K-12 Academic Standards
Perpich Professional Development team members have expertise with Minnesota K-12 Academic Standards in all arts areas as well as interdisciplinary arts education. We can be instrumental in helping teachers implement the academic standards. If you have questions regarding the standards please contact Perpich Professional Development services.
The current standards went into effect beginning with the 2010–2011 school year for all Minnesota students, kindergarten through 12th grade. The standards were developed by teachers, administrators and community members over two years with collaborative leadership by the Perpich Center for Arts Education and the Minnesota Department of Education. See the links to the left for more information.
The National Core Arts Standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (NAfME). The new national arts education standards were released in June, 2014.
The Common Core Standards are the next generation of K-12 standards in English language arts and mathematics developed by the states through a joint effort. They help ensure that all students are college and career ready by high school graduation. Minnesota has adopted the English language arts common core but not the mathematics common core. For more information on the Common Core Standards and its integration of the arts, go to Common Core and the Arts on the Arts Education Partnership website.


This hands on activity is an awesome way to get kids involved in identifying words that rhyme.
I printed the puzzles and laminated them for added durability. Then I cut along the dotted lines to separate the puzzle pieces. I spread the puzzles out on a table and the activity was all set to go!
How To Play
The kids and I chatted about how rhyming words sound the same because they have the same final sound. I used the first puzzle with pictures of a hat, cat and rat as an example. The kids listened to the sound at the end of each of these words and identified that they all had an “at” sound. After that the kids worked together to build the other snowmen and I helped them to check that each snowman contained only pictures that rhymed.
Once the kids could identify pictures that rhymed, I challenged them to develop a more advanced skill – generating words that rhyme. So after completing the “hat” snowman I challenged them to think of other words that rhyme with hat, cat and rat. The kids thought of many more “at” rhyming words such as mat, sat, that and bat.
FROM LEFT TO RIGHT:
Exploding Snowman Baggie: Winter Snow Science for Kids // Science Kiddo
Snowman Number Match Printable // A Dab of Glue Will Do
Preschool Snowman Activity Pack // Schooling a Monkey
Snowball Shooter // The STEM Laboratory
Snowman Teen Number and Ten Frame Match // Recipe for Teaching
Snowman Subtraction Mats // The Kindergarten Connection
Snowman Alphabet Activity // Mom Inspired Life
Snowman Writing Paper with Prompts // Liz’s Early Learning Spot
Snowman Printable Fact Family Activity // DIY Farm Wife
Snowman Pattern Block Mats // Playdough to Plato
Snowman Sequencing Fun // Sara J Creations
Snowman Sight Word Search // Adventures of Adam
Winter Snowman Ten Frame Printable // Fun with Mama
Snowman Rhyming Puzzles // Fairy Poppins
Snowman CVC Word Match // Letters of Literacy
Two Digit Number Snowmen // Play & Learn Everyday


The projects listed here are examples of longitudinal projects that support the creative use of ICT in the classroom.
FÍS (literally translated as ‘Vision’) was an initiative from the Department of Education and Science (DES) in the Republic of Ireland and was a project designed to introduce the medium of film as a support to the Primary School Curriculum (Curaclam na Bunscoile). The FÍS project is now managed by the National Centre for Technology in Education (NCTE), in collaboration with Dun Laoghaire Institute of Art Design and Technology (The National Film School).
NCTE’s Soundbeam Project
The NCTE arranged for an evaluation of the use of Soundbeam in Irish special schools via case studies in four schools during the 2004/2005 school year. The purpose of the evaluation was to establish the suitability of Soundbeam for use with students with severe/profound general learning disabilities or multiple disabilities in Irish schools. The NCTE supplied Soundbeam version 2 equipment to three of the schools (the fourth schools already had its own Soundbeam version 1 equipment), three days of training for the teachers involved and a template for reporting the school’s evaluative case study of Soundbeam.
An initiative for students with dyslexia or other reading/writing difficulties.
Thirty-one post-primary schools around Ireland were involved in this innovative initiative aimed at supporting students with dyslexia or other reading/writing difficulties through the provision of laptop computers. The initiative aimed to identify how laptops can support these students and facilitate learning in an inclusive environment. http://www.laptopsinitiative.ie/Book.aspx
IMMERSE stands for Innovative Multi–Media Educational Resources for Students and Educators.A Digital Learning Partnership established in 2002 between NCTE and the national broadcaster, RTÉ, set out to develop digital content relating to the Irish curriculum. This partnership has been a fruitful one, with two DVDs produced and distributed to primary schools and four comprehensive websites created.
Creative Learning in the Digital Age
This project was a partnership between Northern Ireland Screen, the Nerve Centre and CCEA (Council for the Curriculum, Examinations and Assessment). Funded by NESTA the project aimed to encourage the use of moving image in the classroom. Digital Film Archive
Access to the site is available to all, however access to the clips is restricted to teachers and pupils studying CCEA’s Moving Image Arts and history teachers involved in the original pilot.
The Dissolving Boundaries Programme
Set up in 1999 to use ICT to link special, primary and secondary schools together in Northern Ireland and the Repulic of Ireland for joint work in the curriculum. The website contains examples of school links, research reports and a video of the programme in 2008. www.dissolvingboundaries.org
C2k on behalf of the five education and library boards is responsible for the provision of an information and communications technology (ICT) managed service to all schools in Northern Ireland. The C2k website has case studies of pupils and teachers working with ICT. http://www.c2kni.org.uk/casestudies/casestudy.html


Otto F. Ege Collection
The Ege Manuscript Leaf Portfolios
In the late 1940s, longtime Cleveland resident and art historian Otto F. Ege selected fifty medieval manuscripts from his personal collection and removed several dozen individual pages from each one. He mounted each leaf onto a large paper mat using tape hinges, and added a descriptive label to the mat. He then put one leaf from each of the fifty component manuscripts into a durable portfolio box; each of the resulting boxed sets thus contained a different leaf from each of the fifty original manuscripts. Forty boxes containing fifty leaves each were made in this way, and were offered for sale to university and public libraries around North America.
This was an extraordinary thing to do. For centuries, the act of biblioclasty (literally, "book-breaking") has been reviled--in most people's minds there exists an urge to protect books, especially old ones, and to view cutting pieces out of them as nearly acute a crime as burning them outright. But Ege's impulse was actually a largely altruistic one. He had devoted his career to teaching book arts such as decoration, typography, and layout design to the general public, and he believed that the transformative beauty of medieval book decoration could inspire bookmakers today to greater heights of creativity. He authored dozens of articles on this subject in art education journals, and loaned materials to public book exhibits regularly. His "Fifty Original Leaves from Medieval Manuscripts" portfolios were part of his longstanding commitment to populist art education in North America.
The manuscripts he took apart were his personal property, and there is strong evidence that most if not all of the books he used in this project were already damaged in some way. Manuscripts which have lost their front or back covers, or from which pages are already drifting out, were (then as now) less expensive to acquire than ones with intact bindings. They were mostly books that saw a lot of use during church services in the Middle Ages: Bibles, psalters (collections of the Psalms), missals (books containing the text of the mass), hymnals, Books of Hours (personal prayer books, often owned by wealthy women), breviaries (prayer books used by priests), and so on. Rarer items in the portfolios include pages from 15th-century manuscripts of Livy's History of Rome, Thomas Aquinas's Commentary on the Sentences of Peter Lombard, and the Dialogues of Gregory the Great. The relative scarcity of copies of these latter texts, combined with the high quality of the work of their scribes, earns these three leaves special mention.
A secondary intention of Otto Ege's in making these sets was, of course, to profit financially from what was by then more than thirty years of book collecting. Sadly, Ege died in 1951 before selling any of these particular manuscript portfolios. His widow Louise, however, continued with the commercial plan, and began selling the boxed sets compiled by her husband to individuals and institutions for $750 each. Denison University is fortunate to own one of these forty portfolios, purchased in 1956 by Denison alumnus, benefactor, and longtime trustee Percy Wiltsee (Class of 1901), who then generously donated the set to the college.
To date, thirty of Ege's forty specimen sets of medieval manuscript leaves have been located, nearly all of them in libraries in the U.S. and Canada. The purpose of this website is to provide a single location where images, descriptions, and other information about Otto Ege and his leaves can be gathered and shared; in a sense, it is an attempt to "virtually" reconstruct the component manuscripts, as well as to promote the study of one of the most important figures of 20th-century book collecting. We hope you find the contents of this site useful, and invite your participation to the ongoing project of Ege Studies as we move into the future.
Greta Smith (Miami University) and Fred Porcheddu (Denison University)


STEM Initiative Targeting Elementary Teachers Gets Boost
A university center aimed at improving elementary instruction in the STEM disciplines recently got a shot in the arm, with three foundations committing a total of $400,000 to help advance its work.
What's especially noteworthy about the center, launched last year and based at St. Catherine University, is the emphasis on elementary-level educators, since so much of the oxygen in STEM circles has been given to secondary teachers. The university's National Center for STEM Elementary Education is devoted to both preparing new teachers to effectively teach science, technology, engineering, and mathematics, and providing professional development and advanced certification to existing teachers.
(In another example, Maryland is working on plans, funded under its successful Race to the Top grant, to develop an elementary STEM teaching certificate, with the idea being to promote teaching STEM across the curriculum.)
A recent report argued that elementary educators are often neglected as a vital avenue to improving STEM education. The report noted, for example, that prospective teachers can typically get a license to teach at an elementary school without taking a rigorous college-level STEM class, such as calculus, statistics, or chemistry, and without demonstrating a solid grasp of math or science knowledge or of the nature of scientific inquiry.
The new grants, announced last week, include $250,000 from the 3M Foundation, $100,000 from the Boston Scientific Foundation, and $50,000 from the Medtronic Foundation. (Previously, 3M provided a grant of $240,000 to St. Catherine for its work in STEM education.)
"In order to improve competencies and aspirations in math and science, it is vital to reach students in their elementary school years," Marilee Grant, the director of community relations at Boston Scientific, said in the announcement last week.


This chapter describes how new technologies are challenging the traditional concept of literacy and redefine its meaning. New genres of texts change conceptualizations of literacy development and present new challenges for reading and writing. Important consequences for instruction, especially how teachers and students exploit new forms of literacy to enhance teaching and learning are presented and discussed. A particular emphasis is placed on the role of technology for community building, reflection, and teacher learning. Deconstructing notions of how technology shapes society and the role of critical emotional literacy are also explored.
|Titolo:||Technologies Challenging Literacy: Hypertext, Community Building, Reflection, and Critical Literacy|
|Autori interni:||LANDONE, ELENA (Ultimo)|
|Settore Scientifico Disciplinare:||Settore L-LIN/07 - Lingua e Traduzione - Lingua Spagnola|
|Data di pubblicazione:||2005|
|Tipologia:||Book Part (author)|
|Appare nelle tipologie:||03 - Contributo in volume|


This game is absolutely the best way to identify the piano keys quickly. Even if you think you don’t have time for games in your lesson, you have time for this one! It’s fast and fun.
When I posted my first keyboard race game, I had no idea that using erasers to learn piano keys was going to become so popular! From the beginning, my goal has been to revolutionize piano lessons into something more fun and engaging by using hands-on activities that are educational. The fact is, children of all ages retain information and learn faster when the learning medium is fun.
I have never posted keyboard cards for this time of the year. I have pumpkins, elves, shamrocks, and snowflakes, but nothing for the spring and summer. So here they are! As a bonus, this game coordinates with the Let’s Play Ball worksheet, so you can use them together. It takes me so long to draw something, I like to use the art again!
For those of you who are new to teaching, here are the directions to the game. I don’t use the cards with the sharps and flats for beginners, but they come in handy when students get to that point in their music education.
- To quickly identify piano keys.
- To identify middle C.
- Optional: to identify B flat and F sharp.
- Piano keyboard.
- Keyboard Race Cards.
- Two tokens (Inexpensive erasers will not damage your keyboard.)
- This is a two-player game, usually the teacher and student.
- The teacher sits on the right side and the students sits on the left side of the piano bench, at each end of the piano. The students chooses if he/she wants to play with the “glove” or “baseball” cards.
- Each player has one set of cards and one token, and places the their cards on the piano book rack. Shuffle the cards well.
- The first player turns a card and moves his token to that piano key, the closest to his end of the piano. The second player does the same.
- Play continues with each player drawing a card and moving his token toward the middle of the keyboard.
- The game is over when one player passes the middle of the keyboard. I like to use middle C with my young students.
- Note: The player on the right side (treble end) usually loses, so that’s where I sit. Games are more fun for students if they win.
Why I like this game
- My students love it and want to play it over and over.
- It is the fastest and most fun way to learn keyboard names.
If you want to see cards for other times of the year, here are some links.


Theme: United through Art
What is Youth Art Month?
Youth Art Month (YAM) was started in 1961. It is an annual observance each March to emphasize the value of art and art education for all children and to encourage public support for quality school art programs across the Unites States. The National Art Education Association, as a national sponsor through The Council for Art Education, administers the program at the national level, and Washington Art Education Association administers the program at the state level. The program provides a medium for recognizing skills developed through visual arts experiences unlike any other curriculum subjects, including: Problem Solving, Creativity, Observation, and Communication.
There are two ways to be involved with Youth Art Month in Washington State:
1. Students may submit a design based on this year’s theme, United through Art, for the vinyl YAM flag/banner (designed to hang vertically or horizontally). It will hang at the NAEA Convention YAM Museum in New York, NY, and then be displayed at the Annual Superintendent’s High School Art show in OSPI offices in Olympia, WA. We try to vary the grade level (elementary, middle, high) of the winner each year.
2. Teachers may submit student artwork for a juried YAM Student Art Exhibition at the Schack Art Center, Everett.
All students must complete the Artwork/Photography Release Form to participate in any of the YAM activities. Participating teachers must be a member of the WAEA.
Sargent Art is the generous sponsor of the YAM Juried Student Art Exhibition prize structure this year. There is a Best of Show $1,500 cash prize for the winning student, and their teacher receives $2,000 worth of classroom art supplies. The other categories are: one Elementary School winner (K-5), one Middle School winner (gr. 6-8), and one High School winner (gr. 9-12) who each receive $100 worth of art supplies, and their teachers receive $300 worth of classroom art supplies. There will also be a Gift of Participation for each school and Certificates of Participation for each student. The best reward, though, is that all student work is exhibited for a month at the Schack Art Center in Everett, Washington. Students and their families really enjoy seeing artwork displayed professionally. Teachers, please mat the work ahead of time or ask the YAM chair for assistance/advice on matting artwork. Information, guidelines and necessary documents will be attached in an upcoming email. Feel free to contact the YAM Chair, Nancy Jordan, at email@example.com.
Deadlines and Important Dates
Flag/Banner design – Due Date: Thursday, January 12, 2017
January 12 Flag/Banner designs due digitally to Nancy Jordan at firstname.lastname@example.org
February 1 Chosen design made into vinyl flag/banner and shipped to national YAM chair in Wisconsin
March 2-4 Flag/Banner displayed at National Art Education Association YAM Museum in New York, NY
May 19 The student(s) of the winning flag/banner will be recognized at Annual Superintendent’s High School Art Show reception and awards ceremony, Olympia, Washington, 1-3 p.m.
Student Art Exhibition – Due date: Friday, February 17, 2017 (MSD school district closed Feb. 20-24)
February 17 Artwork due to Harbour Pointe Middle School, Mukilteo, WA by 4 p.m.
March 1st Artwork judged by Schack Art Center staff, and teachers informed
March 4-30 Exhibition Dates
March 9 Awards Celebration, Schack Art Center, Everett, 5:30-7:30 p.m.
2017 YAM contest winners:
2017 Flag Winner: Charlene Dixon
Best of Show: Open World, Sue Ellen Zhang
Elementary: Zane Osborn, Dragonflight
MS: Eleanor Carruth, Curious
HS: Alyssa Villela, Sting of Youth


This unit introduces students to foundational concepts and pedagogies in the field of Visual Arts teaching for Years 7-10. The unit equips students with the foundational skills to program a Visual Arts curriculum that facilitates students in Years 7-10 being able to: make and communicate through art; to develop interpretive skills; critically engage in the context of historical, theoretical and cultural aspects of Visual Arts as a body of knowledge; appreciate, interpret and critique art and design works from a range of local, regional and global cultural practices; and to understand relationships between art and design works, artists, audiences and users.
Prescribed Text - STUDIO THINKING: 2ND EDITION
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Step By Step Getting Dressed With The Wonkidos
iOS Universal Education
Teach your children the steps they need to learn to get dressed all by themselves
- Visual Learning
- Video Modeling
- Fun Animated Cartoon to visually teach children
- Wonkido Videos - Award winners of Mom's Best Award - Outstanding Product 2012!
- Important Social and Life Skills
Watch a fun animated cartoon of the Wonkidos help teach the steps a child needs to do in order to get dressed.
Reinforce the steps and behaviors kids need to know to independently get dressed on their own.
After watching the video your child can play a game to reinforce what they learned. Put the images in order showing the steps of what needs to be done when getting dressed. This applications does not require reading skills and young children will be able to follow and answer the questions independently.
Teach sequence skills playing the step by step game.
The Wonkidos are fun, silly characters that teach children important lessons in a fun animated way! Each story models correct behaviors and teaches fun lessons for all ages! Let the Wonkidos help your child learn how to get dressed all by themselves!
Kids learn best when engaged and having fun. Video modeling helps teach your child the correct behaviors of what to do in the correct situation.
"Young children learn by exploration---seeing and doing things that are available to them. Progress in learning is a result of many experiences with both successes and failures at home, in school and the playground. Most learning in early childhood occurs in this way in safe, natural surroundings with guidance by parents and other adults.
The Wonkidos video series provides opportunities for young children to learn effective ways to negotiate common developmental challenges----potty training, getting dressed, playing with friends and more. The short, animated programs are engaging to kids because they are stories that are told from the child's perspective in an entertaining way. Sound developmental principles are written into the scripts to maximize learning. As they watch these video stories, children learn about their ability to make things happen in the family and with friends. Ultimately, it teaches them how to successfully use their new motor, language and social skills. The Wonkidos video series is an important contribution to early childhood learning."
Martin T. Stein, MD
Professor of Pediatrics
Division of Child Development and Community Health
University of California San Diego
Rady Children's Hospital
BFBM is the creator of the Wonkido Visual Organizer for Kids and the animated series, “Wonkidos.” At BFBM, we are committed to combining interactive technology with cutting-edge research in child development to create mobile applications, software and videos that help children learn social, organizational and developmental skills. We passionately believe that our products will empower children at various developmental stages to better understand and succeed in the world around them.
fixed minor issue on view loading


Computer coding has seldom been more trendy. Governments throughout the western world are flocking to re-introduce coding into school curricula. Computer science will become an official part of the primary school curriculum in the UK this September. Israel was an early adopter, with a modern syllabus introduced a decade ago. Other countries are rapidly following suit, with the likes of New Zealand, Germany, Australia and Denmark all having either beefed up their curriculum, or about to do so.
Such enthusiasm is not, of course, limited to official channels. Hello Ruby is a new book aimed for 4-7 year old girls that aims to help them understand the Ruby on Rails programming language. The book follows the story of Ruby, who meets penguin, snow leopards and green robots as she creates her own adventures.
Without doubt the biggest success story however has been Code Academy. Code Academy is an online school offering classes and tuition in any programming language you care to mention. Whether you want to learn Java or Python, C++ or PHP, there will be something there for you. With an estimated 24 million users, the site offers lessons in much more than just programming however.
With so many users undertaking tuition via the site, it is akin to a giant petri dish in online education, and it is on this topic that a recent blog post by Code Academy’s Leng Lee recently focused. In it, Lee outlines three lessons that Code Academy have learnt from the huge numbers of students studying programming via the site.
- Relevance is key – The most common form of feedback given by users that they wanted to be working on real world problems. Abstract assignments or gimmicky projects weren’t what was wanted. They wanted learning they could instantly apply to real world challenges.
- Students want a clear journey – Alongside this desire for relevance was a need to understand the learning journey they are on. Students want to know where they’re going, what stage they’re currently at, and how all of the pieces fit together.
- Repetition is good – Because of the differing pace that everyone learns at, students expressed a desire for tuition to be both highly interactive, and in a format that suits repetition.
Suffice to say, Code Academy are incorporating many of these findings into new project based learning that includes clear pathways that contain a larger number of shorter modules. The aim is to allow students to practice as much as they need to, without doing the same tasks over and over again.
All of these are lessons that are as applicable to MOOCs as they are to Code Academy. It’s hard to shift the sense that thus far, most MOOC courses have simply taken the same format as a traditional university course, and placed it online. The lessons from Code Academy suggest that an altogether better approach is required, although this will involve a degree of tailoring courses accordingly.
Whilst there are initial signs that the MOOC sector are beginning to shift away from the chalk and talk model, the Code Academy show just how much further they still have to go.


Über den Autor
Victor V. Bobetsky is the Director of the Teacher Education Program in Music and associate professor of music education at Hunter College of the City University of New York. Dr. Bobetsky began his career in music education as a middle school choral director in Brooklyn, New York, where he worked with colleagues in other subject areas to produce the annual spring musical. His choral arrangements for middle school voices are published by Boosey and Hawkes, Cambiata Press, GIA Publications, and Musica Russica.
Chapter 1 Foreword Chapter 2 Select Your Show Chapter 3 Create a Unit of Study Chapter 4 Arrange the Music for Middle School Voices Chapter 5 Auditioning and Casting Procedures Chapter 6 Involve Your Performing Groups Chapter 7 Organization, Scheduling, and Your Master Plan Chapter 8 Acting, Stage and Tech Crew, and Choreography Chapter 9 Scenery, Set Design and Construction, Costumes, Makeup, and Lighting Chapter 10 Student, Parent, and Schoolwide Involvement, Fundraising, Publicity, and Promotion Chapter 11 Create an Original Musical Chapter 12 Assess the Unit of Study
As the first musical theater book especially for middle school productions, The Magic of Middle School Musical provides a step-by-step guide for success. Bobetsky approaches planning and producing musicals in the context of a curricular unit of study and includes strategies for assessing student learning.


Question: My 2 year old boy gets very bored and distracted when I try to read to him. Any advice?
Answer: Spending the quality time with your child and sharing a book should not be a boring and uninteresting moment for both of you. The reality however is that at 24 months, their attention span can be really short and so, to make the best of the moment, the time spent with a book in hand should be made meaningful and fun.
Try the following ways to make reading to your 2 year old fun.
- Auditory Input
Vary the tone, pitch and projection of the voice each time a new character is introduced for when the page is turned.
- Visual & kinesthetic Input
Choose books that might have moving or more tactile parts so that your child can be participative in the reading process through sensitizing their other senses.
- Importance of dramatisation
Be creative and add in some use of props. A simple pair of glasses or a mask works wonders!
LEAP Schoolhouse has an ‘Ask and Learn’ section every Thursday. If you have any questions regarding language or literacy development, feel free to drop your questions in the comment box below, or post them on LEAP SchoolHouse Facebook page.
In this Ask The Expert section, we asked Esther Lim, CEO and Founder of LEAP SchoolHouse, about language and literacy development in children. Born and educated in Singapore, she holds a Master Degree in Education (NTU/NIE), Bachelor Degree in Arts (NTU), Diploma in Marketing – Top student for the year 2000 (Chartered Institute of Marketing). Esther has more than 10 years of teaching experience and has taught widely in both Secondary and Primary schools. She was also involved in curriculum planning and development work for the primary unit at MOE for several years. Esther has also conducted workshops and talks for educators, locally and overseas. Besides all the above credentials, Esther is also a mother of three children.
For more info, visit leapschoolhouse.com.sg
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Primary education is the first stage of compulsory education. It is preceded by preschool or nursery education and is followed by secondary education. this stage of education is usually known as elementary education and is generally followed by middle school.
In most countries it is compulsory for children to receive primary education although it is permissible for parents to provide it. The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate.
Typically primary education is provided in schools, where the child will stay in steadily advancing classes until they complete it and move on to high school/secondary school. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject area often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system.


Approaches to Learning
This domain refers to your child’s attitudes about learning and the skills needed to support learning. If you have more than one child, you are already very aware that every child learns in his or her own way and exhibits different approaches to learning. It is important to recognize and strengthen these approaches by encouraging curiosity, creativity, persistence, initiative, reasoning and cooperation. When children approach learning with one or more of these skills, early childhood learning and development is enhanced. Children with these qualities and abilities have a strong foundation for all future learning.
DPTV Early Learning
Pre-School-U: Expert Video - Approaches to Learning
Experts introduce the different approaches to learning.


Thanksgiving is right around the corner, and it got me thinking about what resource I am most thankful for in my kindergarten class. Believe it or not, it is SMART Notebook software! That’s why today I want to share about using SMART Notebook in Kindergarten.
I do not know if most teachers would feel the same, but SMART Notebook software is an essential resource for my students and for me. Our math block is an hour each day and is kicked off with a focus lesson, which we call math warm up. We complete a variety of activities on the SMART Board as a class, and the activities change monthly to reflect their math progress and the classroom theme of the month.
We do not do all of the topics daily but I choose a variety of the following each day: calendar, number talks, geometry, measurement, graphing, sorting, patterning, and computation. The activities include math games to practice good sportsmanship. After all it is kindergarten, and we always have to remember that they are accomplishing so much academically at such a young age but still need to learn how to share and work together.
After the math warm up, children break up into four math groups for math stations and complete a required math station. Then they make a choice for their second math station that day. Every day we use the laptops which are loaded with SMART Notebook games I have created for them to use. If the games are for a choice, it is always the first choice taken. They LOVE the games!
Once the activities are made, it is no work for me. I am not printing, laminating, cutting, copying, sorting, etc. I give them the laptops, and they play the games to collaborate and practice their math skills. I also have noticed that my at-risk students are more inclined to participate with technology.
Tips for Using SMART Notebook in Kindergarten:
1. BACK UP PLAN:
It is technology and can fail. Always have a Plan B. I have children move to another computer to play in bigger groups if a computer is not functional.
2. SET UP FOR SUCCESS:
I always clone each game multiple times, so that if the children ruin a game they can move on to another copy of it in the file without interrupting me. I also do not let them play with the original copy of the file.
3. TECHNOLOGY IS THE FUTURE:
Our students are growing up with technology and need to know how to problem solve. I always show them the problems and we solve them together during math warm up as a class, so they learn how to troubleshoot on their own. Yes, it works, even in Kindergarten!
Children learn as they play, and they have an innate draw to technology. Any board game can be turned into a SMART Board game. They are engaged and learning!
So have fun and give my FREE Thanksgiving SMART Notebook for Kindergarten Number Games a try. You will forever be thankful for the SMART Notebook software too! Happy Thanksgiving!
Here is a little more about Laurie:
I earned my BA in elementary education at The University of North Carolina at Chapel Hill. I completed my MEd. in reading at George Mason University. I have taught for twenty years the following grades: kindergarten, first, and second grade. I also was a technology specialist. I have coached new teachers in the primary grades in the county. Over the years I have designed curriculum for Fairfax County Public Schools, including science assessments and differentiated lessons. I have served as Lead Mentor, Technology Lead, Team Leader, and Science Lead at my school. I was nominated for Teacher of the Year in FCPS in 2003.
Personally, I met my husband at my school, we got married, bought a house in the neighborhood, and had a son. Now the three of us go to school together every day. My life is my school! My first grade son is the editor and consultant on all of my TpT projects and receives a stipend of $5 each month for his work. Everything in my store is kid tested and approved!


Group Name: Skittles
All on board!
Fasten your seat belts!
Little Skittles are ready for the adventurous World Wanderers class.
They landed in Turkey, which is located both in Western Asia and Southeastern Europe.
They found an interesting landmark called the Wooden Horse of Troy. Kids were happy to ride on a wooden sculpture with friends. They learned about the colors of the Turkish flag. A good way to learn more about the amazing world they live in. On their venture, they discovered a traditional number game of the Turkish people, and the kids were happy to arrange the numbers in different sequences. A good way to learn about ancient Turkish mathematics.
Vegetables are full of colors. All good for us to eat and they grow healthy. Kids were busy sorting and finding colors of the yummy vegetables. Today they were lucky to find green, yellow and red vegetables, all good enough for their little bodies to grow. That was the activity to know more about the world and to boost their cognitive skills.
During their Phonics class, they learned about phonic /d/ for dog. The kids made a gigantic letter craft for dog.They all started by giving him some dots with paint using their little fingers. They gave him a head, legs to run around and later they imitated the way it barks and runs around. Their fine motor, literacy and language and communication skills were enhanced.The kids also traced phonic /d/ to -practice pencil control on paper.
The Arabic class was interactive and they learned some vegetable names (tomato- Cauliflower – Peas) and Islamic lesson was good for the kids.
Group Name: Pollys
Little Pollys had very interactive circle time.It was fun today as kids revised numbers with different kinds of vegetables. Kids had to match the vegetables to the numbers in the string. Excellent activity as it made them learn about many kinds of vegetables and it improved their numeracy skills as well.
Exercise by dancing and stretching was great for their little bodies. This class was full of energy and it was awesome to boost their physical, social and emotional development. They followed the instructions of the teacher and it enhanced their thinking skills.
Outdoor activity was super exciting for kids as they learned and painted the vegetables. Do you know the colors of carrot, eggplant and tomato? They learned it today. Their tiny hands were so busy trying to find the appropriate colors for painting the vegetables. This was good to develop their thinking skills.
In the sensory play session, the kids made a corn craft using real corn. This sensory play made them very excited as they tried to collect every piece of corn and stick it in the right place. Sensory play is very important in the early years because it stimulates the cognitive development.
Children enjoyed the reading time as they learned a lot about a vegetable family. They were so happy to hear that vegetables are full of vitamins and that it will help them to grow big and healthy. This activity helped them to boost their communication and language skills and learn about the world they live in.
Group Name: Seattles
Are vegetables important?
Why do I need them?
Kids learned about staying healthy and happy. The kids learned that vegetables make them happy, makes their teeth strong, and keeps them away from being hurt or get sick. They gave the sad face for junk food and the happy face for vegetables. This activity made the kids develop more love for some vegetables, that they might not have loved before. They may be eager to eat those vegetables when they come in contact with it.
Corn math activity today was designed to bring hands-on fun Math for the kids. They can learn numbers with everything and everywhere. Kids used one of the vegetables; ‘corn’ to do recognition of numbers. Some numbers were written on the corn, for kids to cover the number when called out. in order to make the corn whole. What a fun way to practice Math skills!
Kids were being blindfolded and the teacher was their sight person. They were being led to pick up one letter, after which their blindfolds were removed and they called out the letter which they picked up. This was a great way to review phonics, which they have learned. As kids, they enjoy learning more when playing.
Arabic class was awesome as they revised the numbers 1 and 2 in Arabic. They also practiced how to use pencils by coloring number /2/.
A fun learning day today…


The Early Learning Advisory Council (ELAC) has established the following strategic priorities:
Priority Goal 1: High Quality Early Childhood Workforce
ELAC has determined that an effective and well-qualified workforce for the New Mexico early care and learning system, requires practitioners and educators with appropriate training, education, and credentials. To be successful, the early childhood workforce needs a range of competencies to support children for healthy development and success in school. Ensuring access to higher education, and implementing an integrated system of professional development, are key strategies to prepare, support and retain staff who work in early care and learning settings.
Priority Goal 2: Accessibility to High Quality Early Childhood Programs
The New Mexico ELAC has determined that access to high quality services for all children is critical for improving the wellbeing of New Mexico’s children. This includes:
- Funding quality standards and criteria at levels that ensures accessibility for all families, provides program sustainability, and continuity of care, particularly for children whom research shows benefit most from early childhood services.
- Children with disabilities, particularly children with significant or multiple disabilities
- Full participation of children of diverse linguistic and cultural backgrounds, including family composition
- Support for children with challenging behaviors
- Addressing the needs of New Mexico’s Early Childhood Investment Zones
Priority Goal 3: Improve School Readiness (now and at 3rd grade)
According to 45 CFR Chapter XIII Part 1307.2 and 1307.3 (b)(1)(i), as amended). School Readiness means that children are ready for school, families are ready to support their children's learning, and schools are ready for children. The expectations of children's status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical health and well-being and motor development, and social and emotional development that will improve readiness for kindergarten goals" and that "appropriately reflect the ages of children, birth to five, participating in the program" Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life.


Music Instruction Expands Brains!
As an independent, private music teacher, I am always being forwarded studies and news articles about the benefits of music lessons. It definitely feels good to be on the right side of this issue! And it certainly validates my profession.
This weekend’s Wall Street Journal has an article, A Musical Fix for U.S. Schools, which puts music instruction higher than all other so called non-academic activities.
“Kids in sports also showed increased ambition, while those in theater and dance expressed more optimism. But when it came to core academic skills, the study’s authors found, the impact of music training was much stronger.”
This seems to be one-upping another article this week in the NY Times about how Exercise Boosts Young Brains.
Breaking the day into different activities just makes sense. You need a break from just constant focus of core curriculum of Science, Technology, English and Math. But what the WSJ article says is it’s not just a break, but actually a boost. And the most potent boost comes from learning, playing and practicing an instrument, so much so, that it could be a simple cure-all for all the ills of the school system. At a calculated cost of $187/student per year, a typical large suburban school system could turn itself around.
The list of benefits of musical training include:
- Music raises the IQ
- Music can reduce the academic gap between rich and poor
- Music does more than sports, theater or dance
- Music can be an early screening tool for reading disabilities
- Music expands your brain, physically
I highly recommend reading the complete article.
My suburban school system provided me with an excellent music education.
I give daily thanks to the late great Andy Blackett and Peter Brasch, Sal Piccolo, Charles Weinsoff, Helen Roberts, Diane Greenspan. I never thought I would be doing this but now it all makes sense.
Author: Andrew Ingkavet
Andrew Ingkavet is owner/teacher of Park Slope Music Lessons. He is the creator of the Musicolor Method™, a proven system to teach children music. He offers a music teacher training course and coaching and was a writer/producer and VJ for MTV in the 1990’s.


Critical Issues in Music Education: Contemporary Theory and Practice is an edited volume designed primarily as an introductory graduate text or capstone undergraduate text for music education students, providing an in-depth examination of critical issues for early-career music educators. Most undergraduate music teacher education focuses on developing the skills and understandings necessary to become a practitioner; this text, however, links theory to teaching practice and offers a variety of perspectives to give music teachers the comprehensive grounding they need to become leaders in the field. Rather than focusing on answers to "what to do" questions, Critical Issues in Music Education focuses on "why" questions through examining underpinnings for the field and encouraging teacher inquiry. Each of the eight contributing authors has unique expertise and experience as a practicing music teacher and music teacher educator, yet the authors share a common background-each is either a faculty member or a graduate of Teachers College, Columbia University.
Consequently, the text is grounded in current educational theory and practice, informed by the authors' work in the field with both music teachers and P-12 students, and linked by a commitment to progressive education. The authors include discussion starters, project ideas, and suggested readings at the end of each chapter. Offering contemporary perspectives on music education, Critical Issues in Music Education provides a foundation for understanding the complexities, challenges, and rewards of music teaching across diverse contexts.


Since the first decades of photography’s existence many artists and photographers decided to publish, exhibit or just print negative pictures. Photographs in which lights and shadows are reversed attracted them mostly because of aesthetic qualities. 19th century medium pioneers, as William Henry Fox Talbot or Henry LeSecq, and 20th century star photographers – Hans Bellmer, El Lissitzky, László Moholy-Nagy, Man Ray, Hans Richter, Alexander Rodchenko, Franz Roh, and many others, often used negative convention in their works of different kind (photographs, photomontages, experimental films). Beside obvious interest in formal uniqueness, indexicality, search for photographic truth or metaphysics, negative language enable artists to participate in political discourse. Avant-garde photographers and film-makers often used it to express their left-wing philosophy of life. Not incidentally tonal inversion appeared in anti-war and anti-nazi projects, such as Rodchenko’s photomontages or Richter’s films. For surrealists (e. g. Man Ray) negative convention provided valuable source of anti-colonial point of view. Some of them also discussed with traditional (patriarchal and promoted by right-wing politicians) stereotype of woman. Thus negative pictures became a part of avant-garde utopia of universal and post-revolutionary language. Taking in consideration all facts mentioned above, the paper presented during International Conference PHOTOGRAPHY AND THE LEFT will discuss further political involvements of negative convention in photography.
Dr. Witold Kanicki (Born 1979) – is an art historian, assistant professor in Department of Art Education, University of Arts in Poznan (Poland), independent curator and critic. His PhD dissertation, “Negative description of reality in modern art”, which concerned history of negative photographs in art and culture, is currently prepared for publishing. Author of more than 50 articles, published in scientific journals, as well as in catalogues of exhibitions and magazines on contemporary art and photography. Interested in history and theory of photography, contemporary art, new museology and curating.


How to Become a Teacher
Do you have passion for learning knowledge, sharing it with other or teaching it others? If yes than know here How to Become a Teacher in India as here you’ll get complete guide on Teaching Eligibility, Scope, Career and many related details. Teaching has a huge scope in our nation India. Once anybody gets a job in Teaching sector his/her life will be more amazing than ever before.
In India, it is more imperative to educate everyone to make India a developed country and with this aim of development, Teachers are the only role model who made this possible…. Teachers, a word that itself raise its standard in areas of respect, dignity and honor. They have a largest involvement in making everyone literate. Teaching line is the one of the most preferable and trending field in India. In India, it is the thinking of every second person that teaching line is the safest profession for girls/ women.
How to Become a Teacher
Eligibility Criteria is the specialization within the degree you agree should be equivalent with the nature of post in the Teaching Jobs. For jobs in teaching sector, candidate must have the following qualification with him/her to find Teaching Jobs: Master’s Degree with Minimum 50% Marks, Ed. /M.Ed., Teacher’s Eligibility Test (TET) Certificate, D. in the respective subject.
Get Here: Latest High Paid Up Teaching Jobs
To become a teacher you need to classification of Teachers, so read below in detail; since the requirements teachers differ from every section, from primary students to secondary and after and after. Therefore there is few different teachers’ training courses like-
- Nursery Teachers Training (NTT) (Teachers for children up to the age of 4 years.)
- Elementary Teachers Training (ETT) (Teachers for children between the age group of 4 to 14 years.)
- Primary teachers training (PTT) (Teachers for children up to 5th class.)
- Junior Basic Training (JBT)
- Diploma in Education (D.Ed.)
- Bachelor in Education (B.Ed.) and several other teachers’ training courses.
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How to Become a Teacher in India?
To become a teacher the candidates has to undergo one of the following given course according to his/her own interest and caliber.
- Bachelor of Education of (B. Ed): If one really has passion for teaching then B. Ed degree is must for him/her. This is the first step towards the glorious and highly respected career.
- Elementary Teachers Training (ETT): Elementary education bachelor’s degree programs helps students with education’s foundational theories.
- Junior Basic Training (JBT): The JBT have come up in India to train teachers who are vigorously engaged in imparting education to the tender aged children.
- Nursery Teacher’s Training (NTT): NTT course trains the prospective teachers to handle the students of pre-primary schools.
You Can Also Check: Part Time Teaching Jobs
Process for Each Teacher’s Training Courses
- Candidate has to appear in an entrance tests conducted by the various state and Independent educational bodies and universities to admit candidates in various teaching institutions attached with it according to the rank of the candidate in the entrance exam.
- These exams are generally consist of Objective type questions on the subject of English, General Knowledge, Aptitude, Basic Arithmetic Teaching Potential and one local language in some states.
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After completing this one year course in which one has to go through all the major aspects of the field of study. Apart from the theory part, teachers also go through practical training courses.
Teacher Career Prospects
- Head of the department (with Master’s degree)
- Vice Principal (After getting some experience as Vice Principal)
Find More: Online Teaching Jobs in India
Salary/ Pay Scale; At present government has a target to educate every Indian up till coming in few years. Thousands of opportunities are available at present in this profession and more opportunities are going to be released. Teachers’ pay varies according to the course they have done and the school they are working in.
On availability of Teaching Jobs we have given a short note on information regarding it on our web portal. Here on this page, we have updated you with the details one requires to become a teacher… Hope you find this page useful, Good Luck!!
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Students face a global future when language skills will be critical to career success. Yet, time and resource allocation for language programs has been shrinking while the need for multilingualism only grows. Technology plays an increasingly significant role in how we help language students develop the skills they need to be successful in today’s competitive global workplace. Learn how leveraging technology in the world language classroom can make a transformative impact.
For 25 years Rosetta Stone has provided K-12 educators with language-learning solutions that change their students’ lives. We invite you to explore the information below to see how mixing EdTech with traditional instruction can complement any curriculum.
Increasing students’ language skills and global competency skills prepares them for success. Rosetta Stone® solutions support K-12 educators with online learning supplements, blended-learning solutions, language lab deployment, and school- or district-wide implementation.
Hear from three different school districts on how they integrated technology into their world language classroom.
In partnership with GettingSmart, we’ve created a toolkit to help you navigate through the steps needed for implementing an online language program into your school or district. Learn what your options are and how to set up your team for a successful implementation.
In the webinar “The Classroom Advantage: Exploring the Benefits of Blended Instruction in the World Language Classroom” presented with Deb Cody of Pueblo Public Schools, we discussed the benefits of technology in the language classroom. Check out an overview of that webinar with the 10 reasons why you should bring EdTech into your classroom.
Two out of three teachers want more technology integrated into the classroom. Why? Learn how adopting EdTech helps students extend their foundational skills; facilitates higher order thinking, and complements face-to-face instruction by blending with daily activities.
In this webinar, Melanie Rogers, Training Team Lead, and Tracie Evans, Client Manager, at Rosetta Stone Education, share best practices and success tips to help schools and districts meet their language program goals, and explore how technology can help.
Jim Detwiler, Boone County School District’s Assistant Superintendent, shares how they designed their global competency program and exactly why it is such a priority for this diverse region of Kentucky.
KY’s Boone County Schools expands its digital world language program to 10,500 students this fall.
The demand for language learning tools could increase in the next 5 years, analysts predict


Art in Action
What is Art in Action?
Art in Action is a nonprofit organization that is dedicated to fostering the educational development and creativity of children through innovative visual arts programs. The Art in Action Program provides an engaging, hands-on curriculum that teaches art history, art appreciation, and art techniques. The rich and diverse Art in Action lessons encourage students to observe more closely, consider more carefully, and express themselves with confidence.
Art in Action makes teaching art fun and easy with recipe-style curriculum, training workshops, lesson-specific art materials and year-round support. The curriculum meets National and California academic standards and uses online multimedia technology to take visual art education to entirely new levels. The program serves more than 26,000 students in more than 100 schools.
Art in Action at Belmont Oaks Academy is taught by parent volunteers. Each classroom has a parent volunteer who is a Lead Docent, responsible for coordinating the program with the teacher and scheduling lessons. Other parent volunteers from the classroom serve as docents and assistants for the individual lessons.


The first task of the week that I wanted to accomplish was to make an arcade game on sploder which was part of the learning activities that had been set for the week. Saying I was nervous was an understatement. After my somewhat dismal attempts at last weeks animation my anxiety was rapidly increasing and was pressure was mounting. However after watching the tutorials and looking through some of the games my peers had made I felt comfortable making the game and really enjoyed the experience. Here is a link to the game that I created on sploder: http://www.sploder.com/?s=d0044jo0.
One might ask what skills do we learn from online gaming and the likes? Most people think that gaming is mind numbing and uneducational, when infact you can develop hand eye coordination as well as motor skills. Games for fine motor skill development can be found all throughout the internet. Here is an example: http://techsavvymama.com/2012/07/poppit-free-online-game-teaches-fine-motor-skills-and-color-matching.html.
This week also had us looking at digital blurring and asking questions such as, what is digital blurring? My understanding of digital blurring is the digital world and our personal world crossing paths. Lastly we were asked how do these skills transfer into other areas of our life? Skills that are learnt through digital devices or online can then be carried over and used as we study or begin our careers as teachers.


What is speech?
The verbal component of communication. Speech is comprised of three components:
- Articulation, or how a child produces sounds (i.e., placing the tongue behind teeth to produce the /l/ sound as in “lake” instead of “wake”)
- Voice, or the control of air through the vocal folds to produce sound (i.e., hoarse or breathy voice quality)
- Fluency, or the rhythm of speech production (i.e., frequent pauses or hesitations impact fluency)
What is language?
The socially shared rules of communication. Language is composed of the following components:
- Phonology, or the sounds we use to create language & the rules that govern the production of those sounds
- Vocabulary, or the words we use to convey meaning
- Syntax, how we combine words to convey meaning (i.e., “The dog barks” instead of “The barks dog”)
- Morphology, or how we use grammatical markers to change meaning (i.e., “barks”, “barking”, and “barked”)
- Pragmatics, or how we use language in different situations with different people (i.e., composing a text message versus a formal letter, or greeting a friend versus a stranger)
Have more questions?
That’s why we are here. Ask us, take a look at our resources page, or visit the American Speech-Language-Hearing Association website to learn more about speech, language & literacy development and find additional resources.


Friday, September 7, 2007
Primary education is the first stage of compulsory education. It is preceded by pre-school or nursery education and is followed by secondary education. In North America this stage of education is usually known as elementary education.
In most countries, it is compulsory for children to receive primary education, though in many jurisdictions it is permissible for parents to provide it. The transition to secondary school or high school is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some educational systems have separate middle schools with the transition to the final stage of education taking place at around the age of fourteen.
The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate.
Typically, primary education is provided in schools, where the child will stay in steadily advancing classes until they complete it and move on to high school/secondary school. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject areas, often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system.
Traditionally, various forms of corporal punishment have been an integral part of early education. Recently this practice has come under attack, and in many cases been outlawed, especially in Western countries.
Main article Education in Canada
Main article Education in France
Main article Education in Germany
Main article Education in Iran
Main article Education in Israel
Main article Elementary school in Japan
Main article Education in the Republic of Ireland
Republic of Ireland
Main article Education in Myanmar
Main article Education in New Zealand
Main article Education in the Palestinian territories
Main article Education in Poland
Main article Education in the United Kingdom
Primary education is provided by state schools run by the government and by independent fee-paying schools. In the state system children are either educated in separate infant and junior schools or in a combined primary school. Schools in the private sector providing primary education are generally known as preparatory schools or prep schools. In the private sector the transfer to the final stage of education often takes place at 14.
Main article Primary Education in Wales
Main article Education in Scotland
Category: List of primary and elementary schools by country
List of education articles by country
List of schools by country
Posted by gigihong07 at 11:01 AM


Our aim is to inspire our students to be creative, inquisitive, skilful and objective artists. We want them to produce art showing technical skill and conceptual understanding whilst working in a stimulating, creative and safe studio environment.
Our Curriculum aims to teach students about the creative process and show them the contribution and relevance of Art in society. Through their studies, students will appreciate and value the work of others, showing an understanding of context.
They will reflect critically on their own and other peoples’ work whilst making judgements of quality, value and meaning. They will develop skills and techniques to express their own emerging creative ideas and learn how to think and act as artists. To this end, we aim to deliver a broad based Art education for all students.
At Key Stage 3, projects and schemes have been developed to suit the needs of St Julian’s students with the English National Curriculum document as the main foundation of this planning. After Year 9, Art becomes an elective subject, and details of our GCSE and IB courses are shown below.
The Art Department has two well-resourced general Art studios, where students from Year 6 to Year 13 are taught drawing, painting, printmaking, sculpture, ceramics and mixed media projects. In addition to these larger studios the Department also contains a specialist print studio, a studio for ceramics and sculpture with kiln, a photographic darkroom and a designated Art IT suite.
Relevant resources, projects and study sheets are made available to all students through the School’s eLearning site.
At GCSE level St Julian’s offers the Edexcel Art & Design: Fine Art course, which enables students to work in a variety of media and disciplines, including drawing and painting, printmaking, sculpture, photography and assemblage. "'Fine Art' may be defined as work which is produced as an outcome of student’s personal experiences, rather than that which is created exclusively for a practical function or that which is the outcome of a tightly prescribed brief.” Edexcel Limited 2008
In addition to working practically, students are expected to maintain a sketchbook that records their creative journey. They are required to research the work of other artists and will visit local galleries and museums as part of the course. Students joining the school at Year 11 for the ‘pre-IB’ year will also follow a reduced version of this syllabus. The GCSE course gives students an excellent introduction to the IB Visual Art programme.
IB Visual Arts
The IB Visual Art Course at St Julian’s is based upon the traditions of an Art and Design course, with a leaning towards Fine Art. There is an emphasis on drawing, and importance is placed on developing strong technical skills in a variety of media.
Throughout the course students have the opportunity to work in a broad range of materials and processes; these include painting, printmaking, sculpture, photography, video-work and assemblage. Through structured projects and more independent personal investigations, students are given the artistic tools to enable them to work imaginatively and creatively.
At all times students are guided through the creative process; however, there is also more freedom within this course to pursue personal interests and themes. As with all IB subjects, there is an emphasis on critical thinking and cultural awareness. In the Visual Art course students are taught how to respond and reflect on the work of others; they are shown the significance, context and aesthetic values of Art and Craft from other times and places.
The IB Visual Arts programme encourages the pursuit of quality through purposeful experimentation and the refinement of skills and ideas; all this is achieved within a lively studio atmosphere.
There are a variety of possible careers awaiting students beyond the obvious role as an Artist, such as Graphic Designer, Interior Designer, Illustrator, Architect, Fashion Designer or employment in advertising, Curatorship or Film and Television production.
The Art Department takes an active role in preparing students for application to University and Art College, helping them prepare portfolios for the particular course or area they have chosen. The department has a successful track record of getting students into their chosen courses and thus establishing them upon a career path.


Teaching our students a foreign language is a long-standing Wilson tradition. We feel proud of the continuity of our program and have constantly strived to offer the very best in foreign language instruction to our students. Currently, French is taught in all grade levels, with Latin introduced in Third Grade and taught formally in Fourth, Fifth and Sixth Grades.
While French is not the most commonly taught language at the elementary level in today’s academic environment, we feel strongly about our commitment to teaching it here at Wilson. French offers a multitude of advantages to our students: the rich spectrum of sounds needed for the correct pronunciation of the language offer an invaluable basis for the correct learning of many other languages, Indo-European and otherwise. The clear grammar structure, syllable-based reading approach, and rich cultural tie-ins ground our students in language acquisition, preparing them to excel in secondary school, regardless if they choose to continue study French or pursue another language. For our youngest students, we use the Symtalk method, a method developed at The Wilson School. Symtalk enables the children to acquire a large vocabulary in a relatively short time, by using colorful images (cards) for various words that are relevant to children. We use games, play, and songs to further cement the knowledge of vocabulary words. Our students begin learning to read in French, first through the alphabet, then progressing to syllables. Our instruction emphasizes oral skills, in addition to reading and writing. In all grades, a multi-sensory approach is embraced, with hands-on activities being part of the curriculum to encourage cultural understanding, such as cooking, making paper maché, celebrating seasonal events and holidays, as well as singing and dancing. Our sixth-grade students spend the year focused on local French history, researching and writing about the French settlements in the Mid-Mississippi Valley, with special emphasis on Ste. Genevieve. This year-long unit is a collaborative effort between French, art, resource, technology, physical education and science. It includes many field trips, as well as a partnership with the Missouri Historical Society Library.
The Latin curriculum at The Wilson School was created with our specific age group in mind. The viability of Latin in elementary education is solidly anchored in the understanding of its many uses and applications in everyday life. Latin is an exceptional resource for the improvement of English vocabulary and spelling. Students who struggle with English spelling often find Latin to be a relief from confusing rules. The clarity of decoding the language, as well as its syllable-based reading, are excellent tools in the linguistic progress both in Latin and English.
Our program was started in 2002, and has been an enormous success with the students. Many students find Latin helpful for finding the root for many English words and “learning how to learn.” Latin not only offers great insights into a beautiful language, but with its rich historic and geographic connotations, offers endless inspiration. Using the Cambridge Latin Series has allowed our students to progress beyond their expected grade-level. We are committed to Latin and to making sure that yet another generation reaps the academic benefits of this classical language.


Access to science, technology, engineering and mathematics (STEM) subjects could be opened up for students with learning disabilities or print disabilities such as visual impairments and dyslexia, thanks to new government funding for a team of Electronics and Computer Science (ECS) researchers at the University of Southampton.
ECS Partners’ STEMReader project is one of eight innovative schemes to share in £500,000 funding from the Department for Business Innovation and Skills (BIS) and the UK’s innovation agency – The Technology Strategy Board. The project is part of the ‘Ready steady STEM’ competition managed by Jisc TechDis, a leading UK advisory service on technologies for inclusion.
The funding will be used to help develop a tool to assist with reading aloud and comprehending mathematical symbols and notations.
Project leader Dr Mike Wald said: “Currently it is extremely difficult for a student with a print impairment, such as a visual impairment, dyslexia or dyscalculia, to read aloud a maths notation using a computer or mobile device.
“STEMReader will enable students to open, reformat into large fonts, and hear aloud documents and materials containing maths content. It will make a significant step forward in reading aloud maths for learners at all levels from basics, to people in the workplace, to students at university.”
Up to ten million individuals in the UK are estimated to be affected by print disabilities or dyscalculia, and people that face these barriers to reading and comprehending maths can struggle with STEM subjects. Having a tool to read aloud mathematical language and symbols become one of the most helpful coping strategies when manipulating mathematical concepts.
“By developing the STEMReader tool we will enable for the first time a broader range of publishers and educators to easily share accessible STEM materials that can be read and understood by all types of users,” added Dr Wald.
ECS Partners will be working with colleagues in other colleges and workplace learning providers to investigate how STEMReader can be used to help learners struggling to understand maths and help them to develop their functional numeracy skills.
The funding is part of the Small Business Research Initiative programme that encourages technology solutions to specific public sector needs. The £500,000 will support eight projects for six months that will open up access to STEM subjects for disabled learners. The projects may bid for further funding to develop their research.


Tuesday, November 22, 2011
TOS Review: The Reading Game
Anthony (6), Christian (4), and I have spent the last couple of weeks trying out a new game called The Reading Game. From the author of Wordly Wise, Kenneth Hodkinson, The Reading Game was designed for children just learning to read or having trouble learning to read. The Reading Game teaches your child 180 vocabulary words using a fast action memory game and 6 beautifully illustrated storybooks.
6 Illustrated Storybooks
6 decks of matching cards (30 cards in each deck)
Teacher and Parents Guide
15% off orders of 8 or more
Each of the 6 stories is told using just 30 words that are broken down into 6 sets of 5 words. The student learns to read each set of words using an easy word matching game. After the student has mastered the words in each set, you move on to the next set of words. The student is able to read the book after they have learned all of the words in the set.
For example, the first 5 words in game one book one are can,cat,not, is, and me. After playing the 2 player memory matching game with these words and showing mastery of the words you move on to the next 5 words (game 2 book one) which are: sad, she, stay, this, with. You can then test your child's knowledge of these words by using a few practice sentences. After showing mastery of the words in game 6 book one, the child is ready to read on their own, book one, The Skunk Book, a 32 page illustrated rhyming book. The process is the same for the rest of the books: Snake, Bear, Penguins, Unicorns, and Zebra. After completing all 6 books, your child will have learned to read 180 words.
The Reading Game is supplemental curriculum material that compliments most reading curriculum and meets the criteria of Common Core State Standards for Language Arts and Reading and Foundational Skills for kindergarten and first grade. A pre and post assessment is available to test sight word recognition before and after playing each of the 6 card games. The Test Sentence Assessment Worksheets can be used to track a student's progress as you work through the games in each set.
I wish that the cards were a bit sturdier. After Anthony, I have at least 3 more children that will be learning to read and would like them to be able to use The Reading Game. The cards are just like a deck of playing cards and bend and rip easily. I love the black and white illustrations, but some of them did not come out as clear as the others in the books.
The Reading Game does not teach how to decode or sound out words. It is teaching memorization of the words needed in order to read the books. From the website, " By the time students come to the end of the zebra story, 180 words are hard-wired into memory. Phonics can then be incorporated into the game by using the cards to develop links to similar words and sounds."
Overall, we have really enjoyed using The Reading Game and will continue on with the next book today.
To see what other crew members had to say click here.
I received a complimentary copy of The Reading Game for the purpose of writing a fair and honest review. I received no other compensation.


Did you know approximately 16% of Australian children have difficulties learning to read?*
If a child has difficulty reading and writing, they will have difficulty with their overall academic performance, which will of course impact on further life choices.
So what do speech pathologists have to do with literacy? Speech pathologists are in a unique position of having expertise and training in the area of sound awareness and oral language skills which impact greatly upon literacy. They are qualified to target specifically the underlying causes of a child’s literacy difficulties.
Children who have speech or language difficulties earlier in life may go on to have difficulties with literacy as well. This makes sense when you think about all the different skills required for literacy: ability to hear and manipulate sounds in words, understanding the meaning of words and sentences, understanding grammar and syntax. Good oral language skills and auditory skills are important skills for literacy development.
How can Liberty Speech Pathology help?
If you are concerned about your child’s literacy (or pre-literacy) development, Liberty Speech Pathology can:
- Evaluate your child’s literacy: this includes exploring his or her ability with underlying skills required for literacy development.
- Recognise if your pre-literate child is at risk for developing a literacy impairment
- Provide you with a report to give you information and a summary of your child’s specific literacy (or pre-literacy) difficulties. This is often useful information for your child’s School or Kindy teacher to have.
- Provide friendly, game based therapy to help remediate your child’s literacy difficulties.
- Provide fun take-home activities for home or school practice.
In order to read effectively, a child needs to have:
- Phonological awareness skills (the ability to recognise and manipulate sounds and syllables in words). Phonological awareness is a skill that is fundamental to the later development of making connections between printed letters and the sounds they represent.
- Letter to sound recognition: knowing what sound each letter makes
- Decoding skills: the ability to decode familiar and unfamiliar words
- Sight word recognition
- Reading fluency skills: being able to read sentences smoothly and automatically
- Reading comprehension skills: being able to understand what has been read
- Good vocabulary skills
If your child has difficulties in any of these areas, it is important to get your child assessed.
Examples of Literacy difficulties
Difficulties with literacy development may include:
- Difficulty with phonological awareness (the ability to recognise and manipulate sounds and syllables in words).
- Difficulty with letter-sound correspondence: knowing what sound each letter makes
- Difficulty with decoding unfamiliar words
- Difficulty recognising sight words
- Difficulty with reading comprehension
- Difficulty with spelling
- Difficulty with reading fluency (reading smoothly and automatically)
- A diagnosis of dyslexia
- Low vocabulary
There is a very strong link between children who have had early speech and language difficulties, even those that have been resolved, and later reading disorders. If your child has had a speech or language disorder, we recommend that you book an appointment to get your child’s reading assessed early, as reading difficulties may not be apparent in the first couple of years of schooling.
*Westwood, P (2001). Reading and learning difficulties: Approaches to teaching and assessment. Camberwell, Victoria, Australian Council for Educational Research Ltd.


Everyday science for kids – science in sports and hobbies
Explore suggestions to discover the science in everyday activities – including the sports and hobbies of your children.
Science is all around us – it’s in our homes, the vehicles we drive, outside in nature and in the foods we eat. Whether we realize it or not, science is important to us all. Having an understanding of science is beneficial to all youth; they gain important life skills such as critical thinking, problem solving and decision making that will help them throughout life even if don’t plan to work within a science field.
This Michigan State University Extension series is designed to help parents and other adults who work with youth explore everyday science opportunities with youth – see part one: “Everyday Science for Kids – Science at Home.” This article focuses on exploring science in sports and hobbies.
Science starts with questions. Youth are naturally curious, so if they ask a question like, “Why does that happen?” or “What’s that?” this is where scientific exploration begins! Let’s look at sports or hobbies as an example. Helping your child with the sports and/or hobbies they are involved in will lead to some scientific discoveries.
Whether your child is involved in playing a sport or a musical instrument, there is science involved. Directing them to explore the equipment that’s involved in their sport or the parts of an instrument they play is a great first step in helping them make observations. For example, they can look at a basketball or the parts of an instrument. Help guide them in further explorations about their observations, such as “I wonder what this basketball is made from?” or “Why is this part of the instrument made of metal?”
Lead them into their own discovery of these answers. Ask them what they think the answers are. Next, ask them where they could find the answers. Have them do the research, i.e. asking their coach or teacher or searching online. Further research opportunities may include a visit with a local sports team or a musician.
They will naturally want to play with the basketball or instrument. Obviously, they will do this if they are at practice or take lessons; but you can help include more science discoveries by prompting them to compare a basketball with too little air, too much, and one just right. What difference might this have on a player’s ability to dribble and/or shoot? Have them test this. Do they see any differences? Or if the instrument isn’t properly tuned, what happens to the sound and how can this be tested?
Further explorations can include how what they do affects the basketball and/or instrument, i.e. how they hold the basketball when they shoot or their breathing (if it’s a woodwind) when they play the instrument. Guide them into questioning and finding what works best and why? Additional discoveries can include having them compare a basketball with a tennis ball and soccer ball; expand this to having them test each of them. What do they do when you bounce them? Can you throw them the same distance? If available, you can use this same method having them test different instruments.
Continue to help spark an interest in science for your child; help them to continue to ask questions, find possible answers, and then, test and observe what happens. If you would like to find more opportunities for your child to learn about science and technology, please visit the Michigan 4-H Youth Development science and technology website.


Children participate in daily “circle time”, as well as school wide opening prayer and the Pledge of Allegiance. In the kindergarten room, there are learning centers which include dramatic play, blocks, library, math, language arts, science, and art. Each day, the children work on assigned tasks in each of the learning centers and are called to the lesson table in small groups with the teacher for language and math activities. They learn letter recognition and letter sounds through the use of phonics instruction. Children begin to recognize sight words and engage in shared reading and writing experiences. Science and Social Studies skills and concepts are taught through whole group lessons accompanied with some type of hands-on activity or experiment. Kindergarten students are growing at a rapid pace and do take some time out for rest, which we refer to as quiet time.
Our school fosters a partnership between parents and teachers by encouraging parents to participate in ongoing activities within the established routines, special events, field trips, and parties. We recognize that the primary educators of our children are the parents. We recognize that excellent communication between home and school are essential for continuity between home and school. There is daily conduct and homework is sent home each day to inform parents. Parents also receive a monthly newsletter.
The kindergarten day also offers other learning opportunities such as music, religion, and outdoor play.
Students have a daily religion lesson during which Catholic values and beliefs are taught. Students participate in age-appropriate lessons focused on God’s love for each of them. We wish for each child to recognize that he/she is a masterpiece created by God and that as such they are a contributing force in their classroom and school community. Students open each school day with prayer, attend an all-school Mass every Tuesday, and end each school day with a closing prayer.
Music classes are designed so that all children sing and participate. Music is taught in their classroom once a week. Students learn songs and simple dances.


The online music service Spotify says it will pair hackers with public school teachers to create innovative music education apps.
At the first-ever, two-day "Music Education Hackathon" in New York City, engineers will spend 30 hours collaborating with teachers to build new music education software products.
The goal is to "unlock the creative power of music and technology to address some key educational challenges," according to a post on Spotify's website.
They don’t expect any classroom-ready apps to come out of a weekend-long hackathon but they do hope that it gets teachers and engineers talking about ways they can hack education together.
The immediate idea is that developers could create tools that will supplement music education programs already in New York schools but, down the road, technology could help make music education of some kind more feasible for more schools. A traditional orchestra program may require a big investment in instruments and rehearsal space, but, as Steven Hodas, executive director of Innovate NYC Schools, pointed out, digital music programs could still teach students about harmony, composition and production — at a lower cost
But do you think apps could play a bigger role in the classroom? What music apps have you found the most effective for students?
Let us know in the comments below.


My 12 year old son does not enjoy reading. It’s more about his struggles with comprehension than with reading. I was excited for the opportunity to use an online resource to assist my son with reading comprehension. MaxScholar offers a variety of activities for students to improve reading skills with their MaxScholar Reading Intervention Programs.
MaxScholar is a thorough, multi-sensory, reading and language-based program. It uses different methods that help students improve their reading and language performance scores. MaxScholar is adaptable to both school and home settings and has helped thousands of students with their reading and language skills.
The programs offered through the MaxScholar Reading Intervention Program include:
Pre-K Phonics – Designed for pre-Kindergarten students (ages 3-5) to provide the foundations for learning to read.
MaxPhonics – A multi-sensory approach to teaching phonics. Effective for children ages 5-7 or others who need this type of intervention.
MaxReading – Teaches reading comprehension strategies for students who are below grade level in their reading skills.
MaxWords – Teaches prefixes, suffixes, Greek and Latin roots, syllabification and spelling rules. Students will increase their vocabulary by 16,000 words by using this program.
MaxMusic – Uses music and games to engage students who otherwise might be uninterested in reading and learning.
MaxVocab – This program is MaxScholar’s dictionary, and offers thousands of definitions and interactive games to expand students’ vocabulary.
MaxPlaces – Students get the chance to explore the world in this program.
MaxBios – Introduces students to famous personalities through biographies. Each biography is set up in a timeline structure and teaches chronological ordering skills.
How We Used The Program
For this review, I received a one year license to MaxScolar’s MaxGuru program, which includes all of the programs listed above. Our primary focus was on MaxReading. I was looking forward to seeing if the processes outlined in this online reading intervention program would help him.
Both the parent and the student receive their own login. This is a screen shot of my son’s login dashboard:
After entering MaxReading, you have your choice of choosing one of the selected readings, or changing the chapter and picking a different reading. For this passage, my son chose the topic of Household Chores, and the reading passage of Cleaning Your Room. This is what the passage looked like before my son started to read:
As my son moved through the passage, there are vocabulary words in gray which he could click on to see definitions, how they are used in sentences, synonyms and antonyms.
Next he read the passage and used the highlighters to choose the topic, main idea and important details of the passage.
For this example, I am using a passage my son accidentally clicked “done” on before he was finished so you can see a side-by-side view of a low-scored passage next to the correct, highlighted one. I do wish he had had the ability from that point to start again, but we were not able to find such a feature as the passage had already been scored.
Afterwards, there is a short writing summary and questions to answer based on the passage.
After completing the reading, highlighting, writing and questions, the student receives a final score. My son scored a C on this passage, mostly because he didn’t complete it so he didn’t have the best understanding of the passage before moving forward.
From here, the student has a choice to play games, redo the chapter, or move on to the next chapter. This is where the student could start over and redo the passage for a different grade.
From the parent dashboard, I can access full reports and check my son’s progress throughout the program.
Overall, my son still needs some work on his reading skills.
I am pleased with the MaxScholar Reading Intervention Program. I believe that with continued use, my son will improve his reading and comprehension scores. We are looking forward to continuing on with MaxReading throughout the summer and into next year, as well as using some of the other programs that came with our one-year license.


The rise in the number of two-income families and single-parent families and a growing focus on early childhood learning and child development are all playing a role in the steady increase of early childhood education job openings. Early childhood education is a growing industry where energetic, motivated teachers are in demand. According to research from the U.S. Department of Labor, this isn’t a trend that looks to be changing anytime soon.
Outlook for Early Childhood Education Jobs
The Bureau of Labor Statistics gives a glimpse into the future of all U.S. occupational growth over the next decade. They have determined that the average growth of all occupations, from 2014 to 2024, will be 7%. When focusing in on a variety of childcare and early childhood education jobs, the growth ranges from 5-7% over the course of ten years. This is good news for new graduates or those looking for career advancement in the early education field.
Why do these types of jobs continue to be in demand? Here’s just a small snapshot of the reasons that top-quality childcare workers, preschool teachers, and childcare center directors will continue to be hired.
- Early childhood education is crucial to a child’s short- and long-term intellectual and social development.
- Parents are enrolling younger children in learning centers and preschools because of the educational benefits.
- Parents working outside their home continue to need assistance to provide care for their children.
- Students enrolling in kindergarten and elementary schools are expected to increase over the coming decade.
- Since 2004, the number of children in after-school programs has grown by 60%.
source: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2016-17 Edition
A Need for Quality Childcare (and Childcare Workers)
The availability of childcare in the form of full-day learning centers, along with qualified, nurturing, and energetic teachers to lead classrooms, is increasingly necessary as more married and single parent families are operating with all parents working outside the home.
- In 2013, 67.8% of married mothers were in the labor force.
- In 2013, 93.7% of married fathers were in the labor force.
- In 2014, 69.4% of single mothers were employed.
Full-day childcare and preschool programs, along with before/after school and summer care options are a life-line for working parents who want their children to receive quality care in a safe, nurturing and social environment.
If you’re looking to grow your early childhood education career at U-GRO Learning Centres, see our current job openings and apply on our Career page.


Parent involvement in pre-kindergarten and the effects on student achievement
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An ever-present achievement gap has been found among students and their peers. Educational research and literature have found that the growing gap is due in part to a lack of parent involvement in their students' education and academic performance. The purpose of this study is to investigate how parent involvement affects student achievement and academic success in Pre-Kindergarten. It is hypothesized that parents who display higher levels of involvement will have children that perform better academically. The participants in this study included 38 preschool children and their parents. The researcher utilized a curriculum based measurement, AIMSweb, and IGDI's (Indicators of Individual Growth and Development for Infants and Toddlers), a pre-k assessment measure used to monitor and assess early literacy development in preschool children. A modified version of the Parent Involvement Project Questionnaire (PIPQ) was also used to determine if there is a positive correlation between parent involvement and student achievement. Results of the study indicate that student achievement is not statistically correlated with any of the scales from the parental involvement survey. Because the results were based on self-report and included a relatively small sample size, the outcomes of the study may not align with the majority of published studies pertaining to parent involvement and student achievement, due to its subjective nature. Or, perhaps for some students, there may be other factors that are more influential than parent involvement. Implications and further research are discussed.
Thesis (M.A.T.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction


For anyone looking for practical advice or a peek at what good practice in EYFS should look like, there are some interesting thoughts and ideas here. Thanks to Jane Parker and Teachwire. http://www.teachwire.net/news/ill-hum-it-you-play-it-music-education-in-early-years
If you don’t know about Super Simple Learning… then you should! These songs are great and kids love them. Also check out their lessons series – very informative and extremely useful particularly if you are new to EYFS teaching…. https://www.facebook.com/SuperSimpleLearning/?utm_source=Resource+Center&utm_campaign=6d0492fd0f-Lesson_1_Introduction&utm_medium=email&utm_term=0_d1f71a12f3-6d0492fd0f-300719649
Too many schools and educators are still treating music as background noise, says the executive director of a US music charity. Many don’t realise that even in the smallest doses, the impact of music is vast. via Stop treating music in schools as background noise — Music Education Works!


“Children with a music background listen better, concentrate longer, think more clearly, work happily in abstraction, are less distracted in class and tend to be high achievers in all fields of study” – Richard Gill OAM
Orange Regional Conservatorium is one of seventeen Regional Conservatoriums throughout NSW that are supported by the Department of Education and Communities to promote and implement quality school music programs to students of all ages.
The ORC plays an integral role in many district schools, offering a variety of programs that have been tailor-made to enhance and contribute to a strong school culture and enhance learning opportunities for school students. The Small Schools Instrumental Program is one such program that has been developed for Orange district schools whose enrolment is under 100.
ORC in Local Schools
K-6 Creative Arts Syllabus Music requirements:
“In Music, students develop knowledge and understanding, skills, values and attitudes in Performing, Organising Sound and Listening by experiencing musical concepts (duration, pitch, dynamics, tone colour, and structure) within a wide range of Repertoire through a sequential and planned process of teaching and learning.” (BoS 2006 p.12, emphasis added).
By Stage 3, students should have received sufficient Music Education so as to “sing, play and move to a range of music, both as individuals and in group situations, demonstrating an understanding of musical concepts. They organise musical ideas into compositions, using notation systems to record these ideas. Students listen to a range of familiar and unfamiliar music with a sense of understanding, appreciation and discrimination.” (BoS 2006 p.21)
How can ORC help your students achieve these outcomes?
We can provide a qualified, experienced Music Teacher for regular music lessons in your school. Priscilla has a Bachelor of Music and a Graduate Diploma in Education and has many years of experience teaching students of all ages.
Priscilla will provide a tailored music program for your school which will address all aspects of the music curriculum. Students will learn to sing, play simple instruments, organise sound and listen with appreciation to a range of music. They will learn to use traditional and graphic music notation. Students will learn about the musical concepts of duration, pitch, dynamics, structure and tone colour through their learning experiences. Through a carefully planned program, students will develop depth in their understanding and breadth in their exposure to a wide range of repertoire.
Priscilla is registered with the NSW DET, has a Working With Children Clearance number and is accredited as a Proficient Teacher.
ORC can also provide support to the wider range of musical activities for your schools. Priscilla is available to accompany or direct choirs, bands, assembly or eisteddfod