide them through their adult life.
"La Releve taps into that natural, social impulse and uses it to show participants that they can use those outlets to build professional skills," Lalonde said.
"Through La Releve, they learn skills that can help them express themselves more clearly, as well as land a job.
"At the same time, they start to actively understand that education can be useful to them, and that it can directly apply to their lives.
"That's an attitude that they then take back to their regular school settings," said Castro, an assistant professor of art education.
First Published: Apr 20, 2015 16:22 IST


Children's Cottage Preschool
Children's Cottage Preschool Philosophy
For over 2 decades in Napa, our program is characterized by an emphasis on independence, freedom within limits, and respect for a childâs natural psychological development.
- Educational Learning Centers
- Mixed age environment student choice of activity from a prescribed range of options
- Uninterrupted blocks of work time
- Discovery model where children learn concepts working with materials rather than direct instruction
The large, light filled preschool room has different Learning Centers that focus on reading, math, science, and social development.
Children are taught through purposeful interaction between students and staff, resulting in cooperative play, empathy for others, and positive problem solving techniques.
Language LessonsOur Program helps children become effective readers, writers, and communicators and prepares them for a successful elementary experience.
Children are exposed to the concepts of number recognition, difference in size/volume, sequencing, and sorting. These concepts form the solid foundation to prepare for elementary school.
Science ExperimentsOur activity-based program explores our environment as we recognize weather and seasonal changes around us. We learn the responsibility of caring for and feeding our classrooms pets.
Art & MusicCrafts projects encourage fine motor skill development as children learn to cut with scissors, hold a pencil or crayon correctly, or color within boundries. Music & movement expose children to fine arts and provide opportunities for self expression.
Why should you invest in quality preschool?
There has been some discussion in about the long-term benefits of preschool. But let me be clear: There is no debate over the benefits of quality preschool. Extensive research has consistently shown that quality preschool programs, taught by well-trained teachers, improve not only readiness to learn, but also social skills that help children for a lifetime. We know from decades of solid research and teacher observations that children who have been lucky enough to go to quality preschool enter kindergarten excited about learning, ready to share, communicate and cooperate with others. Perhaps most important, these lucky kids have a good foundation for learning to read -- the skill they will most need to thrive through high school and beyond. Let's agree that all California kids should be so lucky. Former California Superintendent of Schools


These past few weeks, weâve read about the four phases of literacy development in [second] language-learning. Those four phases are:
- The Foundation Phase
- Phase I
- Phase II
- Phase III
Each phase has its own set of outcomes, and strategies to achieve those outcomes. Students need to know how to read, write, and speak well enough in English to communicate with people who donât speak their native language â whatever that language may be. But how do we track that development? We do so through testing (which nobody likes).
Assessment is a very important part of the learning process. Effective assessment aims to provide detailed, useful information to instructors, learners, and others such as parents. . In the field of ESL literacy, assessment is both critical and very challenging.
Four Key Principles for Assessment
Learner assessment should be a transparent, continuous process that gathers accurate information about learner development, and allows for communication between the students and instructor. It may also provide feedback on how well certain methods work, as well as giving parents concrete information about their childâs performance.
Effective assessment is:
Learners have a right to know and understand what is being tested, why they are being tested, and how they will be tested.
Learners should be tested frequently, and done so by a variety of assessment methods.
Ongoing assessment methods:
- Are varied to inform the teacher of the next steps for instruction
- Provide a holistic picture of learnersâ development
- Help the learners understand their literacy development
- Include formal and informal assessments, such as written and oral tests
Each assessment method should be done to obtain a specific set of outcomes.
Purposeful assessment is:
- Used for clearly articulated reasons
- Directly tied to learning outcomes
- Carefully designed to gain useful and detailed information
Effective assessment of learner development should hold meaning to both the learner and teacher.
- Used for communication between learners, instructors and others
- Linked to instruction
- Fair and valid
ESL literacy skills can be challenging to assess with these principles consistently. Instructors may have challenges communicating with learners about the purpose and nature of assessment, the information gathered from assessments, and in involving learners in the assessment process. Instructors should to keep these principles at the forefront, and be creative in the way they design and communicate with learners about assessment.
In the next few posts, Iâll write about different approaches to assessment, properly designing and writing an assessment, and how to manage assessment and feedback.


Wednesday, December 18, 2013
A KINETIC CHRISTMAS: Frosty Stacks
FROM HOPPING TO SKIPPING (Approximately 4+ years)
THE ORDER (AND DISORDER) OF THINGS
In our new book, A Moving Child Is a Learning Child, we talk about the importance of patterning and sequencing in early childhood learning. These skills are foundational to higher level thinking, learning, analysis critical reasoning. But there's something else that, in my view, is equally important. Understanding order mean recognizing when disorder exists, and inherent in that is a big life skill...
"Mastering the concept of order -- patterns and sequences -- prepares children for those times when they need to bring order to disorder without a referee of "correct" to guide them."
That's why when I play pattern and sequence games, I always make sure we experiment with DISorder too. After all, you never know when the "correct" answer may not be the "right" answer.
Stacking is one of my favorite seriation games because of its dimensionality and kid-sized results.
So, who do you suppose needs our stacking help at the North Pole?
Gather three different size cardboard boxes. Have the child draw Frosty's face on the smallest box. Use all four sides, depicting different expressions on each side, such as happy, sad, sleepy, surprised, etc. Encourage her to make up names for the different faces she creates.
Next do the same with the medium and large sized boxes, drawing Frosty's torso and bottom on all four sides. Again, encourage the child to draw different outfits and accessories for Frosty.
Now comes the stacking fun. Introduce the idea of stacking your snowman, then step back and watch to see how your child puts Frosty together. Once she's satisfied with her creation, show her that if she turns one of the boxes to the next panel, she'll get a brand new Frosty! Again, stand back and let her experiment as she sees fit.
Encourage her to tell you stories of the different Frosties she makes with her stacks. "I wonder how that Frosty feels today? I wonder what this Frosty likes to play?"
And of course, be sure to experiment with stacking the boxes in different ways (e.g. smallest on the bottom, largest on top) to see what happens! After all, who wouldn't love an upside down Frosty!
Wishing you a happy, healthy, and active holiday season!
From A Moving Child Is a Learning Child: How the Body Teaches the Brain to Think by Gill Connell and Cheryl McCarthy, copyright Â© 2013. Used with permission of Free Spirit Publishing Inc., Minneapolis, MN; 800-735-7323; www.freespirit.com. All rights reserved.
If you'd like more information about A Moving Child Is a Learning Child, hop over to our friends at Free Spirit Publishing!
A KINETIC CHRISTMAS
24 DAYS OF ACTIVE HOLIDAY PLAY!