Before discussion of various musical technique and supporting attitude helps to learn to play music, another important question needs some attention. This question comes from the individual(s) who’s experience making music is limited.
Their time with music as they think and feel is passive, they are the listener. Sometimes, they don’t even listen much. They may dance to music, but when pressed into making music they react negatively or defensively. These individuals do not play an instrument or sing. They listen and may have a few favorite groups or songs. For the most part, though comfortable with where they are, they are limited in their engagement with or even alienated from music for a myriad of reasons. How does this discussion pertain to them?
Their brain structure, for one thing. Music is in our DNA, whether practiced or not, and it is the single most complex activity we know of to date that we do. Many areas for processing music are separate and distinct; even in the auditory cortex there is a dedicated area for music alone.
Music effects us all. Only a very tiny part of the population is unable to process one or more aspects of music, maybe as little as 0.05% are what we term “tone deaf.” Music effects us all one way or another.
When using the brain musically, coordination between the two main parts of the brain requires the use of the corpus callosum, the connecting tissue between the two hemispheres. This occurs whenever listening to music or making it to varying degrees. Autopsies on musicians show a larger corpus callosum than in the normal population, evidence that music changes the brain. The connective tissue helps coordination of the brain, communications between parts of the brain; its size dependent upon its use. Greater facility communicating within the brain improves our living skills. Living is enhanced by musical activity. Many skills developed experiencing music in its many ways transfer to other activities, when applied.
Spiritual, social (even in times of war,) joyful, comforting, knowledge, and love songs effect our lives daily as we hear from the radio, our sound systems, in public settings, and by our own making. Store music encourages our readiness to make purchases. Church music sends us out with courage for the following week, or with comfort for a lost loved one. In both instances and with countless others, our body dynamics and chemistry change from our involvement with music, either actively as in making music, or passively as in listening. Spiritual songs reach our deepest feelings, in social settings, such as after church, we often gather for coffee and find ourselves more able and ready to talk with others, perhaps after a week of withdrawal. These are influences from music we hardy notice, yet the skills of living involved are profound.
Music requires use of movement, intellect, emotional intelligence, social skills; there is a long list of by products or transferable skills from the experience. The more engaged, the longer the list.
This should be an obvious statement as we use music so ubiquitously: radio, TV, CD, DVD, public events, ceremony, spiritually, socially, politically and in each instance we use skills needed and necessary for living well. Here find just a short list for now, to make a point.
Music satisfies something within us: something we find ourselves unable to express in words. So, instead of defending your limited musical awareness, or creating an engaging argument full of reasons for resisting music activity, or regarding how little music effects your quality of living, look at the skills music helps to develop within all of us passive or active musicians to one degree or another.
Leave your fears that others make music because of your own lack of talent (discussed later on). Your low musical self esteem may be a product of a misunderstanding. Your disinterest in “being a musician” or in understanding the value of music in your life may stem from reasons which limit you. Bad experiences in elementary school music education can influence for an entire lifetime, for example. Often, I hear stories of students who suffered from teachers telling them they have no talent, or are tone deaf, when these are actually rare occurrences. Or, because a person seems to have less affinity towards music at an early age, they are marginalized. Again, this is a mistake of the ignorant. Open your hearts and minds to the possibility that music, sound, effects you profoundly and you can learn to enjoy life even more, even live life in healthier ways through the experience of music.
This post only opens the door, hopefully, it piques the mind of both the skeptical and dedicated to read on. Subsequent posts deal with such things as the analogy that learning music making offers to general living technique and how transferable skills from music making develop within us. Through examples in teaching we will examine the theory of my first post, now hopefully within more context for most if not all of us.


In the (soon to be ‘refreshed’) National Plan for Music Education in England, music hubs were tasked with the core role of ‘developing a singing strategy to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area.’ Since 2012 hubs across the country have been working on this role, but what have the challenges been, and how might these be addressed under a ‘new’ national plan?
At one of our early annual Singing Strategy Symposium events, there was much debate around what singing ‘regularly’ actually meant, during which a representative of Arts Council England attending the event revealed that the ACE definition of regularly was ‘at least once a week.’ The general consensus amongst delegates was that this was not enough, and that we should really be aiming for daily singing.
I do believe that this is the right aim, however hubs are not in every single school leading singing on a daily basis, and therefore this aim cannot be achieved without schools taking the initiative for themselves. (This, in fact is a common theme across many of the core and extension roles, and especially across the more recent additional SMEP responsibilities added to the hubs’ portfolio of duties). It is all very well hubs providing vocal and choral teaching, choirs, vocal ensembles, and ‘Big Sing’ events, but by their nature these are not going to be ‘regular’ enough or reach ‘every’ pupil.
The only way to reach all pupils is through schools, as part of statutory music provision, and in the case of singing also through collective worship. Relying on ‘buy-in’ (whether chargeable or free) to hub services and events is not on its own going to be able to achieve the aim of ensuring that every child sings on a daily basis (although if hubs are providing weekly singing sessions in schools that of course does meet the ACE definition of ‘regularly’).
Singing strategies which focus on school staff development and provision of singing resources to schools rather than events and projects, would therefore seem to be a stronger and more sustainable model moving forward as we approach NPME 2. Looking back to pre-2012 and the original free Sing Up programme, this was incredibly successful in encouraging all schools to sing, but (no offence at all intended to Sing Up, who do wonderful work!) cannot be said to have the same national impact now that it is chargeable. Having a singing strategy which provides free or heavily subsidised singing training and resources for schools, along the lines of the previous Sing Up model, would perhaps be a more sustainable and impactful approach to singing strategy moving forward.
In addition, we also need to be clear that the NPME is not just a ‘hub thing’ but is a guidance document for everyone involved in education, which sets out clear responsibilities for all partners including schools. It is crucial that the messaging around the ‘refreshed’ NPME is clearer and more extensive than the original version, which most schools had not heard of in the first few years, and some still haven’t heard of even now! Only then can we all work together to ensure that every child in England sings daily, and once we’ve achieved that aim we can work on phase two – making sure they enjoy it!
Dr Elizabeth Stafford, February 2020.
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If you are interested in developing partnerships to enhance your singing offer, our Music Education Partnerships and Projects day may be just the thing to inspire you. Click HERE for details.
The next Singing Strategy Symposium will take place in Birmingham on 4TH NOVEMBER 2020. Click HERE to book half price early bird tickets.


Good literacy skills underpin success in school. We want Nottingham children and young people to be confident in expressing themselves in speech and writing, enjoy reading and become skilled users of new technologies. We recognise the importance of families in supporting children’s early literacy development and the importance of supporting pupils for whom English is an additional language. To work on this agenda we have implemented the following programmes:
- Improving secondary teachers’ knowledge of the teaching of reading
- Leading literacy improvement in school
- Seely Primary Support Package
- KS2 Literacy coaching project
What has been achieved so far:
- 5 schools have implemented Module 1 Active Listening and Module 2 Active Talking.
- Teachers have greater insight into the importance of talk for learning
- Schools are reporting positive outcomes of this work, including; more accurate reading assessments through running records, improvements in planning and teaching in guided reading, the quality of book Introductions, immediate verbal feedback and the use of cut-up sentences.
- Seely are pleased with the progress of children in KS1 – they are expecting more than a 5% increase in standards in KS1 this summer.


STUDY IN CANADA
Education System in Canada
The level of literacy in Canada is very high, almost 90%. Special emphasis has been laid on education by the government of Canada. The education system is divided into three tiers: Elementary education, Secondary education, and Higher education.Higher education in Canada begins after compulsory secondary education. Students, depending on their skill sets and capabilities, pursue studies which are both professional and vocational in nature. Biochemistry and Computer Science have been among the fastest growing disciplines at the Bachelor’s level in the last five years, followed by Nursing, Sociology, and Psychology. Canadian Universities’ research and teaching strengths are in areas such as Computer Science, Business (Including MBA), Health Sciences, Law, Political Studies, Natural Resources, and Agriculture.Canada has two national languages: English and French, and offers English as a Second Language (ESL) and French as a Second Language (FSL) programs for students wishing to learn either or both languages.
Visit our office at; Stro House, 4 Oba Ogunji Street 2nd Floor Agege Pen Cinema, Lagos or call +2348180003159 or +2349038363577 for work and study in Canada.
Full-time students registered in a degree or diploma-granting course are allowed to work on the campus of the institution at which they are registered without the need for employment authorisation. The Off-Campus Work Permit Programme allows foreign students at some publicly-funded educational institutions in Canada to work off-campus while completing their studies. The post-graduation work programme allows graduating students to gain work experience in their field of study, and offers lucrative professional opportunities in Information Technology, Telecommunications, Medicine, Education, and Law.
Student Visa in Canada
Student Visa policies – Canada
Student visas in Canada are called study permits, and all overseas students are required to obtain it. While making an application for a student visa one must also meet the requirements of the Canadian Immigration Act and Regulations. For course duration of six months or less, one does not need a student visa. Since 2005, Citizenship and Immigration Canada (CIC) introduced a policy for international students in post-secondary studies as per which the students can now transfer between programmes and institutions without applying for a change in the conditions of their visa. If the student has a valid visa for training or studying at the post-secondary level, they can transfer between public and private institutions.
CANADIAN STUDENT VISA ADVANTAGE
There are benefits to having a student visa for Canada. It allows you to work part-time on the campus at which you are registered as a student, and apply to renew your student visa from within Canada.
Excellence Education Travels and Tours (EETT) assists and provides jobs for applicants before leaving Nigeria for Canada
Permission to work in Canada
If you are going to a private institution your student visa may have different conditions. One such condition states that unless you have a student visa work permit you are prohibited from engaging in employment in Canada. If you later transfer to a public university or college, you would acquire student work visa and become eligible for on-campus employment and other employment provisions. You do not need to change your student visa to become eligible for on-campus employment, as your registration at an eligible institution is sufficient.
For off-campus employment, students are permitted only 20 hours per week and not more. For on-campus employment, there are no restrictions.
Conditions for applying for a Student Visa
The first and foremost condition for applying for a student visa is to get an admission offer; you need to prove that there is a university that has accepted you and you are going to join it.
You must demonstrate that you have sufficient financial resources to pay tuition fees, maintain yourself, and to pay return transportation costs without engaging in employment in Canada.
The usual minimum requirement is needed plus the cost of tuition for a twelve-month period, cost of transportation to and fro from Canada. This amount is the base amount considered adequate to cover all costs, other than tuition, for one person for a twelve-month period, but if the local cost of living is higher than average more money is required to get your student visa.
You need to satisfy the visa officer that you will return home at the end of the studies.
Excellence Education Travels and tours is the best Canadian Visa Application organisation in Nigeria and we are known for this success.


A District Literacy Plan is a statement of commitment by a school district to work with community partners to improve literacy locally.
The North Vancouver Board of Education recognizes the significant role that it plays in the education of people of all ages within our community. The District Literacy Plan is a statement of the Board's commitment to work collaboratively with key community stakeholders to improve literacy for all residents of the North Shore. Through the process of developing the District Literacy Plan - June 2014, the North Vancouver School District acknowledges and engages with the various perspectives on literacy throughout the community.
Dialogue, positive working relationships and consensus building within our community partners over the past seven years have enabled the North Vancouver School District to identify specific needs and priorities that are reflected in the goals we have established for each of the pillars of literacy, and to enhance the delivery of services that support literacy development for children and families on the North Shore.
The District Literacy Plan is a powerful example of the Strategic Plan 2011-2021 Goal to: Strengthen and expand reciprocal community relations.
The District Literacy Plan - June 2014 provides an update to the plan developed and submitted to the Ministry in July 2013. Literacy planning is an on-going annual process that includes processes for reflection, evaluation, and the thoughtful planning of future literacy initiatives based on the changing needs of the North Shore.
History - District Literacy Plans
In March 2007, the British Columbia government introduced Bill 20, School (Student Achievement Enabling) Amendment Act, expanding the role of Boards of Education. The new legislation recognizes the significant role that Boards of Education play within their communities and the equally significant role that community organizations play in the education of people of all ages. The legislation expands the responsibility of Boards of Education to include collaboration with community partners.
District Literacy Plan 2013-2014
District Literacy Plan 2012-2013
District Literacy Plan 2011-2012
District Literacy Plan 2010-2011
District Literacy Plan 2009-2010
District Literacy Plan 2008-2009


“Accept the children with reverence, educate them with love, send them forth in freedom.”
– Rudolf Steiner
Waldorf education strives to educate the whole child - the heart, hands and head. The specific methods used in Waldorf education come from the view that the child develops through stages from childhood to adulthood. The Waldorf curriculum is specifically designed to work with the child through these stages of development.
Steiner's teachings provide rich insights not only into what to introduce when, but how to teach children of various ages. Because children from 7-14 learn best when their imaginative and artistic faculties are engaged, Waldorf education helps parents/teachers present every subject in a lively and artistic way. Steiner breaks childhood down into developmental stages that occur of periods of seven years. Each stage has its own specific learning requirements.
- Early Childhood Learning: This stage is listed from birth to age seven. Learning is accomplished through experimenting, imitating, and the use of practical activities.
- Elementary School: Children do not start elementary school until they are seven years old. Learning is accomplished in this stage by recognizing the artistic and imaginative abilities within the child. The approach for learning will emphasize these abilities and by promoting artistic expression and life experiences.
- Adolescence: The emphasis is placed upon developing intellectual and ethical thinking, including the importance of social responsibility.


How does music as sound and vibration impact your body and brain?
Dr. Lee Bartel explores how sound can stimulate cells in your body and brain to reduce the impact of Fibromyalgia pain, Alzheimer’s Disease, Parkinson’s Disease, Depression, and even increase blood flow. It shows how a common consumer vibroacoustic device is used to treat these health conditions. Lee Bartel is Professor Emeritus of Music and Health and Music Education and at the University of Toronto and Member of the Board and Chair of the Research and Education Committee for the Artists’ Health Alliance.
He served as Faculty of Music Associate Dean of Research, and was the Founding Director of the Music and Health Research Collaboratory (MaHRC) at University of Toronto from 2011 – 2015. He is a Member of the Collaborative Program in Neuroscience, Cross-appointed to Institute for Life Course and Aging, as well as the Graduate Department of Rehabilitation Science. He taught graduate courses on Music and Brain as well as Social Psychology of Music. With extensive early experience as a music teacher at all levels and as a performing choral conductor, singer, violinist, and guitarist, he has special interest in conditions of learning, pedagogic culture, social psychology, and music in human development. This talk was given at a TEDx event using the TED conference format but independently organized by a local community.
NOTE FROM TED: Please do not look to this talk for medical advice. This talk only represents the speaker’s personal views and understanding of sound and healing and lacks legitimate scientific support. We’ve flagged this talk because it falls outside the content guidelines TED gives TEDx organizers. TEDx events are independently organized by volunteers. The guidelines we give TEDx organizers are described in more detail here: http://storage.ted.com/tedx/manuals/t…


The Scots College Music Department is striving to become a world leader in the delivery of music education programs for boys.
Our Department provides a context, a safe environment, and expert guidance for every boy to develop a deep love for, and value of music regardless of their existing skill level or future musical aspirations. We engage boys' imaginations and foster their creativity through tangible experiential learning opportunities. These opportunities guide boys’ investigation of music as a form of self-expression both for individuals and in teams. We firmly believe that there is a place for music in every boy’s life, and that creative, tangible music-learning experiences are both life changing and God honouring.
The education within Music Department is based on three pillars: solid private music tuition in one-on-one lessons, ensemble participation with expert directors, and classroom education making explicit the musical foundations of music theory and musicianship. All three pillars interrelate to produce a holistic music education for all students.
Ensemble participation is aimed at educating the whole student and has great benefit for boys, including:
Social and emotional well-being
While we may spend many hours practicing and mastering our own instrument, the best memories of making music are always of making music with others, as an ensemble. The best way to be engaged in any activity is to share it with others. By joining an ensemble, you are joining a community of musicians. You make friends, share the joy of making music together, and peer teach each other. Within an ensemble students make friends with like-minded musicians and forge deep, long lasting relationships.
Ensemble playing is more than the sum of its individual parts. Playing in an ensemble allows students to develop team skills, sacrificing one’s ego to benefit the team. Whether students have the melody or harmony, students learn to listen and non-verbally communicate with each other to create music as a team. Skills learnt include learning balance, intonation, rhythm and performance etiquette in a group setting.
Watching a conductor
The conductor is the ensemble leader who brings all parts within a band or orchestra to work as a whole. In order for the conductor to do this, students need to learn how to interpret and respond to the conductor’s gesture and other means of communication. For example, students will learn the importance of following the conductor’s beat patterns and following the tempo.
Reinforcing what is learnt in private lessons
General technique is taught within one-on-one lessons but what ensemble playing can do is reinforce this technique. Even more important is that students can better understand the reason for having learned the technique thus allowing them to be more engaged and motivated to further their technique and musicianship.
Often musical analysis is taught within musical concepts such as structure, dynamics, expressive techniques, tone colour, pitch, rhythm. These foundations of music, taught in music classrooms or in private lessons is given a practical application in the ensemble setting, where students can really start to understand the concept and apply their learning.
Attending a regular rehearsal on time each week with parts learnt, as well as contributing positively to any performance involves organisation on the part of the individual. Students learn the logistics of setting up their ensemble, of carting their and other instruments from A to B (for example percussion, amplifiers, double basses, stands and chairs). Students will also need to organise time to practice their individual parts so that they are contributing positively to the team.
The benefits of playing and performing in an ensemble, group or band is huge, with the most important being that it is fun!
Written by Nicholas Tester, Head of Strings, The Scots College.
To learn more about the Performing Arts opportunities available at The Scots College, download our Prospectus.


Today we are spotlighting a classic Halloween read aloud, The Little Old Lady Who Was Not Afraid of Anything. This is a popular book and a favorite in classrooms. Chances are you already have this book in your library, and if not, you will definitely want to add it! Every time I’ve read this book to my class, the students are so engaged and love chiming in with the repeated words throughout the story. The Little Old Lady Who Was Not Afraid of Anything is a timeless story that students in your class will love year after year. - Jodi and the Starts With a Story Team
The story The Little Old Lady Who Was Not Afraid of Anything is about an old woman who goes for a walk in the woods. As she continues home, it begins to get dark and she runs into a pair of shoes! The little old lady tells the shoes to get out of her way and that she is not afraid, but they continue to follow her. She also encounters a pair of pants, a shirt, gloves, and a hat on her walk. Each time she starts to move faster, but she isn’t afraid. Finally, she runs into a big pumpkin head and runs all the way home. The clothing items follow and knock on her door. Bravely, the little old lady asks what they want and learns they want to scare her. Thinking quickly, the little old lady comes up with a solution that works for her and the clothing. Students will love this classic Halloween read!
The Little Old Lady Who Was Not Afraid of Anything lends itself to teaching a range of skills and strategies. Teachers can integrate writing, grammar, and vocabulary with this read aloud. It also can be used to teach so many different reading comprehension strategies!
If you are looking for “ready to go” activities for the first day of school, be sure to check out the book companion. With it you’ll receive all of the following resources to align with this specific book:
No matter what your class is working on, there is something in this resource you can use!GET THE PRINTABLE ACTIVITIES
It's hard to explain how amazing the Starts with a Story book companions are because there is just so much goodness included in each one. It's best if you experience using one for yourself. Sign up below & we'll send you an entire book companion to try out for FREE!


This course will present knowledge and skills for engaging in social work practice in public school settings by discussing the varied roles, responsibilities and practices of school social workers. There are tensions and possibilities inherent in school social work practice. By exploring the dynamics and dimensions of social work in schools, we will examine the challenges, possibilities and depth of effective practice, in order to provide students with core foundational skills necessary for their internships and future careers in school social work. This course asks: What is school social work? What is its role in education policy, practice and school reform, and in the lives of students and their families? What are its major responsibilities, skills, best practices, and opportunities for leadership within schools? What are its limitations, strengths, and future directions as a profession? Key topics include: the history of social work in public school settings; theory and research informing school social work activities; laws and policies governing social work practice in schools; issues and service needs for vulnerable student populations; and core technologies of school social work practice. The class format includes lecture, group discussion, relevant readings, and experiential activities. Course registration is limited to students in the School Social Work Program of Study.


Dear Parents and Guardians,
First and foremost, thank you for everything you’ve done to support your child’s literacy development this Spring, especially under these extraordinary circumstances. While we are all excited to have a break from remote assignments and screens, I’d like to encourage you to keep reading with and to your children. The Summer Slide is the learning loss that can occur when children do not engage in literacy activities over the summer. This year, more than any other year, we want to avoid that Summer Slide as much as possible. Please encourage your kids to read, listen to stories, draw pictures, and write about their summer. Whenever possible, try to get some real books in their hands!
To support you and your child in their continued literacy development this summer, I’ve created virtual classrooms and resources for each grade level. You can find them by clicking on the tabs to your left. When you see an icon or picture, try clicking on it. It's probably a link! Have fun exploring!
Please remember that the most important literacy activity you can do is read together! Please let me or your child’s teacher know if there’s anything we can do to support you over the summer.
Westborough Public Schools
PK-3 Literacy Coordinator


Today, as I attended the fifth biennial Symposium on Music in Schools at Yale University, I became occupied with a question that came to mind as I listened to Sebastian Ruth talk about helping students find their voice through music education. His talk and the discussion that followed included points on developing relationships with students as co-learners with their teachers, downplaying the traditional authoritative nature of the teacher. This is done by leaving the child to make more decisions about his or her own learning, and giving the student the freedom to operate within his or her own cultural perspective and personal experience with music. Creativity plays a critical role in all of this, and certainly in arts courses, including music, it is reasonable to expect that students will have more opportunity and encouragement to be creative and act on creative ideas than they perhaps will have in other disciplines.
The discussion began to get bumpy, at least for me, when it turned to the relationship between teaching the craft of music making and the personal relationship with a musical experience, summarized in the term aesthetics. Doesn’t a student need the wares of music performance, the musical vocabulary of training and experience on a musical instrument to act upon creative ideas successfully? In other words, is it not necessary for a person to be proficient on an instrument before they can be creative with it? On the road to gaining proficiency, the student cannot be left to creativity alone, but must learn to discriminate between what is right and what is an error as he or she plays a composed piece of music, or even as he or she improvises over chord changes. The ability to detect and correct errors is in itself a skill necessary for developing proficiency.
So craft must precede aesthetic performance experience. Once that is achieved, is it then possible that a creative idea, once expressed with performance on a musical instrument, can be errant? Is there such a thing as a wrong creative idea, and even if there is, should music teachers tell students that a creative idea they have played is wrong, or just encourage them to continue being creative by accepting equally every idea that comes along? At what point, if ever, does the music student need to learn that some ideas are better than others, some ideas should be forgotten while others should be remembered and referred to often? Is it a legitimate part of developing creativity to also be developing the intellectual and emotional capacity to evaluate creative ideas, and to be selective in which ones to retain and develop into larger musical works?
In the context of the symposium, the answers to these questions will depend on how they affect the development of the student’s voice, which is to say his or her personal identification with a specific musical experience. In my own teaching experience, if a child is asked to improvise and yet does nothing more than repeat exactly what they have just heard from me or another child, then that is not the same as when a child, hearing one musical idea, responds with a related but different musical idea. The latter is a better response because it shows original musical thinking, which is beyond the ability to recall and reproduce exactly what one has heard. Pushing the student to go beyond mere repetition is indeed a step toward developing independence, which is how one finds their own voice.
A moment ago I used the word “related” to qualify the musical response. That is another indicator of quality in this case. An improvised response that is different but entirely unrelated to the preceding phrase is inferior to the response that is related. Unrelated is dangerously close to random, though it may also be highly creative and original. The need for making these discriminations does not inhibit or discourage a child from finding their voice, but makes it possible for them to do so. The trick is to make risk-taking safe while at the same time teaching children that they will not be right, or achieve their best result overtime they take a risk. If this were so, then there would not be any risk, because success would be assured. The very fact that there is a risk being taken means the possibility of failure is present. But the consequence of failure, if that is a fair word to use to describe it, must be minimally negative and viewed as much as possible as informative and helpful in reassembling resources into another effort informed by what was learned the last time. The process of repeated risk taking, enabled by a safe learning environment, results in high-level learning and introspective analysis, and improved responses. Yes, creative ideas can be right, wrong, and every degree in between. Artists are creative because they see things and think things that others cannot see and think on their own. It is the virtue of the artist to bring these things to light, and to challenge people to see the world in fresh, challenging and yes creative ways. That takes a great deal of experience, honing of skills and creativity, but it is well worth the effort.


Drop in @ Toddler Tunes
Thursday Toddler Tunes (Ages 0-4)
Sing, Move, & play instruments while sharing the joy of music in a group environment. This early childhood music education uses singing, hearing, feeling, creating, sharing, reading, & movement games to develop body/brain connections as well as musical aptitude. We will discover the basic elements of music such as beat, rhythm, tempo, dynamics, & pitch. This early background education increases brain development and success in all future musical endeavors. Parent/child (Ages 0-4) 30-40 min.
Only 1 left in stock
Fall session #1: Sept.18-Oct.11, Fall session #2: Oct.16-Nov.8, Fall session #3: Nov.13-Dec.13


Accelerated learning centers transform girls lives
Restoring hope to girls’ and young women’s lives
Samangan, Afghanistan - 03 February 2019 - “I will be a role model for girls and women in my community,” says Tahira, 42.
Tahira is one of many women and young girls attending UNICEF-supported accelerated learning centres. At the centre, girls and women learn basic literacy and numeracy skills. They also acquire critical life skills such as cooperation, team work, communication and creativity.
For thousands of girls like Tahira, education was not possible. Living in Dara Suf Bala district of Samangan province, north central of Afghanistan, Tahira had limited opportunity to learn.
“I come from an illiterate family who pushed me to attend ‘Madrassa’, a religious school,” recalls Tahira with sadness. “We had no schools for girls, and at the ‘Madrassa’ I learned nothing due to the difficult teaching methods.”
Initially, Tahira lost hope in education. Like the vast majority of girls, she got married at an early age.
A recent study showed that in 42 per cent of households had at least one member of their family who got married before the age of 18. Yet, significant regional disparities exist, varying from 21 per cent of households in Ghor to 66 per cent in Paktia having at least one member who got married before the age of 18.
“Child marriage robs children, especially girls of their right to education, health and childhood. Since all parents want the very best for their children, we must work together to ensure that all girls are in school and learning.”
To raise awareness to the negative impact of child marriage, UNICEF is working closely with the Government of Afghanistan and community influencers to educate communities, especially fathers to the importance of girls’ education in putting an end to child marriage.
Education made possible
UNICEF established an accelerated learning centre in Tahira’s community. Her neighbour informed her about the centre, encouraging her to enroll. “As soon as I found out about the centre, I became overwhelmingly happy,” recalls Tahira. As a married woman, Tahira had to ask for permission from her husband to attend classes.
“As a married woman, I had to seek my husband’s approval,” says Tahira. “I was able to convince him mostly that the centre was close to my house, and the teacher was a female.” With other women and young girls, Tahira enrolled in class, acquiring new skills. “At the beginning, I was embarrassed to sit with young girls,” recalls Tahira. “It has been five months now, and I am proud to say that I can read and write.”
In 2018, UNICEF supported 5,300 community based schools and accelerated learning centres in remote areas, reaching more than 150,000 students. More than half of these students are girls. “These centres provide girls with opportunities to learn,” says Sukdeo. “Thanks to our partners and donors, including the German National Committee, more than 36,000 students have transitioned to formal schools.”
At the centre, girls and young woman acquire literacy and numeracy skills. They also acquire critical skills for life, including religion that will help them to improve their lives and those of their loved ones.
“I am now a strong advocate for girls’ education, encouraging girls and young women to learn,” says Tahira. “To advance our village in specific, and our country as a whole, we can only do it through education.”


Head out to your nearest slide and explore gravity and friction! This playground science activity is a great way for young children to explore physics using a variety of materials right in their own backyard or at the neighborhood or school playground!
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When doing Science experiments and science activities with young children, my main goal is to inspire them to make predictions and critically think about the world around them. You can encourage hands-on science exploration right in your neighborhood or own backyard. In this easy science activity for kids, children use a playground slide as a ramp (or inclined plane) and explore the speed of various objects sliding down it. Such a simple and fun way for young children to explore physics!
Exploring Ramps and Friction with a Playground Slide
Materials for Playground Science Activity
- Slide (Find a slide at your local playground or use one in your backyard like this.)
- Various objects (You can use natural materials like pinecones, sticks, and rocks, or things from your home.)
- Optional: Stopwatch or timer on your phone (Here’s a set of 6 timers for kids if you’re doing this with a class.)
Procedure for Exploring Friction and Ramps on a Slide
1. Gather materials to roll down the slide. We walked around the park and found things like a pinecone, various rocks, and a stick. You could also use things from home or that you wore to the playground- maybe a baseball cap, sunglasses, a toy car or a shoe.
2. Climb up the slide with your items. Have a partner near the bottom of the slide with a stopwatch or timer. Make sure you are to the side of the slide and a safe distance away and that no other people are nearby. (Do not stand directly in front of the slide. Items can launch off the bottom and hit you- especially heavy items like rocks.)
3. Time how long it takes the first item to get from the top of the slide to the bottom. Do this with the other items. Why do you think the amount of time is different for each item? How long do you think it will take you yourself to get down the slide? What about your friend or parent?
What’s Going On?
Gravity is pulling the items down the slide, but there’s another element of physics in play- friction (or resistance). The force of friction results from two things rubbing against each other- like a pinecone and the slide. Friction works against gravity to slow items as they go down the slide. Each item going down the slide creates a different amount of friction (depending on many variables) to affect its speed.
Want to go even further?
Even more related activities to inspire creativity and critical thinking for various ages.
- Try this activity using different types of balls: like a tennis ball, ping pong ball, and a golf ball. Which do you think will travel the longest distance past the edge of the slide? Why do you think this? Test it out! Measure the distance each ball traveled.
- Invite children to create a chart to record their findings. This is a great way for kids to learn to organize their results and be able to analyze them later on.
- Try to find items that will not roll down the slide. Why do you think they won’t roll down the slide while other items do?
- Brainstorm why understanding friction is important in everyday life. For instant, what would happen if our shoes were smooth with no traction?
- Try climbing up the slide in different types of shoes. Which were easier? Which which harder? Why do you think the different shoes affected how easily or difficult it was to climb the slide?
- Take this experiment home by creating ramps with different textures and see how they affect the speed of toy cars rolling down them. Find the directions here.
- Make your own wooden ramps for toy cars. Explore how the incline of the ramps affect the speed of the cars through play. (These wooden ramps are perfect for outdoor play at home and at school!)
- Use foam core to build your own simple ramp at home. Kids will learn all kinds of physics through play!
Be sure to check out STEAM Kids book and ebook for even more creative STEM and STEAM ideas!


NASA stands for National Aeronautics and Space Administration. It has been a pioneer and leader in the field of organizing space missions. It was established by President Dwight Eisenhower on October 1, 1958. The first ever project “Project Mercury” was announced on October 7, 1958. Freedom 7 was the first manned American spacecraft.
It carried astronaut Alan B. Shepard Jr. and was launched from Cape Canaveral on May 5, 1961. A goal of sending a man to the moon by the end of the 1960s was given by President John F. Kennedy. On July 20, 1969, Neil Armstrong became the first man to walk on the moon as a part of the Apollo 11 mission.
Fast Facts: –
- You will receive a text if the ISS (International Space Station) passes over your location.
- NASA invented invisible braces, scratch-resistant lenses and much more.
- The Apollo astronauts were unable to qualify for life insurance because of the seriously dangerous nature of their jobs.
- It is a myth that NASA spent millions of dollars producing the space pen while Soviet astronauts used a pencil instead.
- Thad Roberts, an intern was arrested and got punished with seven years imprisonment for contaminating stolen moon rocks.
- NASA shows the movie Armageddon as a part of staff training and asks the trainees to identify as many scientific inaccuracies as they can.
- Mira, a dying star is one of the most important discoveries of NASA. This star is currently flying through the universe and shedding matter.
- NASA also has an Office of Planetary Protection.
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Declan, Tobin. " Fun NASA Facts for Kids ." Easy Science for Kids, Oct 2020. Web. 28 Oct 2020. < https://easyscienceforkids.com/nasa-facts/ >.
APA Style Citation
Tobin, Declan. (2020). Fun NASA Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/nasa-facts/
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Music Education programs explore through developmental experiences involving singing, playing instruments, listening, movement, creative expression, and music reading.
Administrative Rule PI 8.01(2)(j)
Wisconsin Education Standards j, k, and l articulates that “music instruction shall be provided in accordance with a written comprehensive music curriculum including developmental experiences involving singing, playing instruments, listening, movement, creative expression, and music reading. Music instruction shall be provided for all pupils in grades kindergarten through 6 and shall be performed by or under the direction of a licensed music teacher. Music instruction including general music, vocal music, and instrumental music shall be available to all pupils in grades 7-12 and shall be taught by a licensed music teacher.”
New Wisconsin Standards for Music Adopted
The Wisconsin Department of Public Instruction went through a transparent and comprehensive process for reviewing and revising the academic standards in music. We are pleased to announce that the State Superintendent has decided to adopt the Wisconsin Standards for Music. Districts are free to consider the standards of their choosing in their work.
Thank you to the writing committee, stakeholders, educators, the State Superintendent's Standards Review Council, and members of the public for the feedback shared to inform this work. For more information about the standards and process, visit the links.
- Wisconsin Standards for Music (Home Page); Wisconsin Standards for Music - Full Set
- DPI ConnectEd: New Standards for Information Technology and Literacy, Music, and Science
- The standards review/revision process
- The checklist used for review of existing/new academic standards to determine if revision or development is needed.
- Timeline for Review of Wisconsin Academic Standards
Specific information about programming and curriculum design is available through Planning Curriculum in Music (2009). You may purchase each guide at DPI Publication Sales or 800-243-8782.


Time Zones Quiz – FREE Interactive Quiz General Knowledge Questions
Enjoy this Easy Science for Kids Time Zones Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Time Zones. You need to answer all the questions to be able to get your score. You can do this fun quiz about Time Zones again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Time Zones.
About Our FREE Online Time Zones Quiz
Our fun Geography quizzes are a free online general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Time Zones Geography quiz helps your kids learn fun facts about Time Zones while enjoying this FREE interactive online quiz.
If your child is interested in learning about animals and the world, or is in a special education program, then this is a easy science activity, with reading comprehension benefits for kids in grade 1-5.
Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun Geography quiz for kids on Time Zones.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or restrict the number of times the kids can read about the Time Zones quiz topic, before they do the actual Geography quiz questions and answers.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers.
You will select the Time Zones quiz answer they think is correct, and at the end you get the quiz score.
Your child can try doing the Time Zones quiz again, till gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about the Time Zones? Check out all our other fun Easy Science Quizzes for Kids and other Earth science fun facts for kids. Visit our Earth Science for Kids all about the Time Zone page. Get lengthy info here.
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Declan, Tobin. " Time Zones Quiz - FREE Interactive Quiz General Knowledge Questions - ." Easy Science for Kids, Oct 2020. Web. 29 Oct 2020. < https://easyscienceforkids.com/time-zones-quiz-free-interactive-quiz-general-knowledge-questions/ >.
APA Style Citation
Tobin, Declan. (2020). Time Zones Quiz - FREE Interactive Quiz General Knowledge Questions -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/time-zones-quiz-free-interactive-quiz-general-knowledge-questions/
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- How To Build a Winogradsky Column and Learn About Soil Science
- Potato Light Bulb Experiment
- How To Use Friction to Pick Up Bottle of Rice
- How To Make Popcorn Dance
- Vinegar and Baking Soda Fire Extinguisher
- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
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One of the hallmarks of successful music educators is their desire to continually seek out ways to "build a better mousetrap."
For example, they look for new rehearsal and conducting techniques, innovative ideas to reach others through advocacy and more effective strategies to enhance recruitment and retention for their school's music education programs.
These and other topics have been addressed in resources provided by the Music Achievement Council (MAC), a not-for-profit organization sponsored by the National Association of School Music Dealers (NASMD) and the National Association of Music Merchants (NAMM). The MAC resources presented below have been created by teachers for teachers to help with recruitment and retention. They are available on the NAMM Foundation Resources for Educators website. The "First Performance Concert" book costs $45 while the rest are available as free downloads:
Available for beginning band or orchestra, these "First Performance" materials help students demonstrate what they have learned in a short 30-minute concert to be presented within the first six to eight weeks after picking up their instruments. The package features sheet music, programs and a script that can be read by the school principal, a band parent or other invited emcee.
The timing of "First Performance Concert" creates excitement for parents and students alike, inspiring young musicians to practice more because they have quickly learned the satisfaction of a well-prepared show.
To further encourage retention, you can involve high school students as ushers, hosts or guest performers. In the case of band, a surprise appearance by the high school marching ensemble just prior to the conclusion of the show might be an impactful way to provide beginners and their parents with the "long view" of the music education program.
One of MAC's most successful resources, this booklet compiles ideas and practices of music teachers, music dealers and the music products industry, including the following two key concepts:
This guide covers 24 topics that fall under four general areas: The Classroom, The Business Side of Teaching, Telling the Story and Supporting Music Education. Many tips include supplemental videos from directors who explain how they have implemented the specific concepts.
The transition from middle school to high school has been repeatedly identified as being the most crucial period in retaining students. The key to successful retention is action.
This publication provides strategies that directors, parents, principals, music supervisors and even the students themselves can implement to create a more seamless changeover as musicians advance from middle school to high school programs.
5. Bonus: Be Part of the Music
In addition to the tools provided by MAC, check out the Be Part of the Music website created by Scott Lang. This collection of written content and video materials provides information for students and educators segmented by band and orchestra as well as by middle school and high school.
This article originally appeared in the 2017 V4 issue of Yamaha SupportED. To see more back issues, find out about Yamaha resources for music educators, or sign up to be notified when the next issue is available, click here.


Even before Congress declared "The Star-Spangled Banner" the official anthem of the United States in 1931, its complicated melody and soaring pitches were controversial.
The composition, argued the Music Supervisors National Conference in 1930 (now the National Association for Music Education), "was too difficult a musical composition to be rendered properly by schoolchildren, informal gatherings and public meetings where the singing of the national anthem [is] appropriate," according to a 1930 New York Times article.
Although Francis Scott Key penned the words in 1814 during the War of 1812, the melody is actually much older. It's based off an 18th-century British pub song called "To Anacreon in Heaven." That's right: a song to be sung whilst drunk. Listen here (audio, and inspiration for this post, via the National Museum of American History).
The song had been the de facto anthem since President Wilson ordered it played at military events. But many were not happy with merely codifying what had become complacency. A 1927 New York Times editorial, "Wanted, A National Anthem," voiced the common concerns. (Find more historical Times shade-throwing here.)
Both the words and the tune of that song are admittedly unsuitable for the purpose of a national anthem; and their acceptance is a strange instance of the hit-or-miss fashion in which a national anthem is sometimes made. The verses by Francis Scott Key describe a comparatively unimportant incident of the War of 1812.
It then goes on to explain why "To Anacreon in Heaven" is an unsuitable melody:
It is too elaborate in structure for a popular anthem, and is likewise of such a wide compass as to be singable by a mixed assembly only with some difficulty.
The Times preferred a song that could be more easily sung in "a fit of enthusiasm" — although, if a drinking song isn't meant to be sung in fits of enthusiasm, what is?
Many patriotic songs in the American playlist have origins in recycled tunes. "The Battle Hymn of the Republic" has its melodic roots in a folk song, "John Brown's Body." "My Country Tis of Thee" is a direct rip of "God Save the Queen," the British national anthem. This historical remixing underscores a sense of America as a melting pot, that old ideas turn new (although sometimes that appropriation is for the worse).
"The Star-Spangled Banner" may be tough to sing, but when it's sung correctly, it makes for a transcendent, powerful moment.
We want to hear what you think about this article. Submit a letter to the editor or write to firstname.lastname@example.org.


Science as inquiry and mathematics as problem solving are conjoined fraternal twins attached by their similarities but with distinct differences. Inquiry and problem solving are promoted in contemporary science and mathematics education reforms as a critical attribute of the nature of disciplines, teaching methods, and learning outcomes involving understandings, attitudes, and processes. The investigative and quantitative processes involved in scientific inquiry include seeking problems, identifying researchable questions, proposing hypotheses, designing fair tests, collecting and interpreting data as evidence for claims, constructing evidence-based arguments, and communicating knowledge claims. Within this empirical context, science and mathematics come together to solve problems with evidence, construct knowledge claims, communicate claims, and persuade others that the claims are valid and useful. This study examined the intersection of inquiry and problem solving and the use of mathematics in 26 extracurricular open science inquiries. The category and the appropriateness of the mathematical procedures revealed these students used measurement, numeracy skills of counting and calculation, and tables and graphs in their science inquiries. It was found that most measurements in the science inquiries were used appropriately, but there is room for improvement with other mathematical procedures that involve higher-level thinking skills, such as analyzing and calculating numerical data and interpreting graphs and tables. The findings imply that mathematics and science are connected in inquiry and should be extended to solve real-life problems and that instruction should emphasize comprehending and interpreting data. Copyright © 2013 National Science Council, Taiwan.
|Journal||International Journal of Science and Mathematics Education|
|Early online date||May 2012|
|Publication status||Published - Apr 2013|
CitationSo, W. W.-M. (2013). Connecting mathematics in primary science inquiry projects. International Journal of Science and Mathematics Education, 11(2), 385-406.
- Numeracy skills
- Science inquiry


Now more than ever, music and learning is an escape of the harsh and bleak reality our world faces in the era of COVID-19. As a piano teacher in Sutton and online, I've seen the fear and impact the pandemic is having on school education and the creative industry.
In the UK, schools closed their doors to students, moving towards online learning. This has not been a successful transition for all schools. Arguably private schools, whom have access to more resources and smaller class sizes, have been able to provide a balanced number of live online lessons, online lesson material and assignments. Less well resourced schools, with staff stretched thin due to both teaching online and in-person to key worker children, have provided a poor online substitute. Their version of online school is just setting assignments and expecting the students to manage their own motivation and time to complete this.
It's likely that having such as extended period of time away from structured education, will result in an education gap between families able to support the student at home. Not all students have families who are well-educated, with financially stable incomes and able to work from home to balance their jobs and home-schooling.
Thus private tuition becomes more important than ever to give children individual and focused support. Whether academically or musically. In particular, music education serves as a source of fulfilment, mental health support and method to connect with other people. Music transcends language, race, religion, age, sex, social class and politics.


Lovely Mixing Paint Colors Preschool
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This no mess color mixing activity is sensory fun.
Mixing paint colors preschool. Stamp 2 colors to make a 3rd color and strengthen fine motor skills too. Posted dec 29 2018 7 04 am by heather the process of mixing two or more paint colors together combines science and creativity in a simple art activity. As a class make a color mixing chart by using a large piece of poster board and colored markers. Make rainbow roads by driving cars through puddles of paint.
Preparing for the color mixing preschool activity to prepare for this activity you will need to make colored ice cubes in each of the primary colors plus black and white. The idea of mixing two colors to form a new color is somewhat of a complex concept for preschoolers. In the past we ve done this in cans rolling them across the floor. Color mixing with turkey basters.
Feb 25 2014 explore alessandra morrone s board colour mixing followed by 185 people on pinterest. Color mixing with play clay. These color mixing activities are all fun ways for children to learn about colors as well as get a chance to be what i call a color scientist. Mixing paint colors preschool activity tagged painting science.
Use more drops of yellow than of darker colors like red and blue for best results. Color mixing with ice cubes. Hold up to pieces of florist paper in primary colors so that children can easily see them. Whenever i do color mixing with young children i try to make the process of learning one that is memorable.
Color mixing with baking soda and vinegar. See more ideas about color mixing preschool art preschool colors. Preschool color mixing paint each hand a different primary color then have the child rub their hands together to discover what color they make. One of our favorite process art activities with lots of action.
They fit perfectly in the children s hands as they shook the bottles back and forth to mix the colors. No mess shaving cream color mixing. Toddler and preschool color mixing activities. This time i decided to use some recycled plastic bottles.
From this simple colour mixing activity the boys used all kinds of and complex thinking as well as other skills and strategies. A little green our color mixing project continues to excite us at art and soul preschool. This activity is a fun way for kids to explore colors while painting patterns and designs. A favorite preschool color mixing activity is blending 2 colors in some sort of container.
Fill an ice cube tray with water and add a few drops of food coloring to each space. While it may be easier to understand that red and white make pink it s just not as easy to remember that blue and red make purple.
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Kindergarten Letter Logic Phonics and Reading Workbook 1
Kindergarten Letter Logic Phonics and Reading Workbook 1 follows the sequence of the Kindergarten Letter Logic Online Course For lessons 1 to 80. Teacher directions are included in the course PDF files. The workbook is not required for the course if students simply do online activities. Samples are included in the course to help decide if the workbook is helpful for your student.
The workbook is a gentle introduction to phonics instruction. Uncluttered pages help the teacher direct the student to the important elements. Activities focus on phonics instruction beginning with letter sounds and progressing to using phonics to read words and sentences. Weekly assessments monitor and record progress. Colorful, yet simple illustrations capture the child's attention without distracting from the learning task.
Most words follow the short vowel consonant-vowel-consonant pattern (C-V-C).
Workbook 1 covers lessons 1 to 80.
Our books don't flop closed! The plastic coil bound "write it don't fight it" book format folds flat for ease of use.


This course is ideal for learners who are interested in learning about the early years sector as part of a balanced study programme. It is intended as an Applied General qualification, and is equivalent in size to 1 A level. It supports access to a range of higher education courses, possibly in the early years sector, if taken alongside further level 3 qualifications. No prior study of the sector is needed, but students should normally have a range of achievement at level 2 in GCSEs or equivalent qualifications.
Who is this course aimed at?
Because the Pearson BTEC Level 3 National Extended Certificate in Children’s Play, Learning and Development is generally taken alongside other qualifications as part of a two year programme of learning, students will be able to choose a wide range of degree programmes to progress to. The qualification is intended to carry UCAS points and is recognised by HE providers as contributing to meeting admission requirements to many courses. The courses available will depend on the other subjects chosen, but for students interested in a course linked to the sector the following are possibilities:
- BSc (Hons) in Paediatric Nursing, when taken alongside, for example, Pearson BTEC Level 3 National Extended Certificate in Applied Science and A level Psychology
- BA (Hons) in Childhood Studies, when taken alongside, for example, A levels in English and Psychology
- BA (Hons) in Primary Education, when taken alongside, for example, A levels in English Literature and History.
What will you learn?
Students taking this qualification will study the following three mandatory units:
- Children’s Development
- Development of Children’s Communication, Literacy and Numeracy Skills
- Play and Learning.
- Keeping Children Safe
- Children’s Physical Development, Care and Health Needs
- Working with parents and others in Early Years
- The Early Years Foundation Stage
BTEC Level Three
No prior study of the sector is needed, but students should normally have a range of achievement at level 2 in GCSEs or equivalent qualifications including English, Maths.
How is the course assessed:
You are assessed by BTEC exams and also by assignments set by the college.


The course, mathematics for Educators II, is the second of a two part of a course intended for elementary education students. It is a five week course and we studied the basic ideas of mathematics that could be taught in the classroom. I feel that I have learned a lot in this course in the past five weeks. The focus of part two of this class was measurement, geometry, probability and data analysis. Data analysis and probability are the first concepts tackled in this course. I learned that probability can be determined experimentally or theoretically.
Sample space, events and the Law of Large Numbers are covered as well, this lead into the Multiplication Rule for Probabilities and a short study of simulations. Other topics covered were odds, expected value and conditional probability. I learned that different types of data can be interpreted through the use of graphs, tables and charts, pictographs, line plots, stem-and-leaf plots, frequency tables, histograms, bar graphs, line graphs, pie (circle) charts, box-and-whisker- plots and scatter plots are thoroughly discussed as well as mean median and mode.
The last topic of discussion in this chapter is the misuse of statistics and ways to avoid it. By the end of the first week the student should be able to apply the basic concepts of probability, use the appropriate methods to analyze data and develop inferences and predictions based on the data. In the second week of class we covered applying characteristics and properties of two- and three-dimensional geometric shapes in problem solving as well as Identifying geometric figures and shapes based on mathematical arguments.
We also covered using visualization, spatial reasoning, and geometric modeling to solve problems. Week two we also did an individual assignment to help us understand geometry. Week three we covered the application of geometry using chapters 10 and 11. We analyze geometric definitions and relationships including congruency, triangle properties and triangle inequalities. Circles and arcs are another concept studied as well as proportions between parallel lines and congruent segments.
This helped me to study similarity and proportions between polygons and triangle. At the end of week three I was able to specify locations using coordinate geometry, describe spatial relationships using coordinate geometry and use symmetry to analyze mathematical situations. In week four we covered Identify the relevant attributes of objects when solving problems as well as applying appropriate techniques, tools, and formulas to determine measurements.
In week five we synthesize the mathematics concepts addressed in this course. As a team we worked on a power point dealing with a three dimensional shape and we discussed the surface, faces, sides, volume as well as vertices. As a student in this class, I have found it to be very empowering. I have learned that it will take patience, the ability to break large concepts into small pieces that are easily understood, and a sense of humor to develop into a math teacher.
I say develop because it will take time and lots of trial and error to get to that stage. If I could change something of mathematics instruction, I think the only change I would try for is for teachers to not take themselves too serious all the time and for them to make sure that their students know that their questions need to be asked, no matter how silly or insignificant they may seem. There is no such thing as a silly or stupid question.


Students will experiment with techniques for mark-making and creating textures with paint inspired by the style of László Moholy-Nagy and the Bauhaus.
Sturdy paper, cardboard, canvas board or burlap as a painting surface, paint (either tempera or acrylic), a variety of paintbrushes, paint smocks/shirts
Optional: toothpicks, paper clips, compass or other items to scrape away paint
László Moholy-Nagy was born to a Jewish family in Hungary in 1895. His artistic talent and curiosity continued to develop during an uncertain childhood. He documented his life experiences, which included war, with drawings, watercolors and writing. His unique approach to art education supported the mission of the Bauhaus art school which was devoted to uniting fine art with functional craft and design for the betterment of humanity. Maholy-Nagy was noted for his “relentless experimentalism” because of his pioneering work in painting, drawing, photography, collage, sculpture, film, theater, and writing. Though most well known for his work in photography, Moholy-Nagy understood the importance of art as research and experimentation, which guided his teaching philosophy and belief that “everybody is talented.”
Show students this painting by Moholy-Nagy.
You may want to show a few examples of Moholy-Nagy’s paintings to help students find similarities and understand stylistic characteristics in his work. Or explore this artwork in the 360° virtual tour The Bauhaus, László Moholy-Nagy, and Milwaukee.
- What kinds of shapes do you notice in this artwork?
- How would you describe the color in the artwork?
- What kinds of marks or textures do you notice?
- Do you think these works of art could be experiments? Why or why not?
- How is creating art similar to experimenting?
- Decide on a large geometric shape to be the focal point on the paper, not necessarily in the center. This shape can be made by tracing an object or using a ruler.
- Using simple lines, divide the main shape into smaller parts, but nothing too small, as each section will be painted in.
- Extend one of the lines outside of the shape to divide the paper or board into two main parts.
- Set out a variety of paint brushes and painting tools as well as a variety of paint colors including black and white. Students can also bring in items or tools to paint with and add to the variety of their marks. (You may want to limit the colors to primaries plus black and white to encourage experimentation.)
- Allow students to experiment with the different marks each painting tool can make. Each section of the composition should be filled in a new way. (use the handle of the brush, try a palette knife, scrape some paint away to leave a texture, etc.)
- Encourage students to explain, in small groups, techniques they tried in their composition. Perhaps they can use ideas from peers to expand the ways they are making marks in their work.
- Students can use one color for their backgrounds and perhaps keep the direction of the mark the same in both sections, but use two different tools, much like that of the Moholy-Nagy inspiration painting.
- Ask students to title their work. They may want input from peers to do this. Then decide together how work will be displayed. Ask students to decide how artworks could be grouped together for display.


FREQUENTLY BOUGHT TOGETHER WITH MELISSA AND DOUG SELF-CORRECTING NUMBER PUZZLES
MELISSA AND DOUG SELF-CORRECTING NUMBER PUZZLES DETAILS
1, 2, miss a few, 99, 100.
- Not quite up to 100, but definitely 1-20, self correcting wooden number puzzle cards.
- With an illustration of groups of numbers ranging from 1-20, the children are encourage to find the corresponding numeral to match.
- As there is only one piece that matches each illustrated card, children can gain a sense of accomplishment by completing it on their own.
This 40 piece colourful number wooden puzzle set comprises of numerals, as well as an illustration of groups of numbers ranging form 1-20. With self correcting pieces, children can match the pieces with early numeracy skills, using trial and error. With encouragement and interaction from a carer, children can learn to 1:1 count, recognise numbers, describe what illustrations are on the corresponding cards, count forward and back, as well as many other skills, all while having fun.
Whats in the box
- 40 Wooden Puzzle Cards
- 20 Numerals
- 20 Illustrated Cards
- Fine Motor Skills
1, 2, 3, it's as easy and A, B, C.
MELISSA AND DOUG SELF-CORRECTING NUMBER PUZZLES CATEGORIES
Melissa and Doug Self-Correcting Number Puzzles appears in the following categories:


Phonics Instruction and Alphabetic Understanding
The We All Can Read Program systematically introduces the phonetic foundation of English; students learn that words are made up of letters that represent sounds. Section One of our core book teaches the sounds of the individual consonants and the short sounds of the five vowel letters. In addition consonant blends and the major consonant digraphs or consonant teams such as ch and sh are presented. Section Two introduces the most common vowel teams and the six major syllable patterns that indicate what sounds vowels will represent. Section Three explains syllable division, introduces the remaining vowel and consonant teams, and teaches students how to read and spell multiple syllable words. Section Four provides a succinct review of the sounds of the English language and the letters and letter teams that represent those sounds. Section Five contains a comprehensive spelling program that lists 2,400 of the most commonly-used words in the English language. These words are used to review and consolidate the principles covered in the first four sections of the program and to teach spelling skills.
Special Features of the We All Can Read Program
• Nonsense words are used throughout the first two sections of the book to teach phonics. A nonsense word as its name implies is a made-up word that has no meaning. Nonsense words are vital when working with students in third grade and beyond because many of these students have memorized hundreds or even thousands of words and yet have little or no knowledge of phonics. No purpose is served by having students call out or spell words they have long ago memorized. Since many older students and adults have already developed a sight reading vocabulary, the best way and in many instances the only way to teach them phonics is by presenting them with words they have never seen before. As an example many students will recognize the word chimp but will not be able to pronounce or spell the nonsense word chilst unless they have learned the sounds represented by the individual letters and letter teams contained in that nonsense word. The We All Can Read Program contains thousands of nonsense words in nonsense word lists,nonsense sentences, and nonsense short stories. (PDF files)
• The introduction of words is carefully sequenced. Words are used in lessons only after the phonetic principles governing their pronunciation have been introduced. View the Table of Contents from our core book. (PDF file)
• Constant review is built into the course. Once a principle is initially taught, it is systematically reinforced with review lessons that are strategically spaced throughout the remaining exercises. In addition twenty-one Mastery Check Word Lists are published in the book to insure that the student has mastered each level prior to proceeding to subsequent and more challenging levels. View Mastery Check Number One. (PDF file)
• Each of the twenty-seven units in our program contains on average hundreds of words that illustrate and reinforce the concept that is being presented in that unit. Because phonics involves mastering a sequential set of skills, students often require a great deal of repetition before they are able to master each skill. All units in the program contain thousands of words to insure that all students are presented with enough material to apply and master the instructional principle introduced in that unit.


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In today’s world, no society is culturally homogenous. People have migrated and settled in different parts of the world currying along their cultural ideas and practices. This diversity is thus present in every society and every classroom. In this regard, understanding learners cultural diversity help in make a teacher responsive to the learners needs. The key points in the assigned readings on “Understanding learners and their cultural backgrounds” are as noted bellow.
In Gallavan’s “Helping teachers unpack their ‘invisible knapsacks” the key point is equipping teachers with knowledge and increasing their confidence, competence and preparedness that will bring about the needed variety of approach towards all learners, learning institution and classrooms (Gallavan, 2005). “Home/school communication for literacy development” by Schmidt Patricia and Izzo Andrea is mainly concerned with importance of self knowledge in appreciating cultural differences; it thus emphasizes understanding oneself a core for understanding others., thus provides a modality for strengthening the links between community, homes, schools, and classrooms through the understanding of cultural diversity (Schmidt & Izzo, 2003). In the third reading “Educating Teachers for Diversity: Elements 9 and 10” the key point is that teacher must be educated on how to embrace diversity, and that this can be best achieved by teacher forging strong interpersonal relationships with the learner.
Based on my experience, I can incorporate the information share in this reading in various ways. First I will us Gallavan’s ideas to create a classroom and learning instructions that address the challenges diversity. The classroom and instructions will embrace diversity. With Schmidt Patricia and Izzo Andrea ideas, I will incorporate the understanding of the learner’s communities, and cultural background to create instruction that forester corporation among the learner enabling them to understand themselves and thus appreciate each other’s cultures. Finally, based on “Educating Teachers for Diversity: Elements 9 and 10” I will ensure the classroom activities encourage students to corporate with me (as their teacher) to develop a strong interpersonal relationship and use my understanding of their cultural backgrounds to create teaching instruction that embraces diversity.
In sum, cultural diversity is part of our society, and teacher must embrace it and understand the cultural and educational need of individual learners. The readings collectively provide a modality of teachers understanding the learners’ need which are influenced by their cultural backgrounds. To incorporating them in classroom, I will create a classroom and learning instructions that forester collaboration, and provide me with an opportunity to understand every leaner as well as allow learners to discover themselves and understand and appreciate each other.


These educational programs are informed by the very best research and guided by the National Early Years Learning Framework. This framework describes the principles, practices and outcomes necessary to support and enhance learning from birth to five years of age, as well as the transition into school.
Our educators understand the important impact that early childhood education has on lifelong learning and health.
In each room, our educators provide consistent care and attention to a small group of children. Opportunities for play-based and real-life learning are carefully planned to suit the age of these children. We tailor interactions to meet the needs of each child’s individual strengths, interests and needs.
Your child’s educator will maintain an individual profile for your child, which records their learning and development over time. You’re welcome to discuss your child’s profile with their educator at any time throughout the year. At the end of the year, you’ll be given the learning profile to keep and look back on.
In this room, our educators follow a flexible schedule that is responsive to the needs of each child. We understand how important routine can be to a baby or toddler, so we encourage you to share your home routine with us. We’ll work to maintain a routine that’s consistent with your own.
It’s particularly important for babies to develop a secure attachment with educators who are caring and familiar. Our educators will also build a relationship with your family, with a focus on communication, mutual trust and respect. Every day there will be a written log of your child’s feeding, sleeping and toileting patterns so that you’re fully informed.
The educational program focuses on basic first skills in a safe learning environment, including sitting, crawling and walking. Our care environment is language-rich, with conversation, singing and reading with infants of all ages to nurture language skills.
In our Toddlers rooms, we create a safe and secure environment that allows children to develop their emerging abilities, becoming more confident and independent. A consistent routine and familiar educators build a sense of security, so your child can confidently engage in learning. Socialisation will be gently encouraged and guided to help friendships and empathy form.
Your child’s growing independence is supported by caring educators who will help them take the first steps in toilet training. Our educators will communicate openly with you through conversation, as well as a daily record of your child’s eating, sleeping and toileting.
Our play-based educational program is tailored to each child’s learning needs and interests. Emerging intellectual, social, emotional, physical and language skills are built on and extended.
In our Junior Kindy rooms, educators inspire children to learn, creating play-based learning opportunities that cater to the interests of each child. The educators work to thoroughly understand every child’s development and interests.
These learning opportunities extend on the skills gained in the Toddlers room. We keep a consistent and familiar daily routine where intellectual, social, emotional, physical and language skills are practiced and refined.
Our educators will work closely with you, providing a written daily record of your child’s eating, sleeping and toileting.
At this age, friendships and cooperative play skills develop rapidly. Our educational programs foster these peer interactions to extend your child’s learning.
Rich learning environments are provided to encourage your child to explore and experiment safely. Educators work with each child to understand their development and extend them through achievable challenges. We also use resources and opportunities for children to begin exploring the use of symbols during play, a foundation for later literacy and numeracy skills.
Our educators will continue to work in partnership with you, sharing information about your child’s personality, development and daily routine.
Our Approved Kindergarten Program is designed to help children transition successfully into school. The program is highly-regarded by preparatory teachers at Brisbane schools as one that develops above-average educational and social skills.
The specialised kindergarten program is taught by university-qualified early childhood teachers, who are also trained in the Queensland Kindergarten Learning Guideline. Your child will develop knowledge and skills necessary to begin formal schooling, as well as a passion for learning.
Our kindergarten program offers the flexibility needed by working families. The program is available five days a week, year round.


March 13, 2020
We recently did an interview with a student who was part of a team putting together a conservation magazine for a school project. She asked some great questions! Here are our responses.
Why did you two decide to write Zoology for Kids?
We dreamt of putting our heads together to work on a project that would combine our talents for the greater good. One of us (Bethanie) is a writer and one of us (Josh) is a zoologist, so when we found out about Chicago Review Press’s For Kids series, we thought an animal-science book for middle-grade readers would be the perfect outlet. We’re both passionate about wildlife conservation and educating others about the natural world, and we hope Zoology for Kids and our latest book, Marine Science for Kids, will help ignite that same passion in the next generation.
Also, as we prepared the original pitch for the publishing company, we did a lot of research to find out what was already out there, and we discovered there wasn’t much for older kids and advanced readers who are eager to delve into the fascinating world of zoology in all of its complexities. We hope we’ve created something that will help fill that gap.
What are the biggest threats to animals today?
Simply put, the biggest threat to animals today is us—humans. Humans threaten animals’ habitats, we create pollution and contribute to climate change, and we don’t always follow sustainable farming, fishing, and hunting practices. All of these actions and others threaten wildlife and wild places.
Why do you think it’s so important to educate people about ocean conservation and marine life?
The ocean is so very important to life on Earth. It’s also facing many threats—from acidification to plastic pollution and the list goes on and on, unfortunately. It’s easy to ignore problems facing our planet when we don’t necessarily have to face the consequences (at least in the here and now), so for that reason it’s extremely important to bring ocean conservation issues to the public’s attention. Many people care about marine life, so that’s a great way to start conversations about conservation.
Should zoology be taught more in school?
Yes! But not just zoology. Science in general is a great tool for understanding the world around us, and zoology is just a part of that. It is important for students to realize that anyone can participate in the process of science. When kids understand that they are scientists too, they are free to ask questions and try out hypotheses. They get to explore what excites them and, someday, this could lead them to a career they love. Hopefully, along the way, they’ll also make decisions that are mindful of our impact on the planet.
In our experience, kids are inherently interested in animals, and they often love being outside in nature. For that reason, zoology is often a popular subject, but there are so many ways to study the world around us and help make changes for the better.
Should we be teaching these things from early on, what are the benefits?
Absolutely. If we raise kids who care about animals and the future of our planet, then we are doing ourselves a great favor. Kids who learn about the importance of healthy ecosystems early on are more likely to choose to live more sustainable lives and, eventually, teach their own children to do the same.
What are other environmental lessons we should be teaching our children from an early age?
One of the best lessons we can teach our children is that everything they do has an impact on the environment—for better or worse. We can do this not only by talking to them but also by modeling sustainable behaviors. For instance, families can work together to reduce their use of single-use plastics, grow their own food, or volunteer for a local conservation organization.


The numeracy action plan is in place to improve the Numeracy of all pupils at Hutton Grammar School. As parents and carers you have the responsibility and opportunity to enhance the Mathematics that your son uses in life and across the curriculum at Hutton Grammar School.
The information provided here is to act as a guide about what we do at school to help and support pupils alongside information on where further help is available if you require it.
If there are any questions please do not hesitate to contact Mr Scrivener.
Numeracy in Form
Each week a numeracy activity is shared to all teachers. This resource can be used in form to supplement the Mathematics and Numeracy that happens across all aspects of the curriculum at Hutton.
Example tasks are available on the site and in the past have varied. Examples include problem solving with the cost of pancakes, understanding the shape of the new £1 coin and quizzes about famous Mathematicians.
Numeracy in Mathematics
Numeracy is key to many aspects of Mathematics that use numbers and rules. Within Mathematics lessons we try to promote good practice of Numeracy skills.
Key areas include but are not limited to;
- Proficiency in mental arithmetic,
- Being able to present formal written methods,
- Being able to explain what is happening not just being able to produce an answer.
Additionally support is offered through intervention outside of the class, referral to Maths Club and key skills tests to certain classes. The latter is only in a trial period before we look to roll it out across more classes.
Additionally pupils have access to sites including My Maths with their own unique log on. We try to emphasise tasks for pupils to be aware of.
Numeracy across the Curriculum
Numeracy is important and should, wherever possible, be used within all subjects to enhance and build a pupils knowledge.
We are currently looking in to how we can increase the awareness of Numeracy and what initiatives that we can introduce to help promote Numeracy across all departments.
Help and Advice
We appreciate that many parents and carers like to offer help and support to pupils who may be experiencing difficulty with their work. We also understand that it may have been many years since the last time you did some Mathematics.
We are here to help in that respect and are in the process of creating a toolkit that will help you to help your pupils.
In the meantime there are things you can be doing. Some options include;
- Signpost your son to Maths Club on a Monday/Friday lunchtime.
- Ask your son to search for the topic on the My Maths website. (Link below)
- Ask for help from a teacher by email or by using the Hutton Maths Twitter account. (Link below)
- Use other internet resources for help. A quick internet search will reveal many established Mathematics sites with help from other teachers.
My Maths: https://www.mymaths.co.uk/
Hutton Maths Twitter: https://twitter.com/huttonmaths
BBC Bitesize: http://www.bbc.co.uk/education


Dept. of Sport Sciences, Malmö University
Current recommendations for physical activity in children focus on the quantitative aspects of physical activity and health-related components of physical fitness. The importance of motor skill acquisition early in life is often overlooked, which may limit qualitative aspects of interventions, such as motor skill development, socialization and enjoyment of exercise. The aim in this article was to present current knowledge regarding effects of physical education (PE) programs and motor skills practice on cognitive function and scholastic performance. Searching for reviews and meta-analyses was done in ERIC via Ebsco, Google Scholar, MEDLINE, PUBMED, PsycINFO, SPORTDiscus, Summons, and Research Gate. The main findings show that cognition is grounded in perceptual-motor experiences within social and cultural contexts and perceptual-motor behaviors can facilitate readiness to learn and scholastic performance in school. Motor skill screening provides a valuable tool for identifying children in need of adapted support in motor skill development. Motor skill observations are recommended at school start to increase the predictability of later achievement. Specific ‘adapted’ interventions should be offered to children with motor skill deficits in order to benefit motor development and motivation for participation in physical activities.
INGEGERD ERICSSON is an associate professor in Sport Sciences at Malmö University. She is an educated teacher in Physical Education and in Special Needs Education. In 1984 she started MUGI (Motor Skills Development as Ground for Learning) and was in charge of the pedagogical research in the Bunkeflo project – a health promoting lifestyle (also known as the Pediatric Osteoporosis Prevention study). Ericsson’s doctoral thesis Motor Skills, Attention and Academic Achievements was published in 2003. Information on MUGI motor skills observations and PE research can be found on www.mugi.se.
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