Featured Videos / Presentations
Dual Language Learners and Early Literacy (recorded webinars, October/November 2019)
Early childhood education and care programs across Pennsylvania are experiencing an increasing level of linguistic and cultural diversity among the children they serve. Dual Language Learners (DLLs) – young children who grow up speaking more than one language at home and in the classroom – bring to these classrooms unique learning strengths, experiences, and challenges. This three-part webinar will address evidence-based teaching practices in language acquisition and literacy development for DLLs and ELs in Pre-K to Grade 2 settings.
English Learners in an MTSS Framework: Guidance for School Psychologists Parts I, II, and III - held in the fall of 2018:
- Part I: How Does the Emergent Bilingual Brain Work?
- Part II: Examination of Exemplary Teaching Practices in Early Childhood Programs for DLLs and ELs
- Part III: Family and Community Engagement in Early Childhood Programs for Diverse Learners
Evidence of Language Use: Progress Monitoring for English Learners in Multi-tiered Systems of Support (recorded webinars)
- Part I: Federal and State Policies, Procedures, and Resources Regarding the Education of English Learners
- Part II: What School Psychologists/Counselors Need to Know About Progress Monitoring and Language Instruction Educational Program Effectiveness
- Part III: Culturally Responsive Practices and Its Impact on the Linguistic, Academic, Social, and Emotional Development of English Learners
The Language of Mathematics and English Learners in an MTSS Framework - held in the spring of 2017
- Part I: 1/10/18 State-Required Reclassification, Monitoring and Re-Designation of English Learners
- Part II: 1/17/18 Targeting Progress Monitoring of Language Use for English Learners
The workshop presented strategies and tools to enhance teachers’ understanding of language development and their ability to treat the language of mathematics as a resource for learning mathematical concepts in an MTSS Framework.


In elementary maths education literature, they distinguish multiple concepts that rational numbers are used to represent: fractions, quotients, ratios, rates, and possibly more. These words seem to be used to refer to the concept, rather than to the number itself per se. For example, when they say "fractions" they are referring to part-whole relationships, and the numbers themselves are rational numbers.
Most high-school and university teachers don't distinguish between all of these though. When we say "fractions", we normally mean simply numbers produced via division.
I myself am not completely sure on the definitions and usages of these words in an elementary education context. For example, I don't know if it would be considered bad to say "Find the rate of change of volume with time and express your answer as a fraction."
My question is twofold:
In the elementary maths education context, what are the definitions of these words, and how are they used?
Is it important or useful to distinguish these words in this way for maths learners, or are they simply words we use to describe the concepts to ourselves in papers etc? - for example, should the word fraction always have a part-whole concept attached to it even when we use it with learners?


Guide and Service Dogs Worksheet – Free Word Search Game Activities for Kids at Home
Guide and Service Dogs Worksheet – Download our fun yet educational FREE word search game activities for kids at home. You can use our free worksheet for fun homeschooling science lessons or early learning science activities with kids. This science worksheet can be printed and used at no cost.
Our free dogs words search worksheet is appropriate for kids from Preschool until Fifth Grade. This word search game activity is a great way to engage kids interest and teach kids at home fun facts about guide and service dogs.
Kids in Elementary school from Grade One up to Grade Five can enjoy the free word search game about guide and service dogs as an enjoyable fun reading comprehension activity. Children shall learn well and remember what they read, because they will probably need to read a few times the fun facts about guide dogs to find the hidden missing words.
Younger kids in Kindergarten and Preschool who do not yet know to read and write can use our free word search activities worksheet as an interesting listening comprehension game. Parents or educators can read the guide and service dogs fun facts and then ask the children to recall what words are missing. The young kids can also enjoy the hidden words puzzle while they learn to find and recognize letters and words.
Parents homeschooling their kids can use our worksheet all about guide and service dogs to spend quality time interesting their kids in science and teaching their kids about guide dogs.
Teachers can utilize the fun facts about guide and service dogs worksheet to gain kids attention during science lessons and to make learning about guide and service dogs enjoyable for kids.
EasyScienceforKids.com is a great fun science for kids site with many free to print out science worksheets. We offer many easy science activity sheets, free word search game activities and hidden word puzzles.
Guide and service dogs help people with disabilities. These dogs go through very special training to help guide blind people or sick children. It costs around $20,000 to train a puppy to be a good guide dog. Learn more fun facts about guide and service dogs by downloading this free word search activity sheet!
FREE Guide and Service Dogs Worksheet for Kids
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BOSF Forest School: Rachel Takes Brave Steps towards Independence
Text by: Communication Team in Nyaru Menteng, Central Kalimantan
December 2, 2020 — Orangutans acquire many important skills throughout the rehabilitation process, as they work to grasp the workings of life in the forest. Orangutans must learn how to identify trees, climb them, and build nests in them, in addition to the very foundational skills of how to forage for food and how to identify and avoid dangers.
In Forest School, young, orphaned orangutans learn a lot from the surrogate mothers that work to fill the educational role that their real mothers would be played in the wild. As the orangutans age, they start to learn more and more from their peers. This is exactly how Rachel, a 5-year-old female orangutan at the Nyaru Menteng Orangutan Rehabilitation Centre in Central Kalimantan, has begun to refine her skills – by observing and copying Jessi, an older peer and avid climber.
One day, Jessi climbed up a large tree with Rachel following closely behind, moving from branch to branch. It was around noon when the scorching heat made Jessi feel thirsty. She climbed down to the forest floor to grab a drink from a surrogate mother, who promptly called over the other members of Group 3 before Jessi could guzzle down all the milk.
Rachel, who was still up in a tree not far from where the surrogate mother was, heard the call. She appeared thirsty as well, as she immediately started to climb down. But, she seemed to be having trouble getting down, and suddenly stopped moving. She needed to brachiate to make it safely down to the ground, but the branches of the nearest tree were just out of her reach.
Rachel seemed to know that there was only one way down, but she tried to look for other options. Confused, she looked left and right, searching for alternatives. She tried to shimmy down the tree trunk, but it was too big for her to wrap her arms around! Rachel cried out for help, but there was nothing her surrogate mother could do to help her down, aside from encouraging her to keep trying.
Rachel soon realised that if she wanted to get down to the ground, she would have to work out a way all by herself. She again looked around for the nearest tree branch, but was still unable to reach it. Then, she spotted a much smaller branch, and carefully grabbed it. Rachel swung from the small branch over to a much larger one and reached out to grasp it. She repeated this method until she had finally made it safely to the ground. Rachel’s surrogate mother was proud to see her persistence pay off, and welcomed her with the soy milk she had been working so hard to reach.
Always maintain your thirst for learning new skills, Rachel!
Orangutans in Borneo Need Your Help!
Donate Via Stripe
Please support the BOSF Emergency Covid-19 Relief Fund


What Came First? The Chicken or the Egg? I think lack of confidence and motivation in students comes down to this kind of question.
“If my son were more motivated, he would do fine in school.”
“I think she just lacks confidence. That’s why she takes so long to do homework. She’s afraid to do it unless I’m right there to help.”
“School’s not his thing. He’s just not interested.”
“He’d rather play than do his work.”
Many times, we’d all rather play than do our work! And certainly, there are things we are more interested in than others. But when I hear parents or teachers make these kinds of statements, I have to wonder if I’m really hearing about a bright, frustrated student, coping the best he or she can.
If you think about human nature, we gravitate towards things that we are interested in and good at. We feel confident when we know we have the skills or experience to do something. As adults, when we don’t have the skills to do a needed task, we can choose not to do it or hire someone else to do it, but children and teens don’t usually have that option. They are required to be in school and expected to have the skills do the job.
Here’s a student’s job description:
- Sit for long periods of time
- Listen, absorb, and comprehend
- Read, comprehend, and use information
- Think with numbers and be able to manipulate and apply them
- Have good visual organization on the page and good attention to detail
- Clearly express ideas verbally and in writing
- Remember and retrieve information
- Get along with others
- Maintain high levels of attention and focus
- Organize their space and materials
- Manage time both in class and for homework and activities outside of class
- Use a planner
- Show what they know under pressure on tests and in discussions
Most students can actually do most of these things, but you have to admit, this is not an easy job description and there are a lot of foundational skills that need to be in place in order to work successfully and confidently at this level.
The skills needed to be successful in school are what we call underlying learning or processing skills – brain skills such as memory, attention, auditory and visual processing, and self-awareness and control. These are skills that every brain needs in order to learn effectively. These are not skills that are generally taught, but are assumed when students go to school.
If any of these underlying skills are not as strong as they need to be to support the learner, the student will have to work harder or longer than expected. Bright students may find ways to cover or get around these challenges, but it will impact their self-esteem, motivation, confidence, and performance.
So that takes us back to the question: Which came first? The chicken or the egg?
The challenge or the lack of motivation or interest?
The lack of supporting skills or the lack of confidence?
My vote is for the former. In my experience with bright but struggling or underachieving learners, students want to be successful. They know what is expected and when they can’t achieve that as quickly or easily as their peers, they know it, and it chips away at their self-esteem. If it goes on long enough, it may also chip away at their motivation and confidence.
The good news is that the underlying brain skills needed for learning can be developed or strengthened. In our experience, once these foundational skills are supporting the learner as they should, students can go on to thrive at their potential with confidence and motivation.
If you have a bright student who is underachieving or appears unmotivated or lacking in confidence, it may be time to look a little deeper.
To speak to someone about your child or teen,
call Stowell Learning Center at 877-774-0444 or visit us at StowellCenter.com
Jill Stowell, M.S.
Author: At Wit’s End A Parent’s Guide to Ending the Struggle Tears, and Turmoil of Learning Disabilities
Founder and Executive Director – Stowell Learning Centers


Types of STEM Degrees
The cost of a degree depends strongly on the kind of program you’re pursuing and the area of STEM on which you’re focusing. Certificate programs and associate degrees generally cost less than graduate or postgraduate programs, but an undergraduate degree in a field such as astronomy may cost considerably more than an online BS in computer science. Below, we’ll examine the most common types of degrees and what students can expect to learn from each type of program.
- K-12 Teacher
- Elementary Media Specialist
- Associate Degree
An associate curriculum covers the basic mathematical and computing topics required for entry-level jobs in the field; students may also be prepared to enter a bachelor’s degree program.
- Computer Support Specialist
- Radiologic Technologist
- Bachelor's Degree
While coursework varies according to discipline, most undergraduate STEM programs focus on building the foundational skills and theoretical knowledge required for mastery of a subject. Some include specialized learning tracks or concentrations.
- Nuclear Engineer
- Systems Administrator
- Master’s Degree
Master’s programs allow students to focus on specialized aspects of a discipline, combining independent research with advanced coursework. They may also include laboratory, thesis, or teaching components.
- IT Specialist
- Doctorate Degree
PhD program requirements vary considerably between disciplines and can range from research team development to completing a teaching practicum or performing extensive fieldwork. Students typically defend a dissertation.
- Quantitative Analyst
STEM Degree Concentrations
STEM is a broad category encompassing many subfields of science, technology, engineering, and math. The specific major you choose will have an impact on your funding options. While there are many general STEM scholarships and grants available, high-demand areas such as engineering and statistics tend to receive more external funding. Additionally, STEM scholarships for undergraduates are usually less competitive than graduate awards, regardless of a student’s concentration. STEM subfields include:
- Math: This curriculum is heavy in applied and theoretical mathematics, statistics, advanced calculus, and probability. It prepares students for careers in academia or business. Some graduates seek teaching positions, while others become statisticians, financial analysts, or mathematicians.
- Computer Science: Students explore the mathematical foundations of computer science, including logic and proofs, in addition to programming languages and concepts. Common career choices for graduates involve software development and systems analytics.
- Engineering: Depending on the engineering subfield, coursework may cover concepts like fluid mechanics, thermodynamics, and structural analysis. Graduates can choose from a range of engineering careers in diverse fields, including cybersecurity and petroleum engineering.
- Information Technology: IT curriculum emphasizes hands-on learning and prepares students for positions in system administration, software design, and related fields by covering topics in network construction and programming.
How Much Does a STEM Degree Cost?
In addition to your degree type, several other factors influence the cost of a program. Shorter programs, such as accelerated online degrees, are often less expensive than traditional on-campus ones. However, some distance learning programs are offered through for-profit schools that are notorious for frequently hiking tuition rates. In contrast, many nonprofit colleges are able to keep tuition stable and relatively low because they receive regular state and federal funding. Most nonprofit schools are also public institutions, including many state universities, and offer a larger range of degree options. Private colleges have fewer programs but are often viewed as more prestigious. They’re also more expensive, deriving the bulk of their funding from tuition and private donations instead of government contributions.
Financing Your STEM Degree
There are several ways to finance your education, but certain methods save you more money than others. Most students are eligible for some form of federal financial aid, including grants, work-study arrangements, scholarships, and student loans. In contrast to private loans, federal student loans offer lower interest rates and more flexible repayment plans. Filling out the Free Application for Federal Student Aid (FAFSA) form lets students see what types and amounts of federal aid they qualify for. However, to limit your student debt by as much as possible, STEM scholarships should be your first source of aid.
Unlike student loans, scholarships do not need to be repaid. They are monetary awards given to students who demonstrate academic, athletic, or artistic excellence, and there’s no limit to how many you can apply for or accept. While there are specific STEM scholarships for every concentration, you may be eligible for many different types of scholarships.
Types of Scholarships
No matter your background or educational aspirations, you’ll be eligible for certain scholarships. Some are need-based and awarded to students who demonstrate financial hardship, while others are merit-based and reward exceptional performance in a range of fields, from academics to leadership. Still others are offered to specific groups or underrepresented populations, such as scholarships for women in STEM or disabled students. The table below describes some common types of scholarships and which students are eligible to apply for them.


Activity Book 2 for Ages 4-5
Following from Activity Book 1’s sequence of instruction, Activity Book 2 for Ages 4-5 is a companion volume to What Your Preschooler Needs to Know. Designed for parents to enjoy with children, the Activity Book is filled with hundreds of fun-filled, educationally sound, and carefully sequenced activities to help preschoolers learn the fundamentals they need to prepare for a happy, productive time in kindergarten and beyond..
Activity Book 2 for Ages 4-5 is filled with 25 weeks of activities to help preschoolers learn the fundamentals they need to prepare for a happy, productive time in kindergarten and beyond. This book complements the sequence of instruction begun in Activity Book 1 for Ages 3-4.
Designed for parents to enjoy with children, this carefully designed and sequenced activity book is filled with fun-filled, educationally sound activities to help build preschoolers’ skills and knowledge in oral language and early literacy development, early writing skills, understanding nursery rhymes and stories, number sense, science, and art.
While the Activity Books may be used independently, they are especially effective when used with the read-aloud selections in their companion volume, What Your Preschooler Needs to Know: Read-Alouds to Get Ready for Kindergarten.
Includes peel-off stickers and reusable cutouts.


Using Mathematics is one of the three Cross-Curricular Skills at the heart of the curriculum. It is the skill of applying mathematical concepts, processes and understanding appropriately in different contexts. Ideally, teachers will use relevant, real-life situations that require mathematical thinking.
Pupils are likely to acquire and consolidate their mathematical knowledge and skills within the Mathematics and Numeracy Area of Learning. Teachers should also give them opportunities to transfer their understanding, as appropriate, to other contexts across the curriculum.
Pupils can demonstrate their mathematical knowledge, understanding and skills in a variety of ways to communicate, manage information, think critically, solve problems and make decisions.
Across the curriculum, at a level appropriate to their ability, pupils should be enabled to:
- choose the appropriate materials, equipment and mathematics to use in a particular situation;
- use mathematical knowledge and concepts accurately;
- work systematically and check their work;
- use mathematics to solve problems and make decisions;
- develop methods and strategies, including mental mathematics;
- explore ideas, make and test predictions and think creatively;
- identify and collect information;
- read, interpret, organise and present information in mathematical formats;
- use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working;
- develop financial capability; and
- use ICT to solve problems and/or present their work.
Teachers can measure standards of pupil competency in numeracy through the Cross-Curricular Skill of Using Mathematics. Depending on the pupil’s ability, they will demonstrate their competency through structured activities, activities with some structure and activities that require increasing independence.
Teachers can use the Levels of Progression for Using Mathematics as a progression framework for all Areas of Learning. This can help pupils to develop their numeracy skills across the curriculum and acquire the mathematical skills relevant to other Areas of Learning.
Assessing the Using Mathematics skills across the curriculum in a systematic and consistent way can help pupils to manage their own learning and to identify learning targets. It also helps pupils to connect learning from different areas of study. This will embed the independent learning that is desirable at Key Stage 4 and post-16.
See Assessment and Reporting at Key Stage 3 for more details.
For more information on Using Mathematics, contact:


Critical thinking skills are an increasingly important element of elementary education, but teaching them can often be a challenge for elementary school teachers. 2 December 2020, 17:00 CET. Critical thinking should be encouraged. REGISTER. The vital goal of education is to promote critical thinking in … Traditional concepts of learning are loosing its charm. Text based passive learning is giving way to active thinking and learning process. This interactive session will explore critical thinking in higher education. In education, critical thinking is not a new concept: at the beginning of the last century Dewey identified the need to help students to ‘think well’ (Dewey, 1910). The session will begin with Prof. Antonella Poce, and Dr. Maria Rosaria Re exploring the role of museums and digital storytelling in the development of student’ critical thinking skills in the University of Roma Tre. An ability of critical thinking. Instead, it develops in students over time with the increase of knowledge, cognitive development, and experience.Use each of these methods and strategies to different degrees for students in elementary through high school. 12 ways to develop critical thinking skills in students. Critical thinking encompasses a broad set of skills and dispositions, including cognitive skills (e.g. | Photo Credit: Freepik One of the ways to do so is to develop critical thinking, which can be achieved by exposure to a wide variety of literature From what critical thinking is to how to incorporate it into everyday lessons, we examine the essentials of … EDEN NAP webinar. It’s important to note that critical thinking doesn’t happen all at once. Critical reading creates critical thinking.


Our hearts go out to all who have been infected by COVID-19 and those whose lives have been disrupted by this pandemic. We’ve compiled these online resources, including tips for talking to children and resources to support children’s learning during this time.
8 Tips for Creating Homemade Books
A powerful way to interest young children in reading books is to make books about their routines, families, life events and vacations. It’s a keepsake for you and a conversation starter for your child. It’s also an inexpensive way to help your child learn to love books.
Rich conversations help to build your child’s language and literacy development. Try the following activities the next time you are doing a load of laundry.


Projects per year
This article brings together performers, researchers, practitioners and educators to discuss approaches to and experiences of singing in Australia. The impetus behind this article was a round table discussion, "Why Sing?", presented by the authors at the 31st International Society of Music Education Conference, Porto Alegre, Brazil, 2014. By linking practice and research in specific contexts, the authors address the reasons as to why some people sing, the roles and purposes of different types of singing, what motivates some to sing, and how to effectively communicate through singing in particular contexts. In the discussion and in relation to particular contexts, expressivity through singing (personal and collective), creativity and singing, healthy singing, and technology and singing are highlighted. The article concludes with implications for vocal pedagogy and for music education more broadly.
|Number of pages||11|
|Publication status||Published - 2014|
FingerprintDive into the research topics of 'Approaches to singing: 'snapshots' of Australian contexts'. Together they form a unique fingerprint.
- 1 Finished


In August 2019 I undertook a short course with the Queensland University of Technology. We looked into:
- Describing code-related literacy, including phonics, phonemic awareness and phonological awareness.
- Explaining why teaching and learning code-related literacy is important.
- Identifying an appropriate strategy for teaching code-related literacy in early childhood settings.
Best notes from the Course:
“The evidence is clear . . . that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read. Findings from the research evidence indicate that all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. This approach, coupled with effective support from the child’s home, is critical to success. (DEST, 2005: 11)”
“Morag Stuart sharpens the focus to look closely at why phonics is important in learning to read, and argues that not only does it support the beginning of reading but that it offers readers the opportunity to develop independent ‘self-teaching’ strategies.”
“The Torgorson review did, however, confirm that ‘systematic phonics instruction within a broad literacy curriculum was found to have a statistically significant positive effect on reading accuracy’ (2006: 9, our italics).”


Disclaimer: I received a FREE copy of this product through the HOMESCHOOL REVIEW CREW in exchange for my honest review. I was not required to write a positive review nor was I compensated in any other way.
If there has been one math program that we’ve used this year that I could say has impressed me the most so far, I would have to say it is the Math-U-See Accelerated Individualized Mastery (AIM) for Addition and Subtraction program. When I saw that Math-U-See offered AIM, I knew I had to try it with my son!
About Math-U-See AIM for Addition and Subtraction
Accelerated Individualized Mastery (AIM) for Addition and Subtraction was developed for older students who are struggling with math because they have gaps in their foundational skill set, specifically with single-digit addition and subtraction facts. The program involves three core strategies.
- Accelerated – The opportunity for students to move quickly through a skill set they have not yet mastered, without extra distractions.
- Individualized – Each student is different, as are their learning preferences. Using as many approaches as possible, the program creates an environment for a student to master the skills they still need at their own pace.
- Mastery – In this program, mastery means that a student can recall all the math facts using as little mental energy as possible to remain engaged in the process of problem-solving.
At first, my son was a little embarrassed about doing this program and using the manipulatives because he felt this was baby stuff and he already “knew” all this. Unfortunately, even though he can add and subtract by using touch-points and/or counting in his head, he really didn’t have a mastery of adding and subtracting. So after I convinced him that what we were doing was building a foundation to make math easier for him, he gave it a shot and has taken to this program really well.
This program is laid out very nicely with both a physical book (resource guide), integer blocks, colored pencils, fact check cards, math facts strategy posters, and online access to videos that walk you through the key components of the program. There are also downloadable resources online.
Getting Started with AIM
The first thing that you should do before beginning this program is to give your student the Before AIM Assessment. I gave this to my son, and it truly was eye-opening to see how much he still relied on counting to figure out addition problems. Subtraction was even more difficult for him because he does not seem to be able to do the reverse of addition quite as easily. After you have completed the program you can give an after assessment to show how far your student has come.
Once the assessment has been given, the next thing you need to work on with your student is identifying and remembering which color block stands for which number. Since this is integral to the program you will want to spend as much time as you need until your child has the color/block system down.
Utilizing AIM in Our Homeschool
After giving the assessment and working on We recently started doing one AIM lesson every day in place of our regular math curriculum. I’ve decided that I would like my son to focus only on these foundational skills, and once he has mastered these we’ll go back to our regular curriculum.
There are twenty-two lessons in the AIM program. Students can watch a short video before each lesson, or you can watch the video as the parent and then teach the skill to your child. I have been watching the lesson videos myself and then teaching that skill to my son just as was done in the video. I find this is easier for us because I don’t have to have a computer near our workspace and we can just focus on our task at hand.
This has been working out well for us as my son has done really well with the first few lessons so far. As we get into math facts that he has a harder time with, I’m curious to see if we will need to slow down. We have not done any subtraction as of yet, but I imagine those will take us a longer time to master.
Even after only a week or so of utilizing the program, I can clearly see results. My son has quickly recalled math facts when presented with the fact check cards (flashcards). He has gone from taking up to ten seconds to count out and solve a problem to instantly giving me an answer. The program really does work and works well if you follow the strategies as given, even if your older child thinks they are doing ‘childish’ things.
To read other parents’ experience with the Math-U-See AIM (Accelerated Individualized Mastery) program, click the image below.


Musikproduktion med föränderliga verktyg - en pedagogisk utmaning
Sammanfattning: The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to investigate what characterizes music production, both in an educational context and as a professional activity. In the first study, a Desktop Music Production project in a municipal music school was investigated. Observations and interviews were used as data collection methods. The results show that teachers need to be multi skilled to teach musicproduction. In addition to standard teaching skills they need to have extensive knowledge of music technology and relevant contemporary knowledge about trends in youth culture and popular music. In the second study students' views on important learning outcomes in music production were investigated. Questionnaires and group interviews were used to collect data. The results show that music production is a topic that includes various types of content. Issues regarding music, technology, music industry, personal development and employability were of central importance to the students. In the third study eleven professionals were interviewed, all music production teachers or active music producers. The main result was that the skills required for both music producers and music production teachers are varied and extensive. Psychology and leadership, music, technology, ethics, law and copyright, entrepreneurship and cultural timing are particularly relevant to music production. Based on these results, a model for education in music production is presented. Music production also differs from traditional music education. In addition to traditional musical and pedagogic skills it requires technical competence from the teachers. Men dominate music production teaching, and the vast majority of professional music producers are also men. Technological developments are affecting young people's musical skills, and therefore it’s a challenge for music teachers to meet pupils and students who already have advanced knowledge of music production and are eager to learn more.
HÄR KAN DU HÄMTA AVHANDLINGEN I FULLTEXT. (följ länken till nästa sida)


Here at The Redeemer’s School, we make academic excellence a priority. Our passionate and engaging faculty walk along side our students as they facilitate a learning experience grounded in producing eager and engaged learners. Our classes are structured around the fact that students learn best by doing and that they will succeed when given multiple opportunities to do so. From the structuring of our school-day schedule to the curriculum and educational resources chosen to be taught in our classes, we seek to create a learning environment that allows our students to be academically successful for years to come.
Our students will gain the foundational skills needed to master and apply advanced mathematics concepts. Through processes geared towards students unlocking concepts with problem solving and discovery, our faculty will guide our students from abstract and theoretical knowledge to concrete understanding. A variety of instructional strategies coupled with opportunities to learn using pictures and hand-on manipulative, creates a classroom environment where students can learn and thrive.
Our science and social studies programs are centered on giving students real life experiences and examples to help them understand their surroundings in both a scientific and historical sense. Our science program is based off an experimental approach that allows students to individually investigate and test scientific principles and concepts. Students are introduced to the three main areas of science: life, physical, and earth and space. Our students explore and navigate these areas through questioning and testing. For social studies, we connect lines across our curriculum to highlight the traits and experiences that shape us. This may in one instance be us highlighting the background and cultural distinctives of a character we are studying, while in another instance we may highlight traits such as “justice” and “honesty” to study as a class. Our hope is for our students to understand their community and surroundings to the end of positively and effectively engaging them.
Students at The Redeemer’s School will receive language arts instruction grounded in developing eager, fluent, and engaged readers. Our reading instruction will lay a strong foundation in phonics and phonemic awareness while incorporating fluency, vocabulary, and comprehension into instruction. Student’s access and interactions with books will be key as we mold learners who are passionate about reading and can use these skills to excel academically.
Here at The Redeemer’s School we believe that we are not only preparing students to engage and lead in our local and global communities, but we also believe that the beginning of all knowledge, truth, and good work in this world are the truths revealed to us in Scripture. We start by introducing our students to the God of the Bible while instructing them on how the whole of Scripture is pointing to the Redemptive work of Christ. Our students will not only be equipped with knowledge of the foundations of the Christian faith, but they will also learn how these views, and varying views shape the realities of those who hold them.
While we place a high value on our students’ training and academic achievement in their core academic classes, we also place a special emphasis on our school’s extra-curricular program. We believe that exposure to a variety of extra-curricular and enrichment opportunities not only gives added value to our students in providing for varied outlets and experiences for students to express themselves, but we also believe such experiences enrich and complement our academic program. Our students will regularly participate in art, music, and dance classes as we continue to look for opportunities to engage our students and to put them in positions to be successful.


Children’s Digital Library - Stories to spread illusion
ONCE FOUNDATION/ Spain
|Target Group||3 to 10 year-old children with and without a disability (primary school).|
The ONCE Foundation’s “Children’s Digital Library” is a collection of 6 tales in digital and fully accessible format, where the main characters are children with disabilities, with the aim of normalizing the concept of disability among children while promoting the reading habit.
The tales were initially available in Spanish, but during 2015 they were translated into all co-official Spanish languages and into English. Last December 16 these new versions were officially presented in Madrid in the framework of the 39 th Children and Youth Books Fair.
So the English version is now available on http://bibliotecainfantil.fundaciononce.es/en/home.html. All the tales can be read or listened to online.
We think they are a good means to promote non-discrimination among young children so we would thank you to share it with EPR members, as maybe some of them could be willing to use them for education purposes in their centres.
- Motivating children to read through attractive characters having a disability, which is absolutely normalised through the story, and even sometimes showcasing their disabilities as special capabilities.
- Providing teaching staff with didactic materials, allowing them to address disability at school.
- Fully accessibility of the digital format (the tales can be read or listened to).
- Promotion of the reading habit among children; normalisation of disability and inclusion from an early age and in education environments where there are children either with or without a disability.
Programme development path:
- 2011-2013: Writing and printing of 6 tales (in Spanish, 3 volumes including 2 tales each) the main characters of which represent the main disability groups:
o Volume I:
Nacho Pista Tennis Player - Spina Bifida
Silvina Dancer - Down´s Syndrome
o Volume II:
Aitor Aviator - Attention Deficit Hyperactivity Disorder
Rosalia the Spy – Deafness
o Volume III:
Amador Actor - Cerebral Palsy
Aurora Broadcaster – Blindness
All the tales were validated by the relevant disability organisations before printing and spreading them.
o Decision to create digital versions, given the cost of printing copies to spread the tales as well as due to accessibility criteria. Also trying to attend the high demand from disability organisations and education centres from all over Spain and Latin America.
o Evaluation and continuous improvement.
o Decision to translate the tales into different languages, given the excellent results and increasing demand.
o Translation into all co-official Spanish languages and English. Translation into French planned to be made in the future.
o Official presentation of the new versions in Madrid in the framework of the 39th Children and Youth Books Fair.
o Media campaign and dissemination of the new web including all language versions.
Presentation at the 1st International Congress on Reading Comprehension for Children in Elementary Education (Online Congress, April 2016 - http://ciclip.com/). The video-conference got 98 comments.
- Now working for:
o Incorporation of new tales with creators.
o Incorporation of new materials and resources for children to download and complete their learning experience (character cutouts, drawings to colour in, etc.)
o Possibility to print the tales from the website.
Staff and Resources
| No partners
Project Director + 1 staff member (part-time)
|Contact /more information|| Name: Sabina Lobato
Email address: email@example.com


Degrees and Certifications:
TAB and Choice Based Learning at McDowell:
Teaching for Artistic Behavior (TAB) is a nationally recognized choice-based art education approach to teaching art. Teaching artistic behaviors and choice-based learning empowers the student to make many of the choices regarding their art experience. Students are able to determine subject matter and materials while utilizing extensive planning processes and reflection techniques. The art room is set up in various material centers that the student is free to explore in order to create. There are many underlying structures that allow students the freedom and responsibility to engage in their learning. Ultimately, Students are able to experience an authentic creative process.
Why Teach and Learn This Way?
When students are in control of their learning, they are more engaged. Research shows that the best way for students to learn is to have them be highly engaged in the learning. TAB and choice-based learning is a genuine way for students to become invested in an excited about the creative process. Students explore and investigate various art processes, materials and subject matter. The teacher's job is to guide and facilitate individualized learning for every student while introducing artists, demonstrating new techniques, and helping students think like a creative artist. Choice-based art education supports multiple modes of learning and assessment for the diverse needs of students. All state art standards are met through this process. In a TAB art room, the individual student and their ideas are honored and celebrated!
What can I expect from my student?
Your student will be finding inspiration from the heart; they will be creating art based on their own interests and ideas. The process is where the learning occurs. The idea generation, planning, experimenting, reflecting and adjusting are the important skills the teacher is observing. You can also expect your student to gain important 21st-century skills including collaboration, critical thinking, problem-solving, risk-taking, creativity, and initiative. Your student should also express excitement and take pride in their success!
I am looking forward to a great year in art!!!!!


KS3 Numeracy Programme
How is numeracy enjoyed and promoted at Coombe Wood School?
We want all pupils to view mathematics as something they should be curious about, its significance and that it is really fun! All pupils need to learn, develop and be confident with numeracy skills; it will serve them well throughout their schooling, day-to-day life and future aspirations.
We also promote Timestable Rockstars for those pupils who require deliberate practice. In addition, at the beginning of most maths lessons, all pupils participate in regular retrieval using 'Corbett 5-a-Day'. These 5 daily random questions check whether pupils can recall previous knowledge from memory.
Pupils are encouraged to reflect upon and improve on topics using verbal feedback, their written feedback sheets and end of unit topic tests. The Maths department use online platforms to engage, set homework and direct revision. For some occasions, worksheets will also be made available for pupils to take home.
Parents and carers can support their child/children at home by using the links below.
If you have any questions, please contact, Mr A. Choudhury.
We recommend the following:


Around 60 per cent of pupils achieve good marks in their GCSE exams, but if they come from a worse-off family the percentage comes down to 30. You may think that the solution is to give them more teaching hours in smaller groups. Not that easy.
At Aldaba, we looked at ten of the best pieces of research on after-school tutoring in the world. We found some useful lessons for teachers, policy makers, and school investors.
Longer learning hours, such as tutoring, in addition to standard school hours, have a small impact on literacy and numeracy skills
However, the impact varies depending on the type of intervention and the type of pupil. The chart below provides details on literacy. Bars stretching into the darker grey areas are for interventions whose impacts are stronger and more likely to happen if you try them for the first time.
For example, the impact of literacy tutoring in years 11 to 13 is greater than in earlier years.
We say that longer learning hours have a small impact because if we averaged out all the types of interventions and pupils included in the publication to which the chart refers we would obtain 0.26 on an impact scale that goes from 0 to 1.
Tutoring has a larger impact on literacy for those groups that are smaller than 20 tutees
It is a case of the more pupils, the lower the results, but note we only found this type of evidence in the case of literacy.
Tutoring has a larger impact on both literacy and numeracy if the tutor is certified or if there is an element of peer tutoring
It is no secret to anyone that the person leading the classroom makes a difference. If this person has been formally trained to run after-school tutoring, the chances are the results will be better.
The research we looked at also showed that providing students with a sense of responsibility helps a lot, for example by allowing them to tutor other pupils.
While none of these findings are magic bullets in themselves, they do provide a reference for those interested in designing interventions. The design features highlighted above may be combined in single interventions.
Worse-off families, low prior attainment
The research we looked at does not support the idea that after-school tutoring works better for these two groups. We saw mixed results.
For example, the 2014 publication by Kidron found a small impact on the attainment of pupils from worse-off families, but a moderate one on those who had had low academic achievement in the past.
Our research was part of a collaboration with Impetus-PEF. It built on ten meta-analyses which included 125 types of interventions, and 270 types of outcomes relevant to after-school tutoring. Read our report
The chart is based on Jun 2010, ‘Tutoring adolescents in literacy’. The title of the Kidron 2014 publication is ‘The effects of increased learning time on student academic and non academic outcomes’.
If you have taken the time to read all the way to this final line, please also make the extra effort to leave a comment. We would like to know your opinion.


Requirements to Write a Ballad
The difficulty in ballad writing lies in the emotional connection made by the writer to a particular piece while constructing a poem with a musical quality. The easy part is knowing a few simple rules about stanzas and rhyme scheme and then deciding whether your ballad will follow or break them.
Ballads usually follow a simple four-line stanza format with an abcb rhyme scheme. This means that each stanza in the poem is comprised of four lines with the second and fourth lines rhyming. The stanza's first and third lines do not rhyme. For example, the first stanza in "The Rime of the Ancient Mariner" by Samuel Taylor Coleridge follows the abcb rhyme scheme:
It is an ancient Mariner, And he stoppeth one of three. "By thy long gray beard and glittering eye, Now wherefore stopp'st thou me?
A ballad is written in the narrative poem format -- that is, a poem that tells a story. The subject matter is as varied as a writer's imagination, but many ballads relate a sad or tragic tale such as the homeless mother and fatherless child in William Butler Yeats' "The Ballad Of Moll Magee" (first stanza):
Come round me, little childer; There, don't fling stones at me Because I mutter as I go; But pity Moll Magee.
From Narrative Poem to Ballad
The distinction between a narrative poem and ballad lies in the musical element. Ballads are sung or have a musical feel to them; they are songs that tell a story in a specific format. Ballads typically follow a four-line stanza, abcb format and may include a repetitive verse or chorus between stanzas.
Occasionally ballads will follow an abab rhyme scheme in which the first and third lines rhyme, as do the second and fourth lines. Modern day ballads are often comprised of eight-line stanzas with varying rhyme schemes such as that found in the last stanza of Gordon Lightfoot's tragic account of "The Wreck of the Edmund Fitzgerald":
In a musty old hall in Detroit they prayed, In the Maritime Sailors' Cathedral. The church bell chimed till it rang twenty-nine times For each man on the Edmund Fitzgerald. The legend lives on from the Chippewa on down Of the big lake they call 'Gitche Gumee.' Superior, they said, never gives up her dead When the gales of November come early!
Kim Renfro is a native Texan with almost two decades of experience in elementary education. A former publisher/editor/reporter/photographer, Renfro spent seven years in the small market newspaper industry. She holds Bachelor of Fine Arts and Master of Education degrees from Texas Christian University.


Summer is half-way over and the kids might be getting bored. You can tell kids need some time to learn when they suddenly get fussy about every little thing. Their brain is not happy when we don't challenge it with new information. Of course, you want summer to be full of fun memories, not extra days of dreaded workbooks. Here are some great ways to challenge their brain during the second half of your summer while also creating some great memories.
Make Some Math
There's nothing that can get kids as excited about math as being able to play with it. Start with video's about hexaflexagon's on this page and then try out some of the templates. Vi Hart has a lot of fun video's combining math and art and getting your kids curious about something like this can help feed their brain over the summer. Have fun with your kids, watch the videos together, make your own hexaflexagon, and help them if they get stuck with the project.
Play the Turing Tumble
The Turing Tumble is a fun new game that teaches kids about one of the most fundamental aspects of computer science, switches. If you have been looking for an activity to get your kids off the screen and learning about the fundamentals behind the screen, this game is just what you need. The game comes with 60 puzzles to solve woven into a story presented in the form of a comic book.
Get Out of the House
You never know when a trip to the museum will get your child interested in a new topic. Try a museum they have never been to before to spark their curiosity. Here is a list of great museums for kids in New Jersey. Show your kids the list and let them help pick out a place that sounds interesting to them.
Add a Funny Family Audiobook and Color While You Listen Together
Humor and books are two of the best ways to bond with your kids. Why not use their power together, and also work in some fine-motor skills while relaxing? Pick up or print out some adult coloring pages (kids love them too) and some good fine point markers or gel pens. Now all you need is a great book to listen to while you color together. Listening along with your kid's changes read-aloud time from something you are doing to them, to something you are doing with them. In addition, I find that for humorous books, a reading done by a professional actor or actress can be twice as funny as the same words read by mom. Did you know that just listening to books boosts kids literacy development?
Another great way to learn in the summer is by taking them to Math Genie. Math Genie provides programs in reading and math that are proven to accelerate skills. They also offer kids coding classes where your littler learner can start learning one of the most important languages of the future.


Here’s a list of 14 Math Edugames! Whether you use these for enrichment, intervention, in stations, or simply recommend a favorite to families, you’re sure to find something to meet the needs of your students.
Have a favorite that’s not on this list? Leave a comment or send a message sharing an app that you love!
- Chicken Coop (fractions)
- Endless Numbers (foundational skills)
- Marble Math (number sense & operations)
- Happy Numbers (number sense & operations)
- OctoPlus (addition & switch-accessible)
- Land of Venn (geometry)
- Prodigy (grades 1-6 math)
- Math Shake (word problems)
- Monster Math (number sense & operations)
- Math Planet (grades 2-8 math)
- Wonder Bunny (preK-3 math facts)
- Dexteria Dots (foundational skills)
- Mad Math (math facts)
- Math Bingo (math facts)
Check out my earlier post 10 Must-Have Free Math Apps for more favorites!
cross posted at classtechtips.com
Monica Burns is a fifth grade teacher in a 1:1 iPad classroom. Visit her website at classtechtips.com for creative education technology tips and technology lesson plans aligned to the Common Core Standards.


ATLAS is a student-run publication with personal insights from student activists, artists, and athletes. The online magazine includes stories, personal anecdotes, and resources submitted by students experiencing teenagehood in America amidst the Black Lives Movement. It’s a beautifully laid-out and impressive accomplishment from these brilliant young minds!
UCLA TEP Intro to K-12 Ethnic Studies – UCLA is offering a free summer webinar series on teaching ethnic studies to K-12. The program, hosted by the UCLA Teacher Education Program Ethnic Studies Pathway, takes place every Monday and Thursday in July. Topics include current events and media, math and science pedagogy, and elementary education. Register here for these free webinars.
Makeshift Homeschool is a student-created, self-directed learning app for students who may need to continue learning from home. This app is a community of kids creating courses to teach other kids, as they move up to different educator levels. From the mouths of the creators: “All kids need is to learn to love learning, permission to follow their passions, and freedom to create.” We will soon be interviewing the creators (ages 8 and 11) of Makeshift Homeschool, so check back into our blog. You can sign your kids up for Makeshift Homeschool at the WeQuil website.
TXT (Teens Exploring Technology) is a Los Angeles-based non-profit organization that inspires young men of color from low-income communities to explore technology careers. The organization and its mentors teach code to these young men, as well as youth development, business development, and design teaching. Visit their website to see how to get involved as a mentor or volunteer.
"The Endless but ‘Joyful’ Work of Creating Anti-Racist Education" – Mindshift from KQED’s topics on antiracist education include interviews from NPR”s All Things Considered. In a recent interview with anti-racist educator Pirette McKamey, the high school principal talks about flipping the deficit model (looking at students as if there is something wrong with them), the importance of leadership, the ongoing nature of anti-racist education, and more.
Culture in the Classroom – We previously published blog articles on diversity and culturally responsive classrooms, and we felt that now would be a good time to revisit this subject as more teachers look toward anti-racist education.
Let us know in the comments if any news, events, projects, people, or organizations in the education industry have sparked your interest!


Piano and Voice for Youth (Ages 5-11)
Students at an early age can already reap the benefits of quality music education. In this course, young students are introduced to the basic building blocks of music through performing, singing, clapping, listening, and movement. The lessons include piano exploration, fun music games, note recognition, and rhythm activities. The lesson activities contribute to an enjoyable and fun learning atmosphere for the young student
Students in this age group perform quite well in music classes. In this course, students are gradually introduced to note reading. Learning to identify and recognize notes contribute greatly to the success of the lessons. Students learn the basics of music through note reading activites, fun music theory games, sightsinging, ear training, technique, and rhythmic dictation. Classes are designed according to the age level and differing learning styles of the students. A mix of classical and popular music is presented though books, handouts, and arrangements personally made by the instructor.
Benefits of Music Lessons
- Higher reading levels
- Students read at two grade levels above their current grade level (A student in 2nd grade reads at a 4th grade level)
- Builds confidence
and their peers, more self-confident, and better able to express their ideas (Burton, J. Horowitz, R. Abeles, H.
Champions of Change, AEP, 1999).
- Increases commitment to responsibilities
- Develops concentration
- Improves coordination and multi-tasking abilities
Students will have the opportunity to play music from
- Bruno Mars
- Disney Princess Series
- Video Games
- Star Wars
- Hanukkah....and much more!


By Rachel Collishaw
So this post (originally on the author’s site) was prompted by the awesome #sschat on Monday, May 8th, 2017 on Ending the Year with a Bang! And it brought up this activity that I did with my world history class (CHW3M – World to 1500 CE) a few years ago. Lots of teachers asked me for pictures of the activity, but, for some crazy reason, I didn’t take any! So, as promised, here’s a description of the activity and some of the insights that my students had because of the activity.
What I love about this activity is that it can be adapted to any topic in history, students use their numeracy skills and must apply the historical significance criteria and really think big-picture about continuity and change. (editor’s note: Rachel’s “Numeracy and Historical Thinking” post will be published here soon for more details about this).
I started with a roll of newsprint end – one of the tech teachers was going to the Ottawa Citizen office to pick some up, and asked if I wanted any. I didn’t yet know what I would use it for, but timelines seemed like a likely candidate, and it was free! Of course, you can use any long paper that you have handy, but for this activity, it needed to be LONG! Big metre sticks and lots of markers also a necessity!
Ending with a Bang!
It was a few days before the end of the semester, and my students were getting ready for their year-end interviews and I wanted them to be able to put the whole course in context and see some of the changes and continuities over this huge swath of history. I also wanted to have an interactive and engaging activity.
Divide and Conquer!
I unrolled a long swath of the newsprint in the hallway (about 20-30 m) and asked for volunteers to set up the “marker dates.” Two volunteers stepped up and started figuring out what the scale would need to be to show the invention of beer (their choice!) in 5000 BCE and to still show some of the complexities of several societies in the 15th century CE.
The rest of the class divided into small groups and was assigned one civilization that we had studied (this worked out to groups of 2 or 3). They had to review their notes and the textbook and establish 4-10 significant people, events or developments (PEDs) in that civilization. They had to include:
- a beginning PED
- a rising PED
- a flourishing PED
- a declining PED
- a legacy PED
The research/review and timeline set-up phase took about 1 class period. In the next class period, the students put their people, events, developments on the actual timeline using their designated marker colour (we had to repeat some for sure).
Observe, Question, Reflect
This is where I wish I still had the students’ journals to look at – so many questions, observations and reflections arose! Here are some of the questions, observations and reflections that I do recall:
- Wow! the beginning of agriculture was a LONG time before most of the civilizations we studied (like a REALLY long time!)
- Why is there so much more activity in the 15th century?
- Is there actually more activity in the 15th century, or do we just have more records remaining?
- Does it have something to do with the printing press?
- Exploration and trade?
- European revival and therefore more records in English?
- The Mongols were so short-lived, but they appear on EVERYONE else’s timeline!
- We spend so much time thinking about civilization x, but civilization y lasted so much longer – why is that?
- It really makes you think about how long our own civilization might last
- 1500 seems so long ago, but there was SO much more history before it than since
- Some things appear as achievements on one timeline, but mistakes on another – I guess it’s all relative
As other students, teachers and administrators walked through the halls, they could see us building our timeline, and they often stopped to ask my students what the heck was going on. It was a great opportunity to promote the course, and show what historical thinking is all about!
Rachel Collishaw is a cross-cultural literacy instructional coach, secondary, in Ottawa-Carleton District School Board. She is a VP of OHASSTA.


It’s fun to make friends and play with others, but it’s not always easy to do. You have to make an effort, and you have to know the rules—like ask before joining in, take turns, play fair, and be a good sport. This book teaches social skills for children using the basics of cooperation, getting along, making friends, and being a friend. Includes ideas for games adults can use with kids to reinforce the social skills being taught.
Reading Level: Grade 1
Interest Level: Ages 4–8
Guided Reading Level: H
Lexile Measure: 490L
Illustrated: color illust.
Trim Size: 9" x 9"
Page Count: 40
Praise for the series
“Surely needed . . . I heartily applaud this important series.”—Jay A. Monson, Ph.D., professor of elementary education, Utah State University
“Top Five Character Education Series”—Booklist
“Positive, gentle messages are given without preaching.”—Library Media Connection
Learning Magazine’s Teacher’s Choice Award Finalist
Common Core State Standards
Head Start Framework
Supports the domains of Social & Emotional Development, Logic & Reasoning, Language Development, Literacy Knowledge & Skills, and Social Studies Knowledge & Skills in the Head Start Child Development and Early Learning Framework.
ASCA Mindsets & Behaviors for Student Success
MS.1, MS.2, MS. 6
BS.SMS.1, BS.SMS.2, BS.SMS.4, BS.SMS.7, BS.SMS.9, BS.SMS.10
BS.SS.1, BS.SS.2, BS.SS.3, BS.SS.4, BS.SS.5, BS.SS.6, BS.SS.7, BS.SS.8, BS.SS.9


Pelizaeus-Merzbacher Disease: What You Need To Know
Pelizaeus-Merzbacher disease is an inherited genetic disorder prevalent in males and typically affecting the central nervous system, including the brain and spinal cord. The disease generally causes problems with muscle tone, involuntary movements, and motor skill maintenance and development. This disease affects the nervous system by exposing white matter, thus contributing to neurological abnormalities.
What Does Pelizaeus-Merzbacher Disease Do To The Nervous System?
White matter is a critical part of the human nervous system, including nerve fibers that allow for the transmission of nerve impulses for normal functioning. Pelizaeus-Merzbacher disease affects the white matter of the nervous system, leaving nerve fibers exposed.
The exposure of the nerve fibers in Pelizaeus-Merzbacher disease is due to the loss of myelin. Myelin is a fatty substance that normally covers the nerve fibers, insulating them for proper nerve impulse transmissions. When Pelizaeus-Merzbacher disease affects the nervous system, the myelin is reduced in a condition known as hypomyelination. This, in turn, leads to a reduction in neurological functioning.
What Are the Symptoms Of Pelizaeus-Merzbacher Disease?
Pelizaeus-Merzbacher disease is classified by two forms, that of classic, and that of connatal (present at birth). Both types may share symptoms, though those symptoms typically vary in severity. Classic Pelizaeus-Merzbacher disease is the most common form. It typically begins early in life, though not at infancy, with symptoms appearing in the first year. Symptoms worsen with time.
- Weak Muscle Tone (Hypotonia)
- Involuntary Eye Movement (Nystagmus)
- Delayed Motor Skill Development
- Difficulty Moving, Balancing
- Spastic Tensing, Jerking And Tremors
In Connatal Pelizaeus-Merzbacher disease, the symptoms are more severe and begin in infancy, worsening with age.
- Feeding Difficulties
- Delayed Growth
- Obstructed Airways
- Spastic Movements
- Joint Deformities
- Inability To Walk Or Move Arms
Unfortunately, there is no cure or normal treatment regimen for Pelizaeus-Merzbacher disease. Management typically involves physical therapy, medication for spasticity and seizures, customized wheelchairs and other interventions from a multidisciplinary team of specialists.


Context and targeted needs
The European societies and educational systems are becoming increasingly multicultural and multilingual due to the increased mobility and migration from European and non-European countries. Within migrant groups, there are 32% of adults with basic literacy skills and only 13,9% of them are familiar with the language of the host country (Eurostat, EU-LFS (2014). The educational institutions and educators are facing two challenges: to provide the newcomer students the possibility to acquire the language of the education as soon as possible, and to help them to maintain their native language. Even though these challenges are usually resolved at the policy level, they are not always effectively met in the teaching practice. That situation can lead to decreased access to education, early leaving from the educational system, and a missed opportunity to fully develop potentials of the students with different cultural and linguistic backgrounds (migrants, asylum seekers, national minorities such as the Roma minority etc.) and because of it they can be perceived as a distinct group of disadvantaged young learners (DYL). In order to make the education of the DYL more effective, it is necessary to provide students with more learning opportunities and educators with additional training.
A great potential for a more effective education of students lies in the opportunities to help the students to develop literacy and language skills not only in formal learning situations but also in non-formal and informal situations. The proposed project addresses this opportunity and by inclusion of all types of learning it encourages cross-sectorial connections (schools, and universities). The innovative approach in this project comes from its transdisciplinarity and its focus on formal, non-formal and informal learning. The project will focus on the design of transdisciplinary materials for the development of literacy and language skills for disadvantaged young learners (age 5-11) by using non-formal, informal and formal learning situations more effectively.
The project has four expected outcomes:
- report of the activities of good practice
- transdisciplinary literacy developing activities
- database with transdisciplinary prompts for literacy developing activities manual for teachers/educators
The created transdisciplinary materials and activities for the development of literacy, which will be available on the website of the project in four languages (Englich, Croatian, Macedonian and Sovenian), will be implemented in teaching process in both primary and higher education level. Through its dissemination activities (seminar, workshops, database, medias), the project will provide teachers and educators with new, innovative and more effective learning and teaching materials and with guidance material for literacy development and language skills.
The project partners are four institutions from three countries:
Croatia – University of Zagreb, Faculty of Teacher Education and Elementary school Ivan Gundulic Zagreb
Slovenia – University of Maribor
Macedonia – Ss. Cyril and Methodius University in Skopje.
Since the partner institutions participate in education at different levels and since there are considerable differences in the educational systems between the countries, exchange of knowledge and experience of the project team members will bring a new perspective to the topic of literacy development of DYL.
The project will enable stakeholders in the field of education to get insights into models of inclusion of disadvantaged students in different countries, which might initiate changes at the level of educational policies. Overall, the project will increase teachers/educators competences and awareness of the importance of informal and non-formal learning situations for more effective education of disadvantaged groups of learners in schools and other learning environments.


Recent research in the Journal of Motor Learning and Development reports that the optimum age for children to begin formal swimming lessons is between five and seven years of age.
A study was conducted of 272 children who started formal swimming lessons between the ages of three and eight.
The children were compared on number of lessons, number of months required to reach three levels of swimming proficiency and the ages at which those levels were reached.
The younger the age at which children started lessons, the younger they were when they attained Level 1 proficiency.
However, the younger the swimmer, the longer it took to reach proficiency at Levels 2 and 3.
The study hopes to provide a clearer understanding of the relationship of age and motor skill development, especially in terms of expectations of parents and coaches of young children.


In English in Medical Education: An intercultural approach to teaching language and values, the authors take a fresh and very contemporary look at the topic of language education in medicine, examining the importance of cross-cultural competence in both language and medical training and discussing the methodological shift towards ‘task-based’ language learning and “problem based” medical training. This is a highly readable, thought-provoking book which any EMP teacher will find useful.
There are nine chapters in the volume covering a variety of themes including an exploration of intercultural communicative competence training and critical cultural awareness in education; a focus on the language of medical communication and professional-patient exchanges; a practical look at the analysis of language and the use of corpora; the use of literature and visual arts in medical education, and a chapter on task design and course design. Each chapter is both theoretical and practical, offering both the ELT/ESP practitioner and the medical trainer food for thought. Chapters contain ‘Activity’ box-outs which encourage the reader to reflect on their own professional situation.
The book is aimed at a large group that, at one end, includes seasoned language specialists without any medical background and, at the other, medical practitioners with little experience or knowledge of language analysis or presentation. This could be its downfall, but the volume is well-balanced between the theoretical and the practical and is supported by current and well-respected research drawn from a range of fields. Lu and Corbett do not shy away from acknowledging controversy or shortcomings — their warning that much television medical drama may not be as useful as other learning resources I welcome.
There are many books concerned with intercultural communication and education currently in print that, in reality, contain little that might be said to be practical or teacher-friendly. Lu and Corbett don’t forget the classroom, the student or the teacher, and they offer a good range of task ideas and activity box-outs that are appropriate for group work or training sessions. Sometimes, however, the brief overview such a book demands results in a rather sketchy summary: the chapter on task based learning is overly simplified, as Lu and Corbett acknowledge, while chapter 5 attempts to cover a vast number of complex areas under the heading ‘Medical Talk’ and is the least cohesive in the book.
These small issues aside, the book is nonetheless very well-written and certain to be of great interest to English teachers working in the medical and healthcare field.


This super-easy alphabet craft offers great fine motor practice for older toddlers and preschoolers! We haven’t practiced “staying in the lines while coloring” a whole lot with Big Brother, mostly because I normally just give him a blank piece of paper and let him free-draw. I’m not a big fan of coloring books…I think my art education teacher in college brain-washed me. :)
Here’s what you’ll need: a white piece of construction paper, a black crayon, and scissors.
|1. Draw a “C” on the piece of white paper.|
|2. Add some cow spots (I’m a terrible artist).|
|3. Let your child start coloring the insides of the spots.|
|Big Brother was a little confused about what he was supposed to color and what he wasn’t, so I just drew tiny “x’s” on the inside of each of the spots so he would know where to color.|
|4. Cut out and enjoy!|


10-Introduction to Remote Control Aircraft
This Introduction to Remote Control Aircraft course is designed to expose students to the basic flying and construction requirements to become proficient at both flying and building R/C aircraft. The use of Real Flight R/C Simulation will be a centerpiece of this class to provide students with the foundational skills necessary to become safe and confident R/C pilots. As students strive to become proficient at flying, they can expect a hands-on environment in which they will work within small groups to construct small-scale indoor electric R/C aircraft. Finally, students will learn about the basic electronics required for operation to include the programming of transmitters and receivers for proper servo functionality. For students with an interest in the Unmanned Aerial Systems (UAS) industry, this class is a must!


Resources › For Educators Thomas Jefferson Printables Share Flipboard Email Print For Educators Homeschooling Spelling Geography Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated October 12, 2017 01 of 08 A Brilliant Mind Thomas Jefferson Wordsearch. Beverly Hernandez President John F. Kennedy once told a roomful of Nobel Prize winners: "I think this is the most extraordinary collection of talent, of human knowledge, that has ever been gathered together at the White House, with the possible exception of when Thomas Jefferson dined alone." Though Jefferson lost most of his battles to Alexander Hamilton, when both served in George Washinton's cabinet, he nevertheless went on to become a successful president. And, of course, he wrote the Declation of Independence. Help students learn about this Founding Father with these free printables, including this word search. 02 of 08 The Louisiana Purchase Thomas Jefferson Vocabulary Worksheet. Beverly Hernandez Though he bitterly opposed Hamilton's push to increase the reach of the federal government when the two served in the nation's first cabinet, Jefferson greatly increased the power of the federal government after he became president. In 1803, Jefferson purchased the Louisiana territory from France for $15 million -- in a move that more than doubled the size of the country and was the most important act of his administration. He sent Meriwether Lewis and George Clark on their famous expedition to explore the new territory. Students will learn this fact -- and more -- from this vocabulary worksheet. 03 of 08 Deadly Duel and Treason Thomas Jefferson Crossword Puzzle. Beverly Hernandez Aaron Burr actually served as vice president under Jefferson after nearly winning the office himself. In an ironic twist of history, Hamilton helped Jefferson win the election. Burr never forgot, and eventually killed Hamilton in an infamous duel at Weehawken, New Jersey, in 1804. Burr was eventually arrested and tried for treason "on charges of plotting to annex Spanish territory in Louisiana and Mexico to be used toward the establishment of an independent republic," notes History.com. This is the kind of fact students will learn when completing this Thomas Jefferson crossword puzzle. 04 of 08 The Declaration of Independence Thomas Jefferson Challenge Worksheet. Beverly Hernandez Though it does not have the force of law -- the U.S. Constitution is the law of the land -- the Declaration of Independence is nevertheless one of the country's most enduring documents, a fact students will learn when they complete this challenge worksheet. Take the time to discuss how this document was nothing less than the spark that ignited a revolution, where colonists declared their independence from Great Britain and changed the course of history. 05 of 08 Monticello Thomas Jefferson Alphabet Activity. Beverly Hernandez This alphabet activity worksheet provides a great opportunity to review with students words connected with the third president. For example, he lived at Monticello, which still stands in Charlottesville, Virginia, having long ago been declared a National Historic Landmark. 06 of 08 University of Virginia Thomas Jefferson Vocabulary Study Sheet. Beverly Hernandez Along with Monticello, the University of Virginia, which Jefferson founded in 1819, is also a National Historic Landmark, a fact students can study after they complete this vocabulary workheet. Jefferson was so proud of starting the university that he had the fact engraved on his tombstone, which reads: "Here was buriedThomas JeffersonAuthor of the Declaration of American Independenceof the Statute of Virginia for religious freedom& Father of the University of Virginia" 07 of 08 Thomas Jefferson Coloring Page Thomas Jefferson Coloring Page. Beverly Hernandez Younger children might enjoy coloring this Thomas Jefferson coloring page, which accurately shows the style of dress at the time. For older students, the page provides a perfect opportunity to review salient Jefferson facts: He wrote the Declaration of Independence; he made the Louisana Purchase in 1803; he sent Lewis and Clark to explore the Northwest; and, interestingly, he turned down requests to run for a third term. (Serving three terms would have been perfectly legal at the time.) 08 of 08 Lady Martha Wayles Skelton Jefferson First Lady Martha Wayles Skelton Jefferson Coloring Page. Beverly Hernandez Jefferson was married, a fact students can learn about in the First Lady Martha Wayles Skelton Jefferson coloring page. Skelton Jefferson was born on Oct. 19, 1748, in Charles City County, Virginia. Her first husband died from an accident and she married Thomas Jefferson on Jan. 1, 1772. They had six children, but she was not in good health and died in 1782 after giving birth to the sixth child. Jefferson became president 19 years after her death.


We combined two of our favorite themes – rainbow and flowers, in this simple paper flower craft for kids. Make a bouquet of these lovely colorful rainbow flowers to welcome Spring, for St.Patrick’s Day or even to give as a gift for Mother’s Day.
Rainbow Paper Flowers
Cutting, punching, threading, folding – this simple paper craft contains so many benefits for fine motor skill development. The best part, your preschoolers or kindergarteners will not even know they work on their fine motor skills! For them, this will be a fun and interesting craft!
Disclosure: Some of the links in this post are “affiliate links.” This means if you click on the link and purchase an item, we may receive an affiliate commission.
Supplies for these easy paper flowers
- Construction Paper (Rainbow Colors)
- Paper Cutter
- Pipe Cleaners
- Hole Punch
How to make paper flowers and build fine motor skills for preschoolers
Using a paper cutter, cut 0.5-inch wide paper strips. You will need at least one paper strip from each of the colors of the rainbow to make a single flower.
Pick all the paper strips and align them. Punch a hole on each end through all the stacked paper strips making sure holes are aligned on individual paper strips.
Take a pipe cleaner, fold it in half. Flatten a little piece in the middle of the pipe cleaner to form an end of the stem. It will help stop the paper strips from sliding to the end of the pipe cleaner.
Slide the pipe cleaner through both holes of each paper strip. Start with orange and follow the order of the colors on the rainbow until you finish threading all paper strips.
Related Craft: Don’t miss our most popular rainbow paper flower!
Use one half of the pipe cleaner to form a flower’s receptacle. Wrap the pipe cleaner around the bottom of the flower and flatten as you go.
Using paper strips in different length, you can create differently sized rainbow flowers. For smaller flowers, use shorter paper strips. For bigger paper flowers, use longer paper strips.
If you loved these paper flowers, please pin them to your favorite Pinterest board.
Are you trying to inspire creativity in your kids? Sign up for the weekly Twitchetts newsletter to get that and more. Get access to free printables, special offers, and weekly crafts and activities that kids will love!


History of Hymns: "Rock of Ages, Cleft for Me"
"Rock of Ages, Cleft for Me"
The United Methodist Hymnal, No. 361
Rock of Ages, cleft for me,
let me hide myself in thee;
let the water and the blood,
from thy wounded side which flowed,
be of sin the double cure,
save from wrath and make me pure.
Augustus Montague Toplady, the writer of “Rock of Ages, Cleft for Me,” was born in England in 1740 and died there from tuberculosis in 1778.
Toplady was a staunch Calvinist and notorious for his dislike of and feuds with John Wesley. Though he had converted to Methodism, his study persuaded him that the Calvinist perspective, rather than Arminian theology supported by Wesley, offered the best understanding of salvation. In 1775, he moved to Leichester Fields and preached for a French Calvinist Church.
Toplady was involved in several literary endeavors. He published Psalms and Hymns for a Public and Private Worship (1776) and served as editor of the Gospel Magazine from 1771-1776.
In the Dictionary of Hymnology, John Julian cites the 1775 article “Life a Journey,” in which Toplady first published the first stanza of “Rock of Ages.” The following paragraph preceded the first stanza of the hymn: “Yes, if you fall, be humbled, but do not despair. Pray afresh to God, who is able to raise you up, and set you on your feet again. Look to the blood of the covenant; and say to the Lord from the depths of your heart . . . ”
The complete hymn appeared a year later in the Gospel Magazine as “A Living and Dying Prayer for the Holiest Believer in the World.” According to hymnologist Albert Bailey, the climax of the article “intended to show that as England could never pay her national debt, so man could never liquidate his sin account.”
In this prayer, Toplady uses “Rock of Ages” as an endearing term for God. Christ’s blood from his death as the forgiveness for our sins is the theme in stanza one. Stanza two focuses on the idea that we can never repay him for that sacrifice. Baptism is the theme of stanza three. Stanza four climaxes with an eschatological focus asking for mercy as we face death.
Scriptural references are all paraphrases. He cites Exodus 33.22, for instance, “when my glory passes by, I will put you in a cleft in the rock and cover you with my hand until I have passed by.” And Psalms 18.2: “The Lord is my rock, my fortress, my deliverer, my God is my rock, in whom I take refuge. He is my shield and the horn of my salvation, my stronghold.”
British hymnologist J.R. Watson suggests that perhaps the hymn owes the most to I Corinthians 10:4: “for they drank of the spiritual Rock that followed them: and that Rock was Christ.”
Julian, a hymnologist in 19th-century England, declared “Rock of Ages” as one of the most well known of English hymns. Thomas Hastings’ musical setting TOPLADY will be the one we sing for the life of the hymn. Written in a four-part harmony, TOPLADY can be sung with piano, organ or a cappella. Hastings (1784-1872) lived in New York and was an advocate with Lowell Mason for music education and Singing Schools.
One of the paradoxes of this hymn is that Toplady may have borrowed the opening line from his theological nemesis, Charles Wesley. The image of the rock, common in hymnody and Scripture, was used by Wesley in one of his Hymns on the Lord’s Supper, published 30 years earlier. Though Wesley’s hymn goes in a different direction, it begins, “Rock of Israel, cleft for me . . . ”


See below to read about each year group's curriculum
The New National Curriculum
In September 2014 the primary school curriculum had a radical shake - up. Click on the link to below to for an explanation of what this looks like for you and your child
The School Curriculum
Our children learn through a wide variety of experiences in a stimulating environment. Through the curriculum, we work to develop the intellectual, social, emotional, physical, creative and spiritual potential of each child.
The Reception Class follows the Early Years Foundation Stage Curriculum. Children work towards achieving the Early Learning Goals in six areas of learning:
There is a strong emphasis on learning through experience, play and children’s interests. All the areas of learning have equal emphasis.
A guide for parents is available here
Phonics Reading Scheme for EY and Infant Classes
We follow the Letters and Sounds scheme for phonics as detailed here https://www.gov.uk/government/publications/letters-and-sounds
We teach the requirements of the National Curriculum in a creative and engaging way, making links between subjects and emphasising breadth and depth in learning. Through our approach to the curriculum, we encourage children to develop lively and enquiring minds and to be sensitive to the feelings and needs of others. We promote the achievement of high standards at all times.
The curriculum comprises
Sex and Relationships Education
It is the decision of the Governing Body that sex education will form part of the whole curriculum at Woodridge. The subject is taught progressively as part of Health Education and older children follow a television series broadcast for educational purposes. Though the dissemination of factual information forms the basis of our policy, children are also taught the importance of attitudes and values.
Parents may withdraw children from lessons in sex education unless the content is part of National Curriculum science. Our Policy for Sex and Relationships Education is available from the office and parents are invited to view resources prior to their use.
Religious Education and Assemblies
Through Religious Education and Assemblies, children learn to respect and value diversity of belief and experience. At Woodridge, we follow Barnet’s Agreed Syllabus for RE. Religious Education is often a part of a cross-curricular study and is integrated into other topics.
In Assemblies, themes are of a broad nature, reflecting the schools values, the PSHE objectives and celebrate the range of faiths represented in our school community and local community. Children’s participation is encouraged and their achievements are regularly celebrated in assemblies.
Parents may withdraw their children from RE or assemblies. Any request should be made in writing and discussed with the head teacher.
Homework is given to all children on a regular basis and we ask parents to set aside time for children to read at home every day.
The amount and type of homework varies and takes into account the age and ability of the children. Homework is linked to work in the classroom and increases as the children move through the school.


Today’s review is portion of a series of investigate that examines different topics across the curriculum. It draws on the proof from the education and learning inspection framework (EIF) and other literature to study the contributions that can make a substantial-excellent new music curriculum, pedagogy, evaluation, and the effect of college leaders’ selections on music provision.
In England, all pupils should review music till the conclude of critical phase 3. This expectation is reflected in the countrywide curriculum and is at the coronary heart of the EIF.
Even so, the amount of pupils having up music at important phases 4 and 5 proceeds to decrease. Important stage 3 music provision has also been diminished and trainee major lecturers are offered shrinking amounts of musical education. And with lowered lesson time, this has been accompanied by decreased stages of staffing to support a school’s wealthy musical daily life.
As a result, it is far more crucial than at any time for educational facilities to obtain methods that put large-good quality songs at the main of the curriculum.
Our evaluate starts from the assumption that a central purpose of a very good tunes education is that it allows pupils to carry out the perform of many others, discover their very own creative imagination as a result of composing do the job and, as a result of broader listening and engagement, occur to a broader comprehending of musical tradition and indicating.
There are several ways that educational institutions can build and instruct high-good quality tunes curriculums. Our report identifies some popular capabilities that schools might want to think about in producing their music education, such as:
- Curriculum content material that might fairly be mastered in the time offered, remembering that often fewer is more.
- Plentiful options for pupils to return to and consolidate their quick-term understanding, with repetition of essential curricular information and gradual introduction of new suggestions, solutions and principles.
- Curricular scope that involves enabling pupils to produce technical management above the sound they are developing as a result of the voice or instrument.
- Substantial listening chances to support build pupils’ musical understanding.
- House and time for pupils to take a look at the constructive elements that build musical compositions and use these successfully to compose their have new music.
- Chances to get knowledge of how audio around time and throughout cultures has been a conduit for human expression.
- Superior levels of assistance for newbies, remembering that pupils in each critical stage are in some cases novices, with growing flexibility as pupils gain better competence.
- Even handed use of summative evaluation to determine pupil misconceptions or inaccuracies.
- Suitable curriculum time and regularity to allow for musical learning to choose place.
Her Majesty’s Chief Inspector, Amanda Spielman mentioned:
Tunes touches the coronary heart of our humanity and its perception of surprise has influenced human societies through history. For several pupils, the songs they appreciate will be component of the narrative of their life.
New music is aspect of the curriculum but simply just ‘doing’ audio is not ample. We shouldn’t be contented with just owning music on the timetable. We have to have to be formidable about what we count on for tunes in the classroom and make confident that time is effectively employed. So I hope the overview delivers practical direction for educational facilities on planning and producing a higher-good quality songs curriculum.
Ofsted programs to publish a report on the excellent of the music curriculum taught in educational institutions in 2022. We will get the proof for this by subject ‘deep dives’ in the course of inspections less than the EIF.
To obtain out far more about Ofsted’s curriculum do the job, examine the ideas powering the analysis reviews and matter studies.


Three Best Practices for Accelerated Education Programs from DRC
The DRC Merges Formal and Non-Formal Education Through Custom, Collaborative Work
More than 263 million children are out of school around the world, oftentimes due to poverty and conflict. In the Democratic Republic of Congo (DRC), as in many other countries, Accelerated Education Programs (AEP) are becoming a more common approach. The purpose of these programs is to create inclusive education opportunities for students who have fallen behind or perhaps have never started school. To learn how the DRC is able to effectively educate children in a challenging conflict zone, we received insight from USAID’s Pascal Tshimanga and Jean Pierre Sangwa.
In the DRC, the Ministry of Social Affairs manages the non-formal education programs, including the Accelerated Education Program, in partnership with the Ministry of Education. USAID works with both ministries to provide support to students in the Accelerated Education Program. Here, we outline four best practices:
1. Cater USAID’s AEP to local needs.
Because the goal was to prepare students in the AEP to transition into the formal education program or receive a primary education diploma, it was important for staff to adjust the AEP curriculum to align with the objectives from the formal curriculum. Moreover, it was important to align the award dates so it was fully operational at the start of the school year calendar. A lesson learned from the past is that when the award is made just before the school year, there isn’t enough time for start-up hiring or training. The DRC’s AEP used a phased approach due to the timing of the award. USAID developed materials and training one quarter at a time and rolled out new materials each quarter, versus attempting to implement them all at once.
2. Collaborate across the formal and non-formal education systems.
In the DRC, while AEPs are overseen and regulated by the Ministry of Social Affairs, formal education is managed by the Ministry of Education. USAID knew that teacher training and curriculum development were best executed when teachers from the non-formal and formal systems were included. The master trainers included a wide range of teachers from both systems.
Inspectors supervise and oversee both the formal and non-formal education systems, ensuring continuity. It also helps ensure continuity in information in the student profiles, certification of learning, and a successful transition from the non-formal system to the formal.
3. Measure and monitor the students’ progress during and after completion of the non-formal program.
With the goal of ensuring students were properly prepared for entry into the formal system, USAID supported DRC AEPs to develop exit profiles based on the proficiency of learners at each AEP level to indicate whether they can advance to the next level. These profiles were built into the system to check that the learning standards were being met, and the learning standards outlined in each profile align with the learning standards for reading, writing, and math in the formal system.
4. Identify existing stakeholders and partner with them where appropriate.
One way this team partnered with others was through the Education Cluster. On a monthly basis, the Education Cluster brings together a variety of stakeholders ranging from civil society experts, teachers, the Ministry of Education, academics and project staff, to share information about where there are security issues and communities of internally displaced people. This information is used to launch new AEPs where children have missed out on education.
Because there are ongoing conflicts within DRC, Pascal pointed out that they do some third party monitoring to know which locations are safe. There are some places that USAID was not permitted to go, so they worked with intermediaries to get the curriculum out to teachers and students.
DRC is an integrated mission and one way they manage projects is to make sure there is overlap and a concentration of activities in conflict-affected zones. Education activities are implemented in an integrated way so they benefit from other programs. For example, an education activity may work side-by-side with an Economic Growth activity that supports cash transfers.
To develop Teaching and Learning Materials (TLM) in a truly collaborative, integrated effort, USAID supported the Ministry of Social Affairs to assemble a working group of teachers from formal and non-formal education, civil society experts and academics to review, revise, update and produce new AEP materials.
While every AEP is different, the program in the DRC shows that even in challenging regions, there is an opportunity to support non-formal education opportunities that build foundational skills for out-of-school children and youth. The results here show that AEP students learn quickly and have a chance to reenter, or enter for the first time, the formal education system in the DRC.