This year's report provides parents and the wider Tasmanian community with current information on the government's priority areas of the early years; literacy and numeracy; student retention; school improvement; and equity. Parents and the community can now see annual improvement achieved by our schools and can monitor progress over time as well as celebrate the improvement successes of our schools. From Department of Education's description. See also statement by State Minister for Education Lin Thorpe 29 April 2010. The full report is available online.
Subject HeadingsEducation policy
Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth
Routledge, August 2007
A shorter version of the full volume Developing Literacy in Second-Language Learners, this book reports the findings of the USA's National Literacy Panel on Language-Minority Children and Youth. The Panel, comprising experts in reading, language, bilingualism, research methods and education, was appointed to identify, assess and synthesise research on the literacy education of language-minority children and youth. Chapters adapted from the original report concisely summarise empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction and assessment. Chapter titles include Cross-Linguistic Relationships, Sociocultural Contexts and Literacy Development, and Instruction and Professional Development. Adapted from publisher's description.
Key Learning AreasEnglish
English language teaching
English as an additional language
This document is designed as a toolkit for teachers to make the most of new and refurbished school buildings. It offers a range of ways that schools can exploit the building or refurbishing process to improve opportunities for learners. A variety of activities and British case studies are included to help teachers and leaders make the most of the design and planning process. The activities range in duration and are designed to be appropriate to different contexts and situations. Chapter titles include Whole school and longer term activities; Understanding your current school building; Having a say on design decisions; Making the most of learning opportunities on campus; and Creative ways to use your completed building. The full report is available online.
Subject HeadingsSchool equipment
OFSTED, February 2010
This document reports on a study into local education providers' knowledge of their school and community, and how they helped learners become responsible citizens. Observations were conducted of a range of learning institutions in Britain. Strategic leadership was key to identifying communities and needs, and partnerships were essential to ensuring tailored provision. Opportunities were provided for all learners to develop their skills and knowledge through appropriate curricular vision. However, the consistency and quality of these approaches varied between schools. Barriers were targeted through helping to engage the community, and through broadening students' personal horizons. The full report is available online.
Subject HeadingsSocially disadvantaged
Social life and customs
School and community
Drawing on a review of the research literature, this report examines the different types of block scheduling and how they influence students' academic achievement. The research indicated that 4 x 4 block scheduling, where students attend four classes of 80–90 minutes each day, resulted in higher cross-subject achievement than traditional schedules. For science, A/B block scheduling resulted in higher results than traditional schedules, however, in mathematics and English, the evidence was unclear, with studies showing both better and worse results for block scheduling compared with traditional scheduling. The full report is available online.
Subject HeadingsSchool day
The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools
Routledge Education, September 2007
Two researchers detail current thinking and evidence about educational effectiveness. The book examines definitions of educational effectiveness, and analyses the various theories and strands of research within educational effectiveness, especially with respect to the model developed by Creemers. Chapter titles include Essential Characteristics of Educational Effectiveness Research; Empirical Testing of the Comprehensive Model of Educational Effectiveness: Review of Research; The Dynamic Model: Factors Operating at School and Context Level; and Implications for the Improvement of Educational Practice. Adapted from publisher's description.
Subject HeadingsThought and thinking
Education aims and objectives


Composer and Educator
Zoltán Kodály (1882-1967) is widely considered the perfect embodiement of the Hungarian spirit. His prolific scholarly research into Hungarian folk sources combined with a hightened interest in the education of the young. In the process, he created a new Hungarian-based art music that recognized the importance of his nation’s artistic traditions. Composing in a vocally oriented musical style, Kodály’s music, according to his compatriot Béla Bartók, “is characterized by rich melodic invention, a perfect sense of form, a certain predilection for melancholy and uncertainty. He does not seek Dionysian intoxication but strives for inner contemplation. Everything in it is based on the principle of tonal balance. His idiom is nevertheless new; he says things that have never been uttered before and demonstrates thereby that the tonal principle has not lost its raison d’etre as yet.” A pioneering composer, ethnomusicologist, groundbreaking educator and critic, Kodály is a highly revered national cultural leader and a distinguished composer of international standing.
Born in Kecskemét in the Hungarian countryside, Kodály learnt to play the piano, violin, viola and cello. He sang in the church choir, and soon had his earliest compositions performed publically. He furthered his general education at the University of Sciences in Budapest in 1900, but quickly enrolled at the Academy of Music and was awarded a PhD for his thesis “The stanzaic structure of Hungarian folksong.” Kodály composed prolifically, and his interest in the interdisciplinary aspects of music and language fueled a lifelong fascination with ethnographic research. Together with this close friend Béla Bartók he combed the countryside and “the vision of an educated Hungary, reborn from the people, rose before us. We decided to devote our lives to its realization.” Their first joint project was the publication of Hungarian folksong collection in 1906, and Kodály recieved a modest scholarship to study abroad. He left for Berlin, and subsequently spent six months in Paris. He attended Charles Widor’s lectures, but it was his encounter with the music of Debussy that decisively coloured his own compositions. After his return to Hungary and another folksong collecting tour, Kodály was appointed professor at the Academy of Music.
Zoltán Kodály: Variations on a Hungarian Folksong, “Felszallott a pava” (The Peacock)
In 1911, Bartók and Kodály founded the New Hungarian Music Society with the principal aim of performing contemporary works. Kodály’s music gradually featured internationally, and Universal Edition began publishing his scores in 1921. His real breakthrough came in 1923 with a commision to celebrate the fiftieth anniversary of the union of the cities Buda and Pest. His Psalmus hungaricus, a powerful large-scale oratorio for tenor, chorus and orchestra premiered under Dohnányi. His two operas—Háry Janos (1926) and The Spinning Room (1932)—alongside orchestral Dances from Marossek (1930) and Dances from Galánta (1933)—further revealed his distinctive and authentic vision of Hungarian art music. The Variations on a Hungarian Folk Song (1938), frequently referred to as the “Peacock Variations” are among his best known scores, and the Budavár Te Deum (1936) and the Missa Brevis (1942) have gained a secure place in the choral repertory. Kodály’s reputation as a composer is distinctly enhanced by his authority as a music pedagogue. The “Kodály method” emphasises the natural musicality of children and applies a sequential learning process that follows the natural developmental pattern used in learning a language. Kodály was adamant that music should become an organic part of the school curriculum, and his approach to music education has been implemented around the world.
Composer and Educator
Two Hearts, One Soul
Zoltán Kodály and Emma Gruber The most important and influential address for artistic matters at the turn of the 20th century Budapest was the salon of Emma Gruber.


Franz Schubert Many prominent musicians produced major works during the romantic period. Among these ar Beethoven, Strause, and Bach. But the musician that I think had the most impact, was Franz Schubert. Franz Peter, innate(p) on 31 January 1797 was one of quaternionteen children born of Franz Theodore Schubert and Elisabeth Vietz, four of which survived. He grew up in an apartment that daily reborn to a classroom in which his novice taught several round-eyed school classes. He received a thorough elementary education; his father being a good teacher, and parole being a bright student.
From his father Franz also intentional to symbolise the violin, and from his pal he learned the piano. The family, indeed, was a very(prenominal) musical one; family strand Quartet Parties were well know in the part of capital of Austria in which they lived. But curtly young Franz learned all in all that his family had to teach him. Later, any neighbors who could play any instruments were drawn in and the quartet became a exact or...If you want to get a full essay, order it on our website: OrderCustomPaper.com
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The Right of Children to Free and Compulsory Education Act, 2009 is a legislation passed by the Indian Parliament that has come into effect from 1st April, 2010. It is based on the 86th amendment in the Constitution through which an Article 21 (A) was inserted after Article 21 of the Constitution. Article 21 (A) states that “The State shall provide free and compulsory education to all children of the age group of six to fourteen years in such manner as the State may, by law, determine”. The RCFCE Act, 2009 is that law. It ensures all children of India, in the age group of 6 to 14 years, a fundamental right to free and compulsory elementary education.
As per the Article 254 of the Constitution, all the existing State Acts on Education have been superseded by the Right of Children to Free and Compulsory Education Act, 2009. Amendments to the RCFCE Act, 2009 would require presidential assent.


Newest Ashoka Fellows Provide Youth with Access to a Quality Education
A country’s young people are its most important asset. They are the future of a nation; providing them access to a quality education should be a top priority. Of course, there are many obstacles — you don’t have to be an expert to know that there are problems in education to be solved in all countries. Luckily, there are also social entrepreneurs stepping up to the challenge, including members of the newest class of Ashoka Fellows.
In India, one problem lies in geography. Migration from rural to urban areas is taking place on an unprecedented scale due to a lack of quality education and job opportunities. As a result, there is a growing disparity in income, infrastructure, access to education, health, and information access between urban and rural populations. The significant disconnect between education and skills needed in rural India is a major contributor towards the migration to urban areas. Sunanda Mane, through her organization Lend-a-hand India (LAHI), is working with local school management to identify and train instructors from within the community, who are typically local micro-entrepreneurs in the selected fields. Through the program, students achieve experiential learning through apprenticeships while also serving the needs of their community.
In the United States, there is an increased focus on standardized testing, and on the subjects of math and reading. Music education, like recess, is frequently considered a "nice to have" offering and cut out of school budgets. In this context, how do we make sure music isn’t left out of our children’s education? Little Kids Rock is answering this question by inspiring teachers of all backgrounds and equipping then with free instruments, instruction, tools, and a peer community. An eight-person organization based in New Jersey, Little Kids Rock works with teachers and funders across the country. David Wish started the organization to redefine the methods of musical instruction; his strategy is to engage with schools and districts to get buy-in and support from teachers and students as well as school administrators.
There are also challenges facing education systems outside of an individual country’s borders. The world is increasingly interconnected globalizing rapidly; it is becoming obvious to political leaders, business executives, and the general public that global citizenship and global competitiveness go hand in hand. But the recent, increased emphasis on test preparation has produced generations of graduates who are generally less culturally competent, less globally literate, and less prepared to engage with, and think critically and creatively about, the world’s most intractable problems.
Immediately after 9-11, Dana Mortenson and Madiha Murshed experienced alarming levels of xenophobia in New York. They began to seriously question whether the United States was educating its citizens to be globally competent. A field-review study provided a solution: Why not mainstream global competency within the U.S. school system? Mortenson and Murshed co-founded World Savvy to realize this vision. A citizen-sector organization established in 2002, World Savvy works in schools to foster an understanding of global competency as a set of skills, knowledge, values, attitudes, and behaviors applicable across disciplines. Global competency can be applied in any facet of the school experience; therefore, ensuring all players in a school ecosystem participate is critical to World Savvy’s approach.
You don’t have to be an expert to see that there are challenges facing education systems everywhere. But these social entrepreneurs are proving that anyone can be a part of making positive change.


Our teachers use a variety of strategies to assess student learning. These include observing work in class and looking closely at tasks throughout the year.
Twice a year, teachers formally assess a student’s achievement based on the outcomes described in the syllabus of each subject. A written report using the common grade scale is sent home in the first half of the year, usually near the end of Term 2, and again in Term 4. This gives a clear picture of your child’s learning.
We provide detailed information to students about what we expect from them throughout the year and how their work will be assessed. Students have a number of formal assessments throughout their schooling.
Best Start – a mandatory, one-to-one assessment that identifies a student’s literacy and numeracy skills at the beginning of Kindergarten.
National Assessment Program – Literacy and Numeracy (NAPLAN) – reading, writing, language conventions (spelling, punctuation and grammar) and numeracy tests for students in Years 3 and 5. The Australian Curriculum, Assessment and Reporting Authority (ACARA) holds the tests in May each year. Results and student reports are released in August.


This unit of study examines the practice of how to teach and how students learn in a junior secondary music classroom (Years 7-10). The second professional experience is a 6 week block practice teaching for 5 days a week and is designed to help you become a reflective classroom music teacher who utilizes appropriate pedagogy, creates valuable musical learning experiences and appropriate behaviour management strategies through effective student engagement in the junior secondary school. The workshops each week outside of the professional experience placement will continue the work covered in Teaching Junior Secondary Music Education and Adolescent Development and Behaviour. This unit of study provides students with a practical application of the theory through a second Professional Experience and it contributes to the development of graduate teacher standards set by the teacher's accreditation body (NESA). The placement dates ordinarily take place during the break between semesters 1 & 2. See Professional Experience Handbook for further details.
1 x 2 hour workshop for 2 weeks; 6 weeks of block practice teaching in schools (30 days)
Professional Experience Report (90%); Evaluation of behaviour plan and ePortfolio task (10%)


Teaching is a richly rewarding profession, and music is a powerful medium of expression. If you have musical talent and ability, then teaching music is a logical career choice for you.
You may want to decide on music teaching as your career if you:
- have been attracted to and involved in making music
- seek opportunities to become actively involved with music individually and in groups
- have been encouraged by family, friends and teachers to pursue the serious study of music
- enjoy sharing your musical ability with others in formal and informal settings
- genuinely like being with people.
If you choose music teaching as a career, discuss your decision with your music teacher and guidance counsellor. Ask them to help you find out:
- what college or university with an accredited music education degree program interests you the most. (Try to visit at least two)
- what music scholarships are available to you
- what options are available within the music education degree programme.
These are your career options:
1. Teacher of general music
Working with children from kindergarten through the middle or junior high school as a teacher of general music.
If you do so, you may work in a single music room or you may travel from school to school.
2. Teacher of music electives
You may prepare to teach music electives in high schools such as theory, history, and music appreciation.
3. Band director
4. Orchestra director
5. Music supervisor, state supervisor of music and college professor
As you gain experience and add to your academic foundation, you may decide to be a music supervisor in a large or small school system, a state supervisor of music, or a college professor.
Types of certifications:
Often, state certification allows you to teach all music subjects through grade 12. Alternatively, depending on state regulations, you may be asked to choose certification within a speciality.
Institutions may prepare students to receive any of three different types of certification: comprehensive, which allows graduates to teach all kindergarten to grade 12 music courses (both vocal and instrumental); instrumental, for teachers of grade 5 to 12 band or orchestra; or vocal, for teachers of kindergarten to grade 12 general music and chorus.
Obviously, if you have a teaching certificate with your music degree, your opportunities for employment are greatly increased.
Each college and university has a placement office to help you find a teaching position. As you go out into the field, you may also call on your music education department as well as the department chairperson, your applied music teacher, your ensemble director and music alumni from your school.
Added to these resources are the more than 80,000 members of your professional organisation, the National Association for Music Education, an association that will be ready to give you a helping hand throughout your entire career teaching music.
What kind of life awaits you as a teacher of music? Just ask someone who knows best—your music teacher! If you would like to learn more about choosing a career in music, you can visit the NAfME Career Center website for information on a variety of music-based professions.
Irma H. Collins
NAfME Society for Music Teacher Education
ฉ National Association for Music Education


Jacques Villon, French (1875-1963)
A painter and printmaker, Jacques Villon was known for his Cubist-style works, and is especially noted by art historians for his creation of a purely graphic language for Cubism. He first came to the attention of the American public when his work was included in the 1913 New York Armory Show, which introduced modernism to the United Sates. All of his work sold at this exhibition.
He was from a cultured family in the Normandy region of France, and was much influenced by his maternal grandfather, Emile Nicolle, who gave him early artistic training. Villon was born with the name of Gaston Emile Duchamp, and was the older brother of artists Raymond Duchamp-Villon, Marcel Duchamp and Suzanne Duchamp-Crotti. Honoring the French medieval poet, François Villon, and so as not to be confused artistically with his siblings, he changed his name to Jacques Villon.
He moved to Paris with his brother, Raymond, in 1894, and enrolled in law school at the University of Paris in order to satisfy his father's wish that he study something practical and not only pursue his interest in art. Living in the bohemian atmosphere of Montmartre where many artists were active, Villon quickly lost interest in law studies and in 1904 turned to the Académie Julian for art education.
He took jobs with Parisian newspapers doing graphics, cartooning and posters. In 1903, he along with Henri Lebasque, Pierre Bonnard and Edouard Vuillard and other modernist-leaning painters organized the Salon d'Automne, which exhibited work earning them the name of Fauves (wild beasts) for their paintings that were aggressively garish in color and abstract in composition.
In 1906, Villon moved away from Montmartre to Puteaux, a suburb of Paris and began the serious pursuits of drypoint and intaglio. Because he was so serious and unassertive about exhibitions, and because he was away from the centers of art activity in Paris, his public reputation was slow in developing. However, he did earn prestigious recognition including the Carnegie Prize in 1950, the position of Commander of the French Legion of Honor in 1954, and in 1956, the Grand Prize at the Venice Biennale.
He remained in touch with his family, and he and his brothers organized a discussion group that included artists and critics and became known as the Puteaux Group, for the village on the outskirts of Paris where the meetings were held. Included were Francis Picabia, Marcel and Raymond Duchamp, Alexander Calder, and Fernand Léger. Members were associated with the art movements of Cubism and Orphism, but they advocated wider interpretations of those styles and had a highly controversial exhibition in 1911 at the Salon des Indépendents.
Jacques Villon died in his studio on June 9, 1963, and three years later, Marcel Duchamp, his last surviving brother, organized an exhibition of his work, which was held at the Musée National d'Art Moderne in Paris.


Date of Degree
Accessibility | Early Childhood Education | Elementary Education
kindergarten readiness, kindergarten entry, academic redshirting
This paper examines the contemporary debate over redshirting within the context of a historical analysis of how schools in the United States have addressed children’s transition into kindergarten. It also considers how preparation for the transition to school is cause for concern that has varied greatly depending on the socio-economic conditions of children’s families. Redshirting is the term currently being used to define a child’s delayed entry into kindergarten, usually with the intention of creating an additional year for that child to develop socially and to strive academically. Central to understanding this phenomenon and how to address it is the issue of children’s kindergarten readiness. The high-pressured nature of modern schooling has increased learning demands of children in the lower grades and even kindergarten, creating confusion and resulting in fear for most parents. A historical analysis of the changing theories, policies, and practices of preparing children for the transition into kindergarten in the United States is provided as a way of shedding light on the present controversy of redshirting children prior to them making their kindergarten debut.
Babel, Lisa, "Redshirting: A Critical, Historical Analysis of the Changing Theories, Policies, and Practices of Children's Transition into Kindergarten" (2017). CUNY Academic Works.


The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science.
The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science. Many existing efforts to promote data literacy are grounded in mathematical concepts of central tendency and variation, and typically are narrowly focused in single subject domains. Taking an art-based perspective on data science has the potential to promote student relevance, accessibility, engagement, reasoning, and meaning-making with data science. Moreover, visualization technology has advanced to a degree that the relation between the information in data and visual aesthetic can be leveraged easily. To explore the opportunity this offers, research on this project will examine how to equip teachers to develop such interdisciplinary pedagogical approaches to cultivate their students' data literacy. This exploratory project will provide support for 12 teachers during summer workshops and during the school year as these teachers implement their co-designed units in their classrooms. The work addresses the following questions: (1) How do we support effective co-design of data literacy units among art teachers, mathematics teachers, and researchers? (2) How are teachers able to use the unit materials in their classrooms to engage students in data literacy? And (3) How does an art-based approach support students' data literacy? Answers to these questions will build an understanding of how to support interdisciplinary curriculum design collaborations among researchers and teachers. They will also show how art-integrated, maker-oriented activities can support middle school learners' data literacy development; and how to design technologies that are accessible and powerful to teachers and learners in these interdisciplinary environments.
Through summer workshops and year-round design collaborations, the project will iteratively design, test and refine four units for middle school classrooms, including activities, tools, and assessments, to promote students' data literacy. Data will be collected from co-design sessions as well as classroom-enactments, and will include observations, video/audio recordings, student- and teacher-generated artifacts, and pre and post assessments of students' knowledge and self-efficacy. Mixed methods analyses of these data, and syntheses of findings across participants, classroom enactments, and project years, will explore effective ways to support co-design among art teachers, mathematics teachers, and researchers; and the impact of art-integrated activities on students' data literacy. This project will reach 12 teachers and their students across 6 New York city schools. By building capacity and knowledge about how to initiate and sustain teachers' interdisciplinary curriculum collaborations, the project will have broader impact. Refined project materials, including pedagogical approaches, toolkits and adaptable classroom activities, will be disseminated to facilitate classroom adoption by other educators who wish to undertake similar art-integrated data literacy curriculum design collaborations, and will thus ultimately broaden participation in data science among diverse youth within and beyond New York City.


Learn to Play Saxophone: Beginner to Pro in Under Four Hours
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- Assemble and care for a saxophone
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- Working Alto-Saxophone
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|| ABOUT THE INSTRUCTOR ||
Born and raised in the Chicago area, Los Angeles-based saxophonist-composer Dave Wilson graduated from the Indiana University Jacobs School of Music, studying under David Baker, Tom Walsh, and Pat Harbison. Following that, he lived in Macedonia for two years,working in the non-profit sector yet immersed in a world of Balkan music, performing with local folk, jazz, and rock musicians in the studio, in local clubs, and at festivals.
His collaborators have included Curt Smith (Tears for Fears), Dave Stewart (Eurhythmics), Engelbert Humperdinck, James Torm, composer Mateo Messina (Juno, Thank You for Smoking), producer Charlton Pettus, and French gypsy jazz artist Jessica Fichot.
His performance work has taken him to the stages of the Chicago World Music Festival, the Lotus Festival, the Guadalajara International Book Fair, the London Palladium, the Sydney Opera House, and the Araneta Coliseum, where Ali and Frazier met at the Thrilla in Manila. In 2010 at the Walt Disney Concert Hall in Los Angeles, he debuted Light Connected, a piece for clarinet, alto flute, cello, bass, cajon, dancer, and spoken word poet that he conceptualized and co-composed.
In addition to his work as a composer-musician, Dave just completed a Ph.D. in Ethnomusicology at UCLA's Herb Alpert School of Music. His work there focused on the Macedonian folk tradition, and on how traditional and popular music reflect, articulate,and construct national identity, politics, class, and ethnic tensions in the context of a post-socialist capitalist society.
This course has been provided by MusicProfessor, an online music education company.
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Online music courses for credit are not yet common, but there are starting to make their presence felt. The number of credits that you can earn depends on how many subjects you are taking. It also hinges on what majors you are studying.
Colleges for music offer general studies, subjects on specific periods, and practically everything else in between. Among the most popular subjects are Western classical music and jazz, music methods and techniques and performing 18th century music.
You can also take up conducting, advanced music performance. Using the Internet, students get training on arrangement, orchestration, traditional and modern music. Other courses that have to be studied are musicianship and fundamentals.
Degrees and Options
Your choices include Doctor of Musical Arts, Master of Music and Bachelor of Music. You can major in voice, harpsichord, jazz, orchestral instruments and other instruments. Students are also allowed to specialize in specific genres.
You can pursue studies about Australian aboriginal music, Asian music, African music and world music. There are also course dedicated to music of the 20th century, music psychology and digital music.
Degree programs can take up to five years to complete. This is usually the case when studying Master’s in Conducting and one in Opera, Master’s of Music in Teaching or Bachelor’s in Music. You can study and be an educator, scholar or performer.
Graduate and undergraduate degrees consist of different programs. Among the offerings you will see are ballet, recording arts, composition and music education. Many others are available for students.
Other Areas of Study
Many of these schools of music teach about musicology. After going through general courses, students can focus on specific disciplines. Apart from the courses mentioned, their skills in problem solving, critical thinking and analysis are developed.
By the end of these courses, students will learn how to critically discuss various elements of music. Specialties in music theory, pedagogy and performance are common in many of these schools.
Admission requirements for these schools vary, and so does the application process. Some of them are very strict and only accept a small percentage of applicants. Most of these sites will interview the hopefuls too. Recommendations are also required in many cases.
Online music courses for credit are usually affiliated with brick and mortar music schools. The number of courses that are available varies. However, all formal web based music classes have live components.
- Online Courses for Educators in Music (onlinecoursesfor.com)
- Online Courses for Music Teachers (onlinecoursesfor.com)


Accelerated Maths is a supplementary approach to mathematics teaching that uses computers to assess pupils' levels of performance, and then generates assignments appropriate to their needs. Pupils scan completed assignments into the computer, which gives teachers regular reports that they can use to develop targeted interventions. The Accelerated Maths curriculum focuses on foundational skills, especially computations, and is intended for use along with other maths programmes. Any evidence in support of the programme is based on a trained version.
Renaissance Learning also offer a comprehensive reform model for both primary and secondary which includes interventions in reading and writing as well as professional development opportunities, organisation and management solutions, technical assistance, strategies for parental involvement, and a plan for annual evaluation.
A programme of remote and on-site training accompanies the implementation of Accelerated Maths, additional professional development packages available on request.
A cloud-based programme, hosted on network sites. Students and teachers log onto the programme to take practices and assignments or to access reports. Assignments can be taken either on computers, laptops and tablets or with pencil and paper. Practices can also be taken at home using Renaissance Home Connect.
The Best Evidence Encyclopaedia (2009) rated Accelerated Maths as having limited evidence of effectiveness for primary maths and no evidence of effectiveness for secondary maths.
The What Works Clearinghouse (2008) found Accelerated Maths to have mixed effects on primary maths achievement and no discernible effects on secondary maths achievement.
The studies found an overall effect size of +0.08 in primary maths and +0.05 in secondary maths.
The Best Evidence Encyclopaedia included five qualifying studies for primary maths, studies are only included if they use a testing method other than STAR Math which is closely aligned with the objectives and format of Accelerated Maths.
Three studies of Accelerated Maths met the What Works Clearinghouse standards for inclusion. One of the studies found substantively important positive effects on primary maths, while the other two studies showed indeterminate effects.


Bricklayers lay bricks, concrete blocks, stone and other materials to construct or repair walls, arches, chimneys, fireplaces and other structures based on blueprints and specifications. They could be installing firebricks in commercial and industrial furnaces and incinerators.
- Laying brick, stone or similar materials to build chimneys and fireplaces, patios, walls or walkways
- Laying firebricks to line industrial chimneys and smokestacks
- Cutting and trimming bricks using hand and power tools
- Lining or relining furnaces and boilers using acid resistant bricks
- Restoring, cleaning or painting existing brick structures
- Reading and interpreting sketches and blueprints.
- Reading Text
- Oral Communication
- Critical Thinking
- Problem Solving
- Document Use
- Work safely as a team, following written and oral directions
- Able to perform heavy manual labour for prolonged periods of time
- Read and interpret documents, work with numbers to perform calculations
- Problem solving skills to provide solutions to challenges
Job Testimonial Videos
Job Overview Videos
- What does a bricklayer do?
- Brick Masonry – Skills Canada
- What it feels like to be a stonemason on Parliament Hill
Apprenticeship is required
Education Requirements :
- Completion of high school
- Apprenticeship: 4880 hours (720 hours in school)
- A brick and stone mason is a voluntary trade in Ontario
This program provides theory and hands-on training for the brick and stone mason trade and foundational skills in construction carpentry. It ss designed to provide students with training where they will learn to safely and properly operate hand and power tools, as well as equipment found on the construction site. Students will have opportunities to use masonry materials and supplies and to practice the selection, preparation and installation of masonry materials.
- ALGONQUIN COLLEGE-MASONRY
- CONESTOGA COLLEGE-BRICK AND STONE FUNDAMENTALS
- FANSHAWE COLLEGE-BRICK AND STONE FUNDAMENTALS
- ONTARIO MASONRY TRAINING CENTRE- MISSISSAUGA
- ST LAWRENCE COLLEGE-BRICK AND STONE MASONRY APPRENTICESHIP
Download Career Profile Pdf
Did you know
The Great Wall of China is made of 3,873,000,000 bricks.
Did you know
Bricks are energy efficient because they hold sunlight throughout the day and release that energy after the sun goes down.
Did you know
The Minerals used to create a brick determine its colour. Bricks are red due to iron in them, and higher temperatures produce darker coloured bricks.
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Great Barrier Reef
What is the largest living thing on earth? It’s not a whale or an elephant. It’s the Great Barrier Reef off the coast of Australia, — the world’s largest coral reef. The Great Barrier Reef can be seen from outer space and is the world’s biggest single structure made by living organisms.
This coral reef consists of over 2,500 individual reefs and 900 islands. The reef is home to 400 different kinds of coral, as well as fish, birds, worms and crustaceans. Sea turtles and birds come here to lay their eggs and butterflies come in swarms to rest over the winter.
Fun Facts About the Great Barrier Reef for Kids
- Coral are marine animals that make calcium carbonate, which forms a hard shell.
- The shells build up creating coral reefs.
- Coral reefs provide shelter for thousands of animals.
- The Great Barrier Reef is a world heritage site. It is protected from fishing.
- The Great Barrier Reef is at least 20,000 years old.
The Great Barrier Reef Vocabulary
- Coast: where land meets sea
- Island: land surrounded by water
- Marine: living in water or belonging to water
- Shelter: protection, home
All About The Great Barrier Reef Video for Kids
This is the best video we found for kids to learn about the Great Barrier Reef:
The Great Barrier Reef Q&A
Question: Is the Great Barrier Reef an animal?
Answer: The Great Barrier Reef is made of millions of coral. It is bigger than the Great Wall of China and it can be seen from space.
Enjoyed the Natural Science for Kids Website all about the Great Barrier Reef info? Take the FREE & fun Great Barrier Reef quiz and download FREE all about the Great Barrier Reef worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Great Barrier Reef Facts ." Easy Science for Kids, Jun 2020. Web. 04 Jun 2020. < https://easyscienceforkids.com/all-about-the-great-barrier-reef/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Great Barrier Reef Facts. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-the-great-barrier-reef/
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In 2016, Esk Energy successfully applied for a grant from the Ernest Cook Trust to undertake a project with Ruswarp C of E Primary School to help them develop their literacy and numeracy skills by exploring how we generate electricity from their river. The grant was to enable us to undertake a project which would involve developing materials, a visit to the school to work with groups of key stage 2 children and then visits to the site for the children to see the turbine in action.
We developed two sets of resources to support literacy, numeracy and science for lower and upper key stage 2. The downloadable packs include workbooks, PPt slides and session plans. We also built a model to demonstrate how the turbine works.
Two classes visited site following sessions in the classroom.
Feedback from the school:
I’ve Got The Power! (14th September)
Torches and turbines… An electrifying day as we were visited by representatives of the local hydro-electricity project, Eureka. Workshops and a wander across to the enormous Archimedes Screw (based upon a design a mere 2,000 years old!) made for a fascinating morning!
Feedback from the children:


Letter S Activities for Pre-Kindergarten Children
According to the American Academy of Pediatrics, learning how to read and write starts well before most children enter the grade school years. Pre-kindergarten children can get a jump on literacy development with alphabet-themed activities. Instead of trying to cram the entire alphabet into one lesson, try helping your little learner to discover one letter -- such as the letter S -- at a time.
Creatures and Critters
Although you might know that snakes, spiders and scorpions all start with the letter S, your preschooler may not. Introduce this letter with slithering creatures and critters -- in the form of craft activities instead of the actual animals. Help your child to create his own letter S snake by rolling out a modeling clay coil and shaping it over an alphabet tracing 2. Use letter S stencils for your child to trace wavy legs onto a spider drawing or make S-shaped claws for a scorpion.
Preschoolers can create alphabet art using S-themed materials 2. Start your little one out with a large letter S. Print out a letter S that fills an 8-by-10-inch or larger piece of paper or draw your own. Create a bubble S, leaving at least 2 inches of space in between the lines. Help your child pick out materials that start with the letter S. Sand (craft sand), stickers and silver foil all start with the letter S. Have your child collage the S materials directly onto the letter, using clear drying, non-toxic school glue.
If you are looking for an art process that starts with the letter S, stamping is an easy-to-make craft activity that will help your preschooler recognize this letter. Have your child say the word "stamp" or "stamper," noting the S sound at the beginning. Use a letter S stamp and a non-toxic, child safe ink pad. Help your child to stamp the letter S onto a piece of construction paper or card stock. Mix and match the colors of ink and paper. Choose two or three colors of ink such as red, green and blue along with two different colors of paper.
Help your preschooler learn the letter S with a movement activity. Get your child up and moving around while still learning about literacy. Show your child pictures of the letter S or have her draw an S with your assistance. Ask her to move her body into an S shape. She can put her arms over her head and then curve them downward to create the top of the letter. Have her bend at the waist and use her legs to make the bottom of the S.
- Stockbyte/Stockbyte/Getty Images


Ms Maria Zaban teaches Italian to all year levels from Prep to Year 6. The Victorian Government has made it
compulsory to teach a language other than English in all year levels. The theme
for the year is 'Saluti da Italia! Andiamo in Italia per imparare L'Italiano!' (Greetings from Italy! We
are going to Italy to learn Italian!).
Throughout the year, the students learn how to use Italian greetings in a wide range of social
interactions, for example, 'Buon giorno Mario! Come stai? Bene grazie. E tu?' (Good
morning Mario. How are you? Well thanks. And you?) Through fun, interactive and stimulating activities
such as singing and drama, students are becoming familiar with the Italian language and culture.
Languages education provides students with many benefits. As well as expanding career opportunities, research
shows that learning a language:
- Stimulates brain development
- Significantly enhances English literacy
- Improves memory, concentration, problem-solving and numeracy skills
- Encourages respect and understanding of other cultures.


Not all readers are leaders, but all leaders are readers.-Harry S. Truman
Powerful teaching happens when teachers take information gained from observations and assessments of children’s literacy development into consideration when planning instruction. Since observations can be subjective, it is important to include data from more formal observations as well.
We use running records as assessment tools to assess students literacy progress. A running record is a tool for coding, scoring and analyzing a child’s precise reading behaviors. (Fountas and Pinnell). Up until recently, I was using forms from the Fountas and Pinnell kit for running records. While a great way to take a running record, it requires a lot of copies and paper.
I have found an app called Record of Reading. It is a great app…not just because it was created by my alma mater, Clemson University…but because it is an electronic means of assessing reading behaviors. You don’t need a calculator as it has embedded formulas for accuracy and self corrections. The app even records the child reading while the teacher simultaneously takes the record. When replaying the record, the oral reading and the record are synced. The record can be saved or emailed. There is also a user manual if needed. You are able to type or write directly in the app and it doesn’t have to be opened in a PDF annotator. Best of all, it is FREE!.
Running records inform our instruction through capturing progress, assessing text difficulty, matching texts appropriately to students, and seeing and hearing reading behaviors directly. They also help us group students with similar instructional needs as well as provide individualized instruction where needed. They give explicit feedback to the student and to parents if needed.
Watching my students grow as readers is rewarding. I love watching them go from non-readers to readers over the course of the school year. Creating successful readers requires knowing your students…knowing their strengths and where they struggle. It also requires that we know our students’ interests so that we can have texts available to stimulate reading. By keeping track of our students’ reading behaviors through running records, we can inform our instruction to best meet their needs.
Today, we will do exciting new things. Let’s get to it!


It's fun to see the projects your child brings home from art classes at Museo Art Academy. But maybe you're itching to make art with your child at home. After all, being hands-on in each aspect of your child's life helps them feel connected to you and confident of your support in their interests. This includes being involved with art!
If you don't consider yourself to be the creative type, it can seem daunting to plan and execute art projects at home. Luckily, no one expects you to come up with college-level art lessons...leave that to us! Even the simplest art activity counts. Here are a few ways to become more hands-on with your child when it comes to making art at home.
Create a Portable Art Bucket
Maybe you've avoided making art at home with your child because you simply don't have the supplies (or they're strewn about the house in various nooks and drawers). Make a portable art bucket with simple supplies. Take your artsy child to Walmart or Michaels and pick out basics like:
-plain white printer paper
-watercolor paints and brushes
Then add fun extras like:
-tiny pom poms
Bring out the portable art bucket whenever your child says they're bored. You'd be surprised how fun it is to just sit and make something together without a prompt or a lesson. Believe us, your child will find something to make. And if you're stumped, try making a monster or a popsicle stick puppet.
We've all been stuck at the doctor's office or the car wash with nothing to do. Instead of relying on the iPad, stash a little notebook and a couple of pens in your car or purse. Encourage your child to draw something they see, then take turns adding to the picture until you've drawn the scene in front of you. Or take turns drawing each other, then sign and frame your work!
Use Art as a Reward
If your creative child can't get enough art, use it to your advantage and present art-making time as a reward. If they finished their chores early or came home with a nice note from their teacher, set aside an hour to do something artistic with your child. This could include making a larger art project (like a hand-painted doll house or a personalized, painted skateboard). Or you can take them to a local museum on a mommy/daddy date.
Let Your Child Teach You
When you really feel unqualified to make any kind of project that resembles good art with your child, we understand. Instead of taking the reigns on an art project with the suggestions above, let your child teach you. They learn a lot at Museo Art Academy and would probably be excited to show off what they know! Ask them to teach you what they're making in class step-by-step. This not only reinforces their learning, but lets them feel like an expert, which boosts their confidence. The perk for you? You don't have to plan a thing.
Maybe you're already a hands-on art parent. What insights or tips do you have for other parents? Share them in the comments below. We'd love to hear your opinion!
Sharing our love of art education, one post at a time.


Applied Reading for Aptitude Tests
This applied reading resource is designed to build on student knowledge and understanding, while assessing their ability to read and understand the type of written material encountered in a technical or trade training course or on the job in technical or trade positions. It is included in apprentice aptitude tests as part of the recruitment process.
Obtaining an acceptable level of applied reading can greatly improve many factors in life, including operating safely and competently in the workplace and with regard to career prospects. This has significant application in the resources sector as it does in other industries.
This assessment activity could be presented to students during a unit on literacy development, after students have completed more traditional questions. The activity could be integrated into other work allowing students the ability to make connections with literacy reading as per the requirements for Queensland state schools in the delivering of the curriculum. It is designed as a prequel, to the QMEA Apprentice Aptitude Test Training program.


Mrs Aileen Turner
The two year programme in Food is based on providing students with opportunities to learn, and practice, basic life skills as well as working within the Technological Practice strand of the Technology Curriculum. The students work with practical hand-on activities using literacy and numeracy skills specific to Food Technology, alongside learning to develop ideas using planning, problem solving and time management skills.
In Year 7 students are introduced to basic skills in context and begin to explore the concepts of Planning for Practice in Technology.
In Year 8 the students build on prior knowledge continuing to develop practical skills and are provided with the opportunity to become independent learners through their own planning, and implementation of this programme.


At Park Primary PRU we specialise in supporting young people who have not been able to maintain a placement in their local school either due to a social, emotional or behavioural difficulty or a medical condition.
It is understandable that many pupils who attend Park Primary PRU have negative attitudes towards school and school subjects. Many have problems accessing large parts of the National Curriculum, caused by a combination of factors: poor literacy or numeracy skills; limited concentration; problems with interaction with other pupils and a general lack of confidence and self-esteem. There is simply little point, therefore, in attempting to replicate the lesson content and teaching approaches that have failed in the past to motivate these pupils.
There are further factors to consider. Pupils at Park Primary PRU vary in age, from Year 2 to Year 6, and in ability. Classes are both mixed ability and mixed age, and originate from many different schools.
Pupils at Park primary are generally keen to learn in their new environment. Our philosophy is to seek approaches which will re-motivate pupils to learn whilst highlighting any skill deficiencies and barriers to learning which we also aim to address.
Because of this we have developed our assessment to ensure that the progress that any one pupil makes is specifically linked to their individual capabilities and need. The majority of our pupils have a primary need of SEMH (social, emotional and mental health) and so, through using data provided by CASPA, they are set targets which takes this into account and measures their age and current attainment to calculate an achieveable yet challenging target for reading, writing and maths.
Alongside this we use Symphony assessment material to monitor and track pupils. This allows us to record small steps of progress, which builds up over time.
There are many areas in which we assess the children we support at Park Primary PRU. This document explains in more detail.


Mrs Kruber, Mr Lack and Ms Rowland welcome you to Poplar Class web page.
Mornings focus on Literacy and Mathematics, afternoons are as follows:
Tuesday: RE / PSHE / Computing
Thursday: French / P.E.
Friday: PE / Library
PE kits should be brought into school on a Monday and taken home to be washed on a Friday, children will be expected to wear the school PE uniform during PE lessons.
Jewellery must be removed and long hair should be tied back for safety.
Library time for Poplar class is on Friday afternoons. Children will need to bring their library books to school to change on a regular basis.
We will be able to change children's Accelerated Reading Books during afternoon sessions. Children are expected to go to the school library independently to change their book once quizzed.
The expectation is that children should be reading at home on a daily basis. The children will have a 'Reading record' book, this should be signed by an adult at home each time the child reads. Children will also read with adults in class. It is very important to encourage children's reading as this supports their literacy development, writing style and use of interesting vocabulary in writing.
Reading with your child and listening to your child read are possibly the best things you can do to help your child’s education.
Take time to discuss the text your child is reading, ask about the book, what do they like about it? Can they tell you about the main characters? What do they think is going to happen next?
Share reading at home - you can be a good role model by reading too!
In Poplar class we will seek to encourage independent thinking, learning and decision making. We will be encouraging children to take more responsibility for their learning and the success of the class as a whole.
There are seven topics we will be focusing on this year:
Autumn 1: Traders and Raiders
Autumn 2: Scream Machine / Peasants, Princes and Pestilence
Spring 1: Stargazers
Spring 2: Alchemy Island
Summer 1: Allotment
Summer 2: Beast Creator


Multi-Tiered System of Supports
Multi-Tiered System of Supports is the integration of RTI for academics and behavior into a unified model that recognizes the reciprocal influence academic performance and social/emotional/behavior have on each other. The MTSS incorporates many of the same components of RTI (MDE, Office of Elementary Education).
Response to Intervention (RTI²) is emerging nationally as an effective strategy to support every student. The district uses the term Response to Instruction and Intervention (RTI²) to describe a general education approach of high-quality instruction, early intervention, prevention, and behavioral strategies. The Teacher Support Team process has been a vital component of the student success initiative in Jackson Public Schools since 1998. The Teacher Support Team is a school-based team of education professionals who support the classroom teacher’s efforts to assist struggling learners. The goal of the TST initiative is to provide students who are at risk for school failure with the necessary academic and behavioral supports to succeed in school. The typical Teacher Support Team includes an administrator, a school counselor, several regular education teachers, and one or more site-based specialists. Other professionals in the building or district are invited to participate as needed. Parents of referred students are always invited and encouraged to take part in the collaborative planning process. Referrals to the Teacher Support Team may be made by parents, teachers, or other school personnel.
The Teacher Support Team process seeks student success in the regular classroom whenever possible. All team members provide input into determining the student’s instructional needs and developing interventions to address those needs. The team subsequently reviews the student’s progress and makes adjustments to the plan. If TST implements 12 weeks of intensive, research-based interventions and the student does not make the desired progress, TST should refer the student to the District Teacher Support Team for further consideration. The District Team may suggest other interventions or may recommend that the student be assessed for a possible educational disability under IDEA.
Important Note: In 2003, the MS State Dept of Education mandated Teacher Support Teams for all Mississippi schools and established guidelines for required reviews of certain categories of students.


Nanuqsaurus is an interesting name and its meaning is even more interesting: “polar bear lizard.” So far, paleontologists have only found one skull belonging to this animal. They still have lots to learn, but they do know that it lived in what is now Alaska, hence the name.
- Scientists think this dinosaur was about 18 to 20 feet long, based on the size of its skull. What they don’t know, though, is whether the specimen they found was a full-grown adult. If it wasn’t, the dinosaur might be a lot bigger.
- When the dinosaur was discovered, the media labeled it “dwarf dinosaur from the Arctic.” It’s true that this dinosaur was found in the Arctic, and it is only about half the size of T-Rex. But it’s hardly a dwarf compared to other dinosaurs. More medium-sized. And that’s if it was an adult. Because it lived in an area that was dark for much of the year, food was probably scarce, which might explain why it wasn’t as big as its relatives.
- The Nanuqsaurus lived during the Cretaceous, about 69 million years ago. During this time, the Arctic was cold, but probably not as cold as it is now. It was probably much warmer during the summer months. There were periods of complete darkness and complete light, as there are now.
- The Nanuqsaurus was a meat-eating dinosaur, related to T-Rex. It was discovered in 2014 so we still have a lot to learn about it.
Questions and Answers
Question: Was this dinosaur white like a polar bear?
Answer: The Nanuqsaurus is sometimes depicted as being white because it lived in the Arctic. It’s possible, but no one really knows for sure.
Visit the BBC to watch a video about this dinosaur.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts about Nanuqsaurus Dinosaur for Kids ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/nanuqsaurus/ >.
APA Style Citation
Tobin, Declan. (2020). Facts about Nanuqsaurus Dinosaur for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/nanuqsaurus/
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- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
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By Teachers, For Teachers
Many traditional classroom teachers are moving towards a more kinesthetic classroom. Teachers who used to tell their students to “Sit still and be quiet” are now using teaching strategies to get their students to show their emotions and get up and move about the classroom if they feel they need to. The mind-body connection isn’t anything new. However, it is beginning to revolutionize teaching strategies these days. The relationship between movement and learning has been thoroughly researched, and a growing amount of studies that are being conducted (even as we speak) suggest there is a definite link between our mind and our bodies -- some evidence suggests that exercise may even help you grow a better brain! Some of the most effective things that teachers can do in their classroom to get their students moving may also be the simplest. By integrating movement activities (seat-changing, brain breaks, dancing, etc.) you can keep your students brains and bodies connected. Here are a few easy teaching strategies to keep your students moving.
A fun and active way your students can start the day is to learn on the go. Each morning, students pair up to “Walk and talk” with their partners. Write 3-5 questions on the front board and have students discuss the answers to the questions with their partners as they walk. Where they walk and talk is up to you. You can have them walk around the classroom, up and down the hallway, around the school, etc. The questions are also up to you. You can use this time as a getting-to-know activity, for review, or to even set daily or weekly goals. As long as students are learning on the move, that is your goal.
Brain breaks are short energizer activities that use the body and mind. These activities are said to help reduce antsy learners, raise epinephrine levels among drowsy learners, and help children reinforce content. Here are a few energizers to try out in your classroom.
Have students do cross-lateral activities where they force their brain hemispheres to talk to one another. For example, students would pat their belly while rubbing their head or play patty cake with a partner while clapping each other’s hands by crossing over the midline of their body. These types of crossover activities activate development of the corpus callosum. which connects the two hemispheres of the cerebrum.
Get students up and moving by playing games. Students can learn while they play and move about. Here are a few quick games where students are learning while they are active.
An active as well as fun get up and move strategy is to have students conduct a weekly role play about what they have learned during the week. Every Friday, a new group must design a short, three-minute commercial about what they have learned during that week, and present it to their classmates. This is a unique and fun way to reinforce concepts while being active.
There is an abundance amount of evidence that supports the notion that the mind and body are connected. By stimulating the brain through active environment you can increase academic performance in your students.
Do you teach with the brain and body in mind? What teaching strategies do you do in your classroom to get your students up and moving? Please share your ideas in the comment section below, we would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


An early music education that rocks!
A weekly class for preschoolers that is designed for kids to join at any time and billing is non-committal - we bill by the month.
Whether they’re a budding rock-star or an aspiring classical soloist, Rock City is the place to find real music education for your preschooler. Through dynamic musical and movement-based activities, exposure to live instruments and musically inspired story-time, budding young musicians gradually develop the skills needed to read music, play simple rhythms and develop fine motor control - skills that are essential for future success in playing an instrument. Classes focus on foundational musical concepts such as fast and slow, sound and silence, high and low and even singing and playing major scales, and with our special take-home activity materials, their musical adventures will last all week long!
Benefits of Music
- Challenges the brain in new ways
- New motor skills must be learned and coordinated
- Profound and seemingly permanent changes in the brain structure
Music & Mathematics
- Patterns of chords, notes and key changes
- Counting of beats, rests & how long to hold notes
- Geometry to remember correct finger positions for notes or chords
- Sequences called intervals are the differences between notes
- Ratios, proportions and equivalent fractions understanding are required to read music
Music & Reading
- Strong association between music instruction & reading ability
- Positive transfer occurs between language and reading
- More music skills result in greater degree of phonological awareness
- Music perception taps and enhances auditory areas
(How the Brain Learns by David Sousa, pg 225-229) Read More


Superkids Foundational Skills Kit™
Based on the proven-effective Superkids pedagogy, The Superkids Foundational Skills Kit for grades K–2 makes learning foundational skills joyful and successful. The kit provides the essentials—the instruction and materials—for daily word work within your literacy block.
In 30–40 minutes per day, The Superkids Foundational Skills Kit adds emphasis to critical foundational skills—especially phonemic awareness, phonics, and fluency—within your literacy block and helps address any gaps in these skills.
Motivate and Engage Students
Instruction innovatively connects concepts and stories with 14 captivating Superkids characters.
Build the Foundation
Systematic and explicit instruction builds the foundational skills that students need to become strong, fluent readers.
Apply Skills in Cumulatively Decodable Text
To increase fluency and ensure success, students practice reading text that aligns with the sequence of letter-sounds and sound-spellings taught in the lessons.
- All Grades: Teacher’s Guides, Instructional Overview, Assessment Books, Guide to Letter Formation, Practice Page Masters, Letter Cards, Classroom Posters, Teacher Set of Decodable Books, Teacher Set of Take-Home Decodable Books, Online teacher portal
- Grade K only: Picture Cards, Alphabet Cards, Tactile Cards, Ice Cream Paper
- Grade 1 & 2 only: Backpack Page Masters, Digraph and Trigraph Cards, Sound-Spelling Cards, Memory Word Flash Cards
- All Grades: Skills books, Decodable books, Take-home decodable books, Online games
- print concepts
- phonological awareness
- word recognition
- word analysis


From kindergarten to higher education, school prepares individuals to live and work in our society.
So what happens when someone leaves school early?
Consider arriving in a foreign country as an adult and not having the language skills you need to talk to your neighbors, let alone pass a citizenship test.
That's where adult basic skills programs come in. Adult education ensures everyone has access to the training in basic reading, writing and numeracy skills that they need to be functioning members of their community.
Classes will typically cover English and Math but may also include career skills, such as computer training.
TOP TIP: Understanding how to use a computer is important for mature learners and can also become a career skill. Being able to touch-type greatly increases the efficiency with which you work at the computer. With TTRS, you can learn typing, and improve reading and spelling skills at the same time. Learn more.


Our elementary school encompases grades 1 to 4. Our students are naturally eager to explore, investigate and learn. As such, the elementary school engages students in a wide range of fun, stimulating and developmentally appropriate learning experiences. Our teachers foster a supportive environment for collaborative, hands-on, experiential learning opportunities where students are encouraged to inquire, take risks, solve problems and apply their learning to real life contexts.
Our elementary school curriculum provides our students with a strong foundation in literacy and numeracy skills. Social studies and science topics are explored through our units of inquiry as well as integrated with other subjects as appropriate. African history and culture, research skills, and technology skills are integrated throughout the curriculum. In addition to the core homeroom subjects, our elementary students take classes in physical education, visual arts, music, and world languages (French or Spanish). Elementary school at the AISL provides a safe, nurturing and welcoming environment committed to developing our children’s intellectual, physical, emotional, and social growth.


Are the children in your class learning and growing? How will you know? Learn about ongoing assessment—when you observe, collect, and interpret information to document progress, and then adjust your lessons and activities to improve your teaching.
DIRECTIONS: The module can be accessed on the iPD, located on the Early Childhood Learning and Knowledge Center (ECLKC) website by clicking on the link posted * below.
First, make sure that you have added the module to your OCCRRA registry account.
Second, you will need to open an ECLKC account and log on to the iPD to access the module. The links below can help you with the process.
* The iPD can be accessed at: Link to iPD on ECLKC. Once you are on the iPD, search for the module by entering the title of the module in the search box.
Once you have completed the module, please allow 6 weeks for attendance verification.
For assistance with verification of the module email: DRuhland@zerotothree.org.
|Training approved for||
|Registration deadline||Jun 30, 2020|
|Number of open seats||1338|
|Event Owner||ZERO TO THREE|
|Sponsor Phone||(202) 857-2995|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs|
|Age Groups related to content||Preschoolers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||Observing and recording children’s behavior|
|Early Learning and Development Standards||
Approaches Toward Learning
Physical Well-Being and Motor Development
Cognitive Development and General Knowledge
Language and Literacy Development
Define ongoing child assessment.
List the phases of the ongoing assessment cycle.
Describe what is being assessed and the different methods of documentation.
Describe how to gather information from families.
Demonstrate how to use data to inform curriculum planning and teaching practices.
Outline what is involved in planning for ongoing assessment.


Background/Context: Dialogic space is imperative for teacher educators and students to grow and learn around polemic issues. For this space to work as dialogic, it is imperative that the histories and truths of the people interacting within the place are taken seriously and acknowledged. For a dialogic space to be present in classrooms, teachers and students must be willing to engage in conversation that pushes the boundaries of participant comfort zones and provides a place where participant identities and histories are taken into account.
Focus of Study: This article examines qualities that encourage engagement in dialogue around polarizing issues between a teacher educator and a preservice student. In this case study, “Jianna,” a self-described conservative Christian, and the present author, the out lesbian instructor in the class, engage in a dialogue around gay and lesbian issues in elementary education. At the center of our dialogue is the timely and contentious issue of the intersection of conservative Christianity and the inclusion of gay- and lesbian-themed texts in elementary classrooms. This case provides an example for educators who seek to address polarizing issues with their students. I identify three characteristics necessary for the creation of dialogic space: the desire for dialogue among all dialogue participants, common texts and common language, and the coexploration of personal perspectives.
Research Design: This is a qualitative study with data drawn from in-depth interviews with one participant, teaching journals, student papers, and student discussions.
Conclusions/Recommendations: The researcher argues that when teachers work to establish space where reciprocity is both modeled and expected among their students, the opportunities for dialogue around threatening issues could be increased. This dialogue provides the opportunity for increased knowledge around these issues.


A child’s education is one of the fundamentals of their success later on in life, and a lot of the foundational work when it comes to educating can be done at home. An effective way of teaching your child how to read is based on learning phonics.
Phonics is considered to be one of the most effective ways of teaching a child how to read, and there are benefits to be derived from teaching it. It is described as instruction-based teaching involving common speech sounds and the way they represent themselves in spelling.
Here are a few reasons that show its effectiveness:
Teaching Phonics is Efficient for the Reader
Many educational websites such as The Happy Learner encourage the teaching of phonics at home to aid a child’s ability when it comes to reading. Phonics is an efficient way to learn how to read because it emphasizes everyday speech sounds.
Being familiar with a few of these speech sounds allows your child to be able to use it as a foundational stepping stone to learn other words. It’s more efficient than memorization.
It Requires Less Memorization
Memorization is an inefficient way to learn how to read while the use of phonics efficiently reduces this. By being able to draw from stock knowledge acquired from the basics, any child would be able to use this knowledge to read new words.
Memorizing words is ineffective because it requires a student to remember thousands of words to learn how to read them. Phonics stresses on the memorization of a few original sounds and applies them to general vocabulary.
It Allows for a Child to be Better at Spelling
By teaching your child phonics at home, they will be able to have the practice they need to do better at spelling in school. Phonics emphasizes sound and spelling patterns that can easily be applied in reading, speaking, and, of course, spelling.
This gives your child an edge when it comes to their writing skills in school since spelling might come naturally to them due to prior phonics instruction.
Systematic Phonics Could be the Most Effective Method for Reading
A lot have agreed that the best way of teaching reading is through systematic phonics instruction. A documentary was even released on the tremendous amount of evidence suggesting the effectiveness of systematic phonics as a form of decoding a language.
This means that by teaching your child phonics at home, you are giving them access to the best way to read. This enhances their future reading skills and allows for foundational knowledge to grow.
Allows You to Bond With Your Child
Teaching your child phonics is a great way to bond with them because it will enable both of you to engage in a fun activity. There is no question that exercises such as reading allow for great memories to be formed in their foundational year.
In the same way, you will be able to assess your child’s proficiency and skills when it comes to reading and comprehension, and assist them in improving these. This allows for more interaction and guided instruction.
It’s a great bonding activity.
Allows for One-on-One Instruction
A great benefit of teaching skills at home is that it will enable one-on-one instructions and interaction that may not be available in a classroom with many children.
A teacher or instructor’s time has to be divided amongst a classroom full of children, while a child can receive focused and undivided attention when trained at home by a parent or family member. This type of interactive instruction allows for more material to be covered and for a child’s questions to be answered. It makes for an effective teaching method.
Better Advantage at School
By being able to provide your child with a foundational knowledge of reading at home, they will be able to perform better at reading in school. This allows for a slight comparative advantage.
Reading comprehension is also linked to the levels of decoding skills in reading. By being able to teach effective systems of reading, there is a chance that reading comprehension can also heighten, allowing for smarter students.
There are a lot of benefits to equipping your child with foundational systematic phonics instruction at home. Not only does it help them perform better at reading in school, but it also gives them the foundation to be more knowledgeable about advanced forms of reading, which is not dependent on memorization.
By utilizing phonics, you can make your child a better reader. Remember, it’s one of the most effective ways of teaching someone to read a language.


News and blogs Latest blogs Filling the Long Days by Rebecca BrooksAUK Education Policy Advisor With children home from school, and activities everywhere cancelled or curtailed, the days can seem very long. Home educating adoptive parents are used to filling up their days with activities, so we have collated some top tips from home educators on ways to keep your family busy while building in some learning to every day. Most of our children do better when their days are structured, so try creating a general plan for each week. You could display this visually for the whole family, especially if family members are working from home. Your general weekly plan should include everything that is likely to happen at roughly the same time each day, like getting up times, snack and meal times, and bed times. You might also want to add planned down times for free play, social media and screen time where appropriate, as well as planned outdoor time if you can. If you are keeping in touch with family members by video calling, plan these calls out too. With activities restricted, consider adding ‘special events’ to your weekly plan, such as watching a film together with popcorn, or having a pamper evening, or running a family games tournament, to give you all something to look forward to. Fill in the gaps in your general plan with activities for each day. It’s important to find a balance between providing structure and avoiding control battles, so involve your children in deciding which activities they will do on each day, including any work that has been set by their school. If you, as the parent, know what you want to achieve during the week, your children can perhaps have some control over when each activity is attempted. Although you may be concerned that children are missing out on their schooling, remember that there are many useful life skills that can be learned out of the classroom. What expertise do you have in your own home? Perhaps you can engage your child in something you already know, like car maintenance, IT skills, creative crafts, gardening, or cooking and baking. Look for opportunities to practice literacy and numeracy skills in a real world setting. Writing letters, reading recipes, planning a weekly shop, reading a bedtime story to a younger sibling, and other daily activities can all be good practice and don’t feel like lessons. Make a commitment to learn something new together, like some words in another language. It may be less threatening for your children if they see you as a fellow learner rather than feel you are assuming the role of their teacher. Remember that play is learning, especially for our children who may have missed out on vital early experiences of play. Sensory play, including water play, slime, playdough and salt dough can be entertaining even for slightly older children. Many home educators engage in ‘delight driven’ learning, focused on the interests of their children, and presented in a variety of ways, including lapbooks, videos, blogs, stories, and photo albums. Home education blogs and websites in the UK and US offer free lapbook templates for download, like these which offer a different approach to project-based learning. Pawprint Badges is a UK website with free ‘challenge packs’ designed to support uniform groups, but which can easily be adapted for use in the home. Topics include Knight Adventures, Gardening Challenge, Recycle Challenge and Den Day Challenge, and lovely stitched badges are available to buy as a reward for completing the challenges. Make the most of your garden, if you have one, and walks and areas of interest in your local neighbourhood as long as you are safely able to leave home. Consider devising a ‘fitness challenge’ for the duration of the school closure. For example, see how many star jumps your children can do in one minute on day one, practice daily, and measure their improvement over time. Play games together that support educational development. Orchard Games have an excellent range. Read to your children, or commit to read something together. Choose a broadly educational TV series to watch daily together as a family, such as a natural history series, Horrible Histories or similar. Finally, focus on taking care of yourself and your family. The most important thing is that your family remains as physically and mentally healthy as possible, so be prepared to allow education expectations to become lower if it means everybody stays safe and well.


What Are the Seven Areas of Home Economics?
Emerging as early as the 1880s, the goal of home economics was not only to teach women how to cook and sew, but also provided an avenue for young women to attend college. It was not until the early 1900s that home economics became an organized area of study, developed by Catherine Beecher and Ellen Swallow Richards who founded the American Association of Family and Consumer Sciences. It was these pioneering women who first set out the seven areas of home economics in an effort to teach girls how to properly care for a home and family and to open new career avenues. Now known as family and consumer science according to the Los Angeles Times, modern home economics courses now offer a more inclusive education to all students, including those in high school.
Since food preparation was central to homemaking, cooking is one of the earliest disciplines in home economics. Early home economics programs taught women how to cook a balanced meal, and included food safety and preservation. Additionally, they studied how to properly set a table and learned how to host meals, not only for their immediate families, but for larger groups as well. This element of traditional economics still exists today for both men and women in culinary schools, culinary programs for family and consumer sciences students, and in nutrition degrees.
In addition to cooking and nutrition, home economics students were taught how to rear children. This included learning about the stages of child development and how to correctly respond to children at each stage. Today, students who study family and consumer sciences still learn child development, which has become so significant that it is, in many places, it's own major.
Education and Community Awareness
Since women were the first educators for their children, teaching them basic reading and math skills before they entered school, it was significant for them to understand how best to teach these skills. Though education and community awareness, which included moral and ethical lessons, were originally a part of the home economics education, it has become so significant today that elementary education has branched into its own field of study -- but one that is still dominated by women.
Home Management and Design
Early women who studied home economics learned the the elements of design in order to better decorate and care for their homes. This area of study also included cleaning and organization, which was significant because homemakers were expected to keep the house clean and organized. Today, individuals who study family and consumer sciences use these skills to enter design fields where they thrive as designers, decorators, organization gurus and real estate staging experts.
Sewing and Textiles
Another of the earliest skills taught to home economics students, sewing was significant to the lesson plans because many women sewed not only their own clothes, but clothes for their children. Additionally, this skill came in handy when clothing needed mending. Because patterns require certain types of materials, an understanding of textiles was useful. This element of the traditional areas of home economics is still relevant today as family and consumer science majors enter and thrive in fashion design and merchandising fields.
Budgeting and Economics
In addition to cooking, child rearing, home planning and sewing, home economics students learned how to budget. Because women did all, or most, of the family shopping, they were expected to understand how to spend wisely and make the most judicious use of available funds. Today, this traditional element of home economics is still relevant in family and consumer science programs as students learn to properly budget, balance and invest income.
Health and Hygiene
In addition to caring for the home, students who studied home economics learned how to properly care for sick family members. This included sanitation, keeping the sick family member fed and quarantined from the healthy, and at-home treatments for common illnesses. Today, some family and consumer science programs offer this information to students, though it is not commonly its own area of study any longer.
- Jupiterimages/Photos.com/Getty Images


MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Reading; Language arts (Elementary)
Elementary Education | Language and Literacy Education
The purpose of this research study is for second grade students to form a partnership with their teacher and peers to set reading goals. One goal of the study is to examine how forming partnerships with peers and the teacher helps students better understand themselves as readers. Another goal is to investigate how the created partnerships motivate students to set reading goals independently. A variety of data was collected and analyzed, including notes, observations, student conversations, and charts reported in a teacher research journal, along with the pre and post assessment data, such as the Reading Attitude Survey, student written narratives, and student rating scales and goal sheets. Also analyzed were the student artifacts collected throughout the study in personal reading folders. After close examination of these data sources, five themes were discovered that are seen throughout the course of the research study. When second grade students form a partnership with their teacher and peers to set reading goals, there is a higher level of engagement, increased motivation to read and share ideas, increased stamina, along with willingness to complete challenging tasks, increased usage of reading strategies, which supports comprehension, and lastly, a fostered love for reading.
Shevlin, Sandra L., "A qualitative study on the effects of second grade students forming partnerships with their teacher and peers to set reading goals" (2018). Theses and Dissertations. 2502.


While it is important to take the time over the summer holidays to rest and relax, we sometimes find that children return to school in the new year having taken a step back in their learning. This is often referred to as the “summer slide.”
Verbal skills are very important to your child’s literacy development. Strong verbal skills lead to an easier acquisition of literacy skills. Here are some tips on building your child’s vocabulary and developing their verbal skills.
Reading with your child is a joyful time and is important for their early literacy development. There are many ways to foster a love of reading, enjoying the story with your child is a great way to start.


Music Education Improves Students’ Academic Performance, But Active Participation Is Required
Teachers have long observed the effect that music education can have on students, but recent research is showing just how integral learning a musical instrument is to a child’s development. Using the most advanced brain analysis technology, Dr. Nina Kraus from Northwestern University has been able to show precisely what happens to “the brain on music.”
Music and language have a special relationship that Kraus and her team are only beginning to understand. In the study, which appears online in the open-access journal Frontiers in Psychology, the team showed that exposure to music lessons physically stimulated the brain and changed it for the better. However, simply being exposed to music education doesn’t seem to be sufficient, you have to also be actively involved.
The Harmony Project, which provides after school music education programs in underserved communities, allowed Kraus and her team to study the brains of some of their students to gain data for their study. It was important to use underprivileged students in their research because these children generally have lower language skills. This is because growing up in a disadvantaged environment has been linked to noisier settings, linguistic deprivation, and not hearing as much complex words, sentences, and concepts, Kraus explained in a press release. These factors may cause the areas of the brain related to language to become weaker.
The team looked at the neural differences of the children participating in the Harmony Project by using electrode wires with button sensors to capture the brain’s responses. Although Kraus’s past research has shown the music education caused greater gains in speech processing, and thus reading, in her current project Kraus realized the type of music education offered also influenced how great these gains would be. For example, children who learned how to play a musical instrument showed stronger language skills than children who took music appreciation courses.
“Even in a group of highly motivated students, small variations in music engagement — attendance and class participation — predicted the strength of neural processing after music training,” Kraus said.
The team witnessed how music education helped the children to better distinguish between similar speech sounds.
“Speech processing efficiency is closely linked to reading, since reading requires the ability to segment speech strings into individual sound units,” Kraus said. “A poor reader’s brain often processes speech suboptimally.”
Those involved in the Harmony Project didn’t need Kraus to tell them how much music can improve a child’s academic skills. According to the press release, although the project works in neighborhoods with an average high school dropout rate of 50 percent, around 90 percent of children who participate in the Harmony Project go on to college.
Although the results are exciting, Kraus cautions that music education “isn’t a quick fix.” Her research shows that the child must show dedication to his studies. Fortunately, according to the testimony of the project’s students, studying music is far more of a pleasure than a chore.


Mark A. Stemwedel, Studio Art Program Coordinator
School of Design
Grove Hall 101, Box 2802
The Art Education Program prepares majors for careers as art educators in public and private elementary or secondary schools (K-12). The curriculum prepares students for state licensure through successful completion of the national PRAXIS competency exam. Students pursue a B.F.A. degree, including instruction in specific technical skills, application of theory and conceptual development, and Teacher Education coursework.
Student Learning Outcomes
The artist-teacher learns to connect an understanding of educational processes with an understanding of the relationship of the arts, sciences, and humanities, in order to apply art competencies in teaching situations and integrate art/design instruction into the total process of education. As defined by the National Association of the Colleges of Art and Design, upon completion of the program, majors demonstrate the following studio art outcomes:
- Understand basic expressive, technical, procedural and organizational skills and conceptual insights that can develop through art and design experiences.
- Knowledge of traditional processes as well as newer technological developments in art and design.
- Understanding how to make students emphatically aware of the all-important process of artistic creation from conceptualized image to finished work.
Graduates also demonstrate the following teaching competencies:
- Understanding of child development and the identification and understanding of principles of learning as they relate to art education.
- Understanding of the philosophical and social foundation underlying art in education and the ability to express a rationale for personal attitudes and beliefs.
- Ability to utilize aptitudes, experiential backgrounds, and interests of individuals and groups of students and to devise learning experiences to meet assessed needs.
- Ability to utilize current methods and materials available in all fields and levels of art education.
- Basic understanding of the principles and methods of developing curricula and the short- and on-term instructional units that comprise them.
- Ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.
- Knowledge of evaluative techniques and the ability to apply them in assessing both the progress of students and the objectives and procedures of the curriculum.
- Ability to organize personal continuing study and ability to incorporate knowledge gained into self-evaluation and professional growth.
- Studio Art students must maintain at least a major GPA of 2.6 and an overall GPA of 2.5 on a 4.0 scale for the duration of the program. A grade of a “C” or better is required in all ART, ARTE, ARTH, GDES, DSGN, LA, ARCH, and ID courses.
- A grade of “C” or better is required in SPCM 101 , ENGL 101 , PSYC 101 , and MATH 102 or higher (if these courses are in your plan of study), and all courses for the major (classes with department/program prefix).
- An overall GPA of 2.5 is required to enroll in any education courses.
Accreditation, Certification, and Licensure
National Council for Accreditation of Teacher Education Programs
South Dakota Department of Education
Certification and Licensure
- Completion of an approved bachelor’s K-12 preparation program.
- Completion of an approved Indian Studies course.
- Pass the state designated content knowledge test or 2.7 GPA in content major coursework.
- Pass the state designated pedagogy test.
- Completion of a Suicide Awareness and Prevention training, available free online through the South Dakota Department of Education.
- Apply online with the South Dakota Department of Education.
- Written recommendation from institution of higher education (SDSU) verifying program completion.
Course Delivery Format
Course content is delivered through hands-on studio work combined with lectures, demonstrations and critiques.