Fine Art is the traditional term used to embrace painting, sculpture and printmaking, produced for its own sake and not concerned with whether it is functional or practical. Recently the term has come to include photography, video and the modern technologies that generate visual imagery.
Fine artists create original artwork using a variety of mediums. Their work is best described according to their area of specialisation which can be two-dimensional (such as painting), three-dimensional (sculpture) or even four-dimensional (moving images). In addition, many artists choose to also specialise in a subject such as landscapes or portraits.
Fine artists can be hired or commissioned to produce pieces of artwork or create their own pieces to be sold at a later date.
- Creating and developing ideas, producing sketches and making models.
- Promoting their work and persuading galleries to display their pieces.
- Writing project proposals for galleries, artist residencies or competitions.
- Negotiating for a sale or commission of an artwork.
- Sourcing of materials and establishing business relationships with suppliers.
- Performing a range of administrative, marketing and other duties associated with self-employment as well as managing their tax issues.
Travel: work may involve travel during the working day on a regular basis and occasional absence from home overnight to attend art/craft shows and fairs.
Working hours: mainly self-imposed but can involve unsocial hours including weekends and evenings on a regular basis.
Location: throughout the country.
Opportunities for self-employment: probable.
While some artists are self-employed, there are opportunities to work for companies or organisations on a project-by-project basis.
Many artists combine their creative work with jobs in related areas such as art education, art administration, community arts or gallery management.
Salaries will vary considerably from artist to artist particularly for freelance artists who must work to ensure a constant stream of income. Much will depend on the type of work they produce or whether they take on residencies or receive bursaries or grants that link them with an institution such as a university, hospital, business or government organisation. Few make their living exclusively from their art so many take up careers such as art therapy or art teaching to supplement their incomes.
A degree though not essential is an advantage.
Specific degree subjects required
Entry is open to graduates of all disciplines.
Other relevant degree subjects
- Art history
- Fine art.
A pre-entry postgraduate qualification is not a requirement.
Specific entry requirements
A portfolio of designs will more than likely be required to showcase your talent to potential clients.
Mainly on the job and through regular updating of skills to keep pace with ever changing technology and design concepts.
Tips and applications
Work on your portfolio, create your own projects. Illustrate what has been your major design influences by way of mood boards. Attend craft shows and craft markets as an exhibitor.
Two factors that are crucial to your success are thoroughly researching your chosen career area, and making contacts through networking.
Skills and qualities
- Creative talent and self belief.
- Ability to cope with criticism and to withstand rejection from galleries and exhibitions.
- Dedication and determination
- Keen eye for design and know what will make a good work of art.
- Understanding of the commercial value of art, and how the art world operates.
- Knowledge of materials and the ability to use them effectively.
- Strong business acumen to market work to the public.
- Excellent organisational, administrative and project management skills combined with a thorough understanding of the creative process.
- Excellent team working skills including the ability to work collaboratively with other creative professionals if required.
- Negotiating skills (especially to secure funding for projects).


We value the child as a person, and our teachers are inquisitive, focused, and engaged.
We provide a nurturing, safe, and inviting environment both inside and out. We foster trusting relationships with children and their families.
We give children the experience of a farm and the magical wonder of the outdoors, but we also incorporate science and other cognition building tasks into our time at Lupine School. We utilize handcrafted and intentional materials inside the classroom in order to cultivate early literacy and numeracy skills.
Our focus is to foster each child’s growth as an individual, and to create a classroom culture that frames education as an exciting part of growing and becoming vital members of the community. We practice "compassion curriculum", modeling and teaching ways of being in the world that take the wellbeing of others (both human and non-human) into consideration.
Our goal is to send children into the world believing in themselves and their ability to make the world a better place.
ACADEMICS AND CURRICULUM
We utilize an emergent curriculum and place-based pedagogy that focus on engaging children with the natural world around them. These interactions with nature create rich learning opportunities and help to cultivate compassion.
We function in a community model where the children in our care have a voice as to their preferences and ideas for further exploration. We focus our circle times, classroom materials, and projects on the rhythm of the seasons, allowing for deeper exploration into topics in which the children show interest. In this way, the teacher plays the role of supporter and facilitator.
We select classroom materials with much thought and reflection. Each handcrafted manipulative has been selected with care in order to cultivate meaningful experiences for the child. The space has been deliberately designed to allow for children to discover and interact with a variety of multi-dimensional items. The arts are a focus, and music is woven into our explorations.
OUR DAILY RHYTHM:
9:00-Arrival/sign in and prepare for morning
9:00-10:10-Table activity/craft and centers
10:30-Snack (typically outside)
10:45-clean up snack and transition into outdoor play
12:00-12:20 lunch (typically outside)
12:20-12:30 prepare for going home


All students receive curricular instruction according to Alberta Education’s Program of Studies. Sweet Grass students are assessed according to Alberta Education’s learning outcomes in the following subject areas: Language Arts, Mathematics, Science, Social Studies, Art, Health, Music and Physical Education. Grade Four to Six students also receive 150 minutes of instruction in Spanish as a Second Language (SSL).
In the course of covering prescribed curriculum, our regular program is enriched in many ways. Among these are balanced literacy, character education, and arts residencies.
Click here to view curriculum summaries at each grade level.
At Sweet Grass we believe that a strong kindergarten program is important to establish a lifelong love of learning. Our kindergarten provides a friendly, caring, supportive atmosphere where theme based programming and field trips offer students engaging opportunities to learn and grow. Children benefit from an early reading program supported by Balanced Literacy Strategies to ensure that our students experience personal satisfaction and success by becoming confident learners as they begin to acquire reading skills.
Based on sound research about the most effective ways to help children in the early stages of acquiring literacy, Balanced Literacy ensures developmentally appropriate expectations are paired with instructional techniques with proven results. The approach relies on skilled instructors who "assess-on-the-go" so that children are provided with carefully selected "leveled" reading materials that reinforce and support student growth and confidence. The backbone of Sweet Grass's Language Arts programming for all students. Balanced Literacy techniques such as shared reading and writing, guided and independent reading are also employed across the curriculum.
Believing that no child should be left behind, at Sweet Grass we make use of an excellent early reading intervention program with one-on-one support for children that need additional help by specially trained teaching staff.
Music education is an exciting part of a student’s day at Sweet Grass. Students are given 90 minutes per week of instruction from Grade one to Grade six, and 45 minutes per week in Kindergarten. At Sweet Grass, we are very fortunate to have a well-equipped music room which includes: soprano and alto recorders, djembe drums, xylophones and metallophones, as well as a variety of pitched and non-pitched percussion instruments. In addition to classroom music time, there is an Orff Club, Choir, and Handbell Club. Sweet Grass students perform at school assemblies, the Christmas Concert, and other school events throughout the year!
Spanish - Second Language Instruction
Sweet Grass students are provided with Spanish as a second language at the grades 4, 5 and 6 levels. Students receive 150 minutes a week of Spanish instruction. Students learn basic vocabulary through oral activities, games, and songs. The use of technology is often integrated in to Spanish language learning.
At Sweet Grass School we have an exemplary group of students, in part because of our character education program. Our students have clear expectations as to behavior, and they respond to those expectations in a way that fuels the Sweet Grass Spirit. They learn to be:
- enthusiastic and positive
- productive citizens who can apply these character traits beyond the classroom
Positive behaviours are celebrated through awards. Daily announcements, monthly assemblies and newsletters as well as through more informal means of encouragement. This fosters a positive atmosphere where all of our students can flourish and grow.


The Low Countries Worksheet – Download this entertaining FREE Geography hidden word puzzles.
Our FREE worksheet on the Low Countries is composed of a word searches puzzle and a fun hidden words puzzle game for kids.
This fun yet educational printable Earth Science worksheet about the Low Countries is totally FREE for you to print and use completely free and you can use the activity sheet as often as you need for homeschooling or in school!
Our word search worksheet about the Low Countries is a fun and an easy way to gain your kid’s interest and attention while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while child is doing early learning activities.
The FREE the Low Countries geography worksheet is good for kids in Primary school who are in Grade One to Five. Additionally, younger kids in Kindergarten or even Preschoolers will also easily learn from this the Low Countries hidden word game.
Your children will enjoy to learn fun facts all about the Low Countries while playing the wordsearch activity.
Kids in Grammar school from first Grade to Fifth Grade can enjoy our the Low Countries worksheet as a reading comprehension worksheet.
Children will learn well and enhance their reading comprehension skills due to the fact kids will probably end up needing to read and re-read the Low Countries fun facts to find all the missing words. This free word puzzle worksheet isn’t merely a good way to increase kids science knowledge, but also enhances the brain’s memory and also grows their reading comprehension skills.
Kids in Kindergarten and Preschool who don’t yet read can benefit from the free fun facts the Low Countries worksheet as an exciting listening comprehension exercise.
Teachers or Educators can read out loud the Low Countries fun facts. Next, they ask the children to answer what they reckon were the missing words. Additionally, your child will learn to identify words and find them in the Low Countries online word game.
Parents doing early learning activities with their kids can use our the Low Countries worksheet to spend quality time educating their kids about the Low Countries.
Teachers and private tutors are free to use our FREE the Low Countries worksheet to add to the traditional science classes at school and interest children in learning all about the Low Countries. Most beneficial is to utilize our free science worksheet for children on the Low Countries in conjunction with the free interactive online quiz with score on the Low Countries.
Our Easy science for Kids offers lots more FREE printable fun earth science worksheets for kids and FREE hidden word puzzle games. Download and use our fun Geography word puzzles to make learning science fun for your children!
What do you know about the Low Countries? Where are the low countries found? Why are they called the low countries? Which countries are considered low countries? What are the main industries and livelihood in the low countries?
Learn more fun facts about the Low Countries by downloading our free fun facts about the Low Countries worksheet for children!
The Fun FREE Low Countries Worksheet for Kids


Traditional Turkish music instrumental Works and etudes are the fundamental factors in ud teaching. Students of ud are able to develop and reinforce their skills by using these instrumental works and etudes. Therefore while choosing and applying this instrumental works and etudes which have a significant importance, it is required to move in the most productive way to teach ud instrment.
The study was conducted with a descriptive model and document-scanning method. In this study, it is aimed to examine that the existence of basic behaviors and availability of this behaviors in ud instruction of Reşat Aysu’ s Nihavent saz semai. As a result of research carried out it was determined that Reşat Aysu’s Nihavent saz semai can be used for ud instruction in terms of both having basic behaviors and availability of this behaviors which are important for developing technical skills on some certain levels of ud instruction.
Various music education schools, various kinds of instrumental works has begun to use in ud instruction for technical and musical developmend of ud. Today, before and after the period of republic there are lots of saz semai’s for ud and the other Classical
Keywords: Saz semaisi, Ud, Ud instruction.


Welcome To Elementary Education
Early childhood and elementary school years are a vital period of child development – physically, mentally, and emotionally. Our Early Education (Pre-K), Transitional Kindergarten (TK), and elementary school programs offer a safe, nurturing environment that promotes the physical, social, emotional, creative, linguistic, and cognitive development of each child through developmentally and culturally appropriate practices while responding to the needs of the child and his or her family.
EARLY EDUCATION (Pre-K): These programs are managed by the Child Development Department. Our programs offer full-day preschool, part-day preschool, and before and after school care for families who may qualify for state-subsidized funding. Families who are not income eligible may also be able to obtain services. We serve children in 20 different school locations across the District. Please visit the EARLY EDUCATION page for more information or call our main office at (626) 396-5762 x 10070
TRANSITIONAL KINDERGARTEN (TK): TK bridges the path between preschool and kindergarten, providing students with the smart start they need to be confident learners in kindergarten and beyond. TK is available to those children who turn 5 between September 2 and December 2 of the current school year.
ELEMENTARY EDUCATION: Our elementary school campuses value diverse learning styles, provide rich experiences for all learners, and nurture high self-esteem, character development and lifelong learning. Teachers utilize integrated thematic units, allowing students to make sense of ideas across all subjects. Our elementary programs focus on the whole child. This means teachers provide rigorous academic instruction and in addition, help promote the social and emotional learning skills students need to be middle school, high school, college and career ready.
Dedicated Teachers. Caring Learning Environment.
“Our dedicated teachers and staff are committed to maintaining a safe, orderly, and caring learning environment for all students in our elementary schools. We value diverse learning styles, provide rich experiences for all learners, and nurture character development to make the transition to middle school seamless.”
Dr. Julianne Reynoso, Assistant Superintendent, Instructional Services PK-12


NEW Map 26 available now in Mathseeds!
Mathseeds, the online maths programme for kids, has recently expanded with the brand new addition of Map 26!
Map 26 is set in the set in the volcanic archipelago of the Galapagos Islands, with five additional maths lessons designed for early learners.
The fun online math games and activities in each lesson cover essential numeracy skills and concepts including measuring lengths, elapsed time, vertical addition, rounding numbers, and multiplication word problems.
NEW lessons in Mathseeds Map 26:
Lesson 126, Measuring with cm teaches how to use centimetres as a formal unit to measure length.
Lesson 127, Elapsed time shows how to calculate how much time has elapsed between two specific times to the hour and half hour.
Lesson 128, Addition demonstrates how to use vertical addition. Children learn to add two 2-digit numbers with no regrouping, and add three 2-digit numbers with no regrouping.
Lesson 129, Rounding numbers teaches how to use a number line. Children learn to identify the ‘midpoint’, and round numbers within 100 up or down to the nearest ten.
Lesson 130, Multiplication word problems introduces multiplication word problems that use the strategy of ‘creating a picture’.
You can read a more detailed content overview of Mathseeds maps and lessons here.
About Mathseeds – the fun-filled online maths programme for ages 3-6
From the same team of experienced educators who brought you Reading Eggs, Mathseeds combines highly structured lessons with fun motivational elements that keep children engaged and eager to learn essential early maths skills.
Watch your child embark on a brand new learning adventure, travelling through different worlds and collecting lovable new pets along the way! New users can start their free two week trial of Mathseeds here.


Lesson Intentions: This kit will guide your child/student in understanding and applying the following concepts: nomenclature of the circle and its parts including: sectors, arcs, circumference, chords, radius, diameter, pi, and semi-circle; understanding and applying the pi equation using a hands-on approach; and understanding and applying equations to figure out the surface area of a circle and the sectors of a circle. This lesson kit is great for grades 3rd through 7th. For younger grades, you can start with the first few activities and then save the future activities for future years. Happy Pi Day (March 14th)!
K through 8th: You will bake a pi and work through the following lessons:
Lesson 1: A circle and its parts (before pi day on 3/14)
Lesson 2: Exploring sectors in a circle (before pi day on 3/14)
Lesson 3, activity 1: Circumference practice and Pi day, this lesson is meant to be done as a group or with the teacher/parent. (on or near pi day)
Lesson 3, activity 2: Happy Pi Day, this lesson is also meant to be done as a group or with the teacher/parent. (on or near pi day), older grades can work independently or in partners.
Older grades 3rdthrough 8th: You will continue to work through the following lessons.Younger students should wait for future years. Advanced younger students can observe a teacher/parent doing the lesson at the teacher/parent’s discretion.
Lesson 4, activity 1: Area of sectors of a circle
Lesson 4, activity 2: Area of sectors of a circle with quarters
Lesson 4, activity 3: Area of sectors of a circle with sixths
Kit Includes: Illustrated lesson plan with seven different activities, an 8 x 12 in. cork board, 3 geometry sticks, eight different sized circles, 20 sheets of 7 x 11 in. white paper, 14 sheets of colored cardstock paper (1 yellow, 1 dark blue, 1 pink, 1 red, 2 purple, 2 light blue, 3 orange, and 3 green), a ruler, a small tin container with 5 push pins, a paper with a straight line to use for lesson three, string, a journal, color pencils, wood burned pieces (C, A, d, r, x, =, and 𝝅), 4 red laminated exponents (2), a laminated 3.14 label, and plain labels to use to write down measurements.
Creator: Lesson Plan and follow up work prepared by: Caroline Moulsdale, Owner and Lead Educational Consultant of ABC Crate, LLC, with Credentials in Early Childhood Education (Preschool and Kindergarten) from CMTE/NY, 2001; Elementary Education I (grades 1st to 3rd) and II (grades 4thto 6th) from Delaware Institute for Montessori Education, 2015; BS from The University of Delaware; Lead Teacher in Montessori Education for 18 years, and Parent Education Director for 8 years.


The new grades 1 to 9 GCSE maths passports are a resource designed to encourage students to have independence of their revision. However the maths GCSE passport resources also provides direction for the students about how to revise maths, which maths topics to revise and where to look for maths resources. Students commonly struggle to be able to correctly revise mathematics. Many believe reading through a revision guide is enough no matter how many times you tell the students the need to complete maths questions.
Since the new 1-9 curriculum has been launched, I thought very carefully over whether to make a new version of the passports and I have decided it would agian be useful. A word of caution I have given each passport targeted grades, this does not mean the subjects inside the passports are grade x, it is just roughly what I see students of each ability are generally able to achieve.
The new grades 1 to 9 GCSE maths passport resources are more detailed than ever before. Instead of there being only three passports there are now five. The GCSE maths passports support students with revision of basic numeracy skills up to complex mathematical concepts. There are five different passports in total two foundation, one cross over foundation/ higher and two higher passports.


Each year, AP students are given a summer reading assignment. In the past, the one our school used was not the best, but this year, we listened to our students and we made a change.
What’s the plan? Concept Review.
The AP course comes with a level of analysis for a variety of texts. To help prepare students for seeing the differences, we asked them to refer to Chapter 1: “Using the Available Means” and Chapter 2: “The Art and Craft of Analysis” from our course text. Much of this introduction to the rhetorical situation and close reading had been in the curriculum throughout English I and English II, but one or two terms may have been new for some students. We then gave a guided notes handout to help students take notes on chapter information. How would this be checked? Well, since it is review intended to alleviate some of the “Summer Slide”, we just wanted to see handwritten notes.
However, we like to make sure we are doing what we can to help the students. We like to LISTEN to the students.
When students asked for a tutorial, I complied.
For students who are interested, I am creating a Nearpod to carry students through the vital skills associated with each chapter. We plan to release one each Monday for the next two weeks. Some slides have audio, and some activities were built in to help students remember the foundational skills. I even built in a few chances for students to tell us what they wanted us to know as we plan for return to the school year.
Would you like to see the LOC Chapter 1 Nearpod???
To participate as a student, click here: https://share.nearpod.com/vsph/ATUYrJJuNu
To download the presentation in your Nearpod library, click here: https://share.nearpod.com/e/YEZn6D0NmX
To preview, click here: https://share.nearpod.com/e5S1zD0NmX
Thanks for stopping by! Questions, comment, thoughts, or ideas? Let me know!
Do you EdTech? While working to be a Google Certified Educator, I have started a blog for that as well. Check it out here.


Raising a Reader
How do you raise a child to be an enthusiastic and consistent reader? TV, videogames, computers, and other modern distractions sometimes make it difficult for children to focus on reading. Still, there are many things that parents can do to help motivate a child to read.
How to raise a reader
Try out all of these suggestions for raising a reader. Remember — what doesn’t work one day may work well the next!
- Visit your local library often. Get your children their own library cards. Try a story hour or other free event at the library.
- Check out the local bookstore. A book or gift certificate always makes a terrific gift.
- Let your child choose some of the books at the library.
- Let your child see you reading, whether it’s the newspaper, a magazine, or the latest bestseller.
- Encourage older children to read to their younger brothers and sisters. Or have the whole family set aside some time to read together!
- Show your child how people use reading all the time. Read aloud street and store signs, maps, billboards, menus, and labels on packages.
- Create a library for your child of new or used books. Look for affordable books at yard sales, secondhand book stores, and library book sales.
- Set up an area in your home where a variety of reading materials are within easy reach. Encourage writing by including paper, crayons, pens and pencils.
- Subscribe to a children’s magazine. Read it with your child every month.
- Carry books to read to your child wherever you go – at the doctor’s office, in line at the store, or on a long car ride. (You can also listen to stories on tape.)
- Encourage a love of words by playing rhyming and word games, singing silly songs, or writing poems and stories together.
- Talk about daily activities or tell stories about your family or culture to help children develop their language skills.
Are you concerned about your child’s literacy development? Contact us to find out more about how we can help!


Musician and composer Edmund Dede was born on November 20, 1827 in New Orleans, Louisiana. His parents were free Creoles of color who moved to New Orleans from the French West Indies around 1809. Dede took his first music lessons from his father who was a bandmaster for a local military group.
Dede soon became a violin prodigy after studying under Italian-born composer and theater-orchestra conductor Ludovico Gabici, and conductor of the New Orleans Free Creoles of Color Philharmonic Society Christian Debergue. Dede advanced his technique studies in New Orleans under Eugene Prevost, French-born winner of 1831 Prix de Rome and conductor of Orchestras at the Theater d’Orleans, and Charles Richard Lambert, who was a free black musician, music teacher, and conductor from New York who had moved to New Orleans.
In 1848 Dede moved to Mexico, as did many free Creoles of color after race relations in New Orleans worsened following the end of the Mexican-American War. Dede returned to New Orleans in 1851 where he wrote and published “Mon Pauvre Coeur” (My Poor Heart), which is considered the oldest piece of sheet music published by a New Orleans free Creole of color.
Dede worked as a cigar-maker, which allowed him to earn enough money to move to Europe to further pursue his music education. In 1857 he entered the Paris Conservatory for Advanced Musical Study. He then moved to Bordeaux where he became conductor for the L’Alcazar orchestra. Good trade relations between Bordeaux and Louisiana meant a large number of free Creoles of color settled in the French town, and Dede experienced less racial prejudice in France than in the United States.
During his years in Bordeaux Dede was a popular and prolific music composer, writing ballets, operettas, opera-comiques, overtures, and more than 250 dances and songs. The vast majority of the surviving copies of Dede’s works are from this period of his life, stored at the National Library of France in Paris. Despite his enormous popularity in France, the performance of Dede’s


TEXAS MUSIC EDUCATORS ASSOCIATION
TEXAS MUSIC EDUCATORS ASSOCIATION. The Texas Music Educators Association (TMEA) was founded in 1920 by James E. King. King, a native of Marlin, Texas, had attended the St. Louis Conservatory of Music and had been active in taking concert bands to the annual Confederate Reunion in Richmond, Virginia. While living in Waxahachie, King organized a group of bandmasters and established the Texas Band Teacher’s Association. He served as the group’s first president and later put together the first band contest in Texas. Under Lloyd Reitz, who was president from 1936 to 1938, the organization’s name was changed to the Texas Music Educators Association. By 1940 membership had increased to more than 600. Educator Barbara Eads became the first woman president of TMEA and served from 1976 to 1977.
Dedicated to “promoting excellence in music education,” TMEA consists of five divisions: Band, Orchestra, Vocal, Elementary, and College. Within the state of Texas, twenty-eight geographic regions implement the goals of the TMEA at the local level. The organization monitors state activities and legislation that impacts fine arts instruction in Texas. TMEA offers its members professional development through workshops, a mentoring network, and an annual convention. In 2004 the Texas Future Music Educators group was established to encourage students with an interest in careers in music education. TMEA also offers scholarships to music education majors.
In 2015 the Texas Music Educators Association had almost 12,000 active members and a total membership of more than 17,000—making it the largest state music educators association in the nation. Its official publication, Southwestern Musician, was published nine times per year and featured articles on music education advocacy, technology, and pedagogy as well as information about education law.
Texas Music Educators Association (http://www.tmea.org/), accessed August 27, 2015.
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The following, adapted from the Chicago Manual of Style, 15th edition, is the preferred citation for this article.Handbook of Texas Online, Laurie E. Jasinski, "TEXAS MUSIC EDUCATORS ASSOCIATION," accessed May 25, 2020, http://www.tshaonline.org/handbook/online/articles/xat04.
Uploaded on April 29, 2015. Modified on August 27, 2015. Published by the Texas State Historical Association.


Literacy and numeracy skills are crucial aspects of communication and are important for successful learning. The foundations for these competencies are established in a child’s formative years.
Literacy and Numeracy are among the most important information-processing skills necessary in the development of children. Modern life becomes practically impossible without these competencies. Obtaining a good level of literacy and numeracy lays the basis for preschoolers’ successful participation in their Primary years, and in the long run, their career prospects in an increasingly technological world and for their life as informed and reflective citizens.
Our Award-Winning Curriculum
Mulberry Learning’s Core Foundational Learning Programmes
Through intentional subject teaching in English, Mandarin and Mathematics, preschoolers acquire essential domain knowledge.
Children need to learn to translate the words they read in a text into sounds and make sense of these sounds. Research has shown that a child’s knowledge of letters and their level of phonemic awareness are best predictors of their success in learning how to read in their early years.
Our structured and progressive Literacy FunTM English programme builds competency in English. Through contextual and hands-on experiential learning, children will acquire an expressive vocabulary of more than 4,500 words by age 6! Preschoolers learn phonetic sounds of each individual alphabets and how these sounds are blended to form words through the renowned Rigby Star Phonics programme. In engaging classroom discussions and fun creative writing practices, kids are encouraged to speak up, participate in show-and-tell, and express their creative ideas, while honing their early reading, listening, speaking, and writing skills and nurturing children to confident speakers and fluent readers.
As young children are more sensitive to nuances in sounds around them, learning Chinese, a tonal language, is much easier for the little ones. Experts at the University of California in San Diego has found that fluency in a tonal language helps to nurture strong musical abilities.
Under the tutelage of native Chinese teachers, preschoolers learn how to listen, read, speak, and write proficiently in the Chinese language. The Chinese MasterTM programme helps children recognise different tonal sounds and character origins, while cultivating moral values through the Confucian teachings of Di Zi Gui (弟子规). Learning Chinese also enables kids to be more adept at visual communication as they are capable of interpreting characters and comprehending nuances in symbolism. By age 6, children will acquire an expressive vocabulary of over 2,000 Chinese words, master more than 80 Chinese idioms, and can recite 16 Chinese poems like Ming Ri Ge (明日歌).
Children start comprehending several numeracy concepts before they start learning Mathematics formally. In their early years, numeracy capabilities develop significantly and these competencies greatly influence achievement in mathematics in primary school.
An array of activities, games, toys, and materials are used to impart simple mathematical concepts that nurtures a kid’s logical thinking and spatial concept. Kids will be presented with concrete, pictorial or abstract learning materials that are interactive and engaging that will keep lessons interesting and fun. They will gradually develop an understanding of how to count, identify patterns, recognise relationships, take measurements, name shapes and spatial concepts, alongside essential mathematical concepts like addition, subtraction, multiplication and division by the age of six.
Our Signature Programmes
Besides gaining an edge in essential core Literacy and Numeracy skills, find out more about the other programmes in our proprietary curriculum model which promises a fun and engaging learning experience like no other. Every child will receive a comprehensive and holistic education that helps them excel in the future world.
Our Bilingual and Chinese Preschools
Established in 2006, Mulberry Learning is an award-winning Reggio-inspired preschool and its curriculum has been voted as “Singapore’s Best Holistic Learning Programme” for 3 years running by leading parenting publications. With 11 locations around Singapore, including our first Chinese Preschool at Fusionopolis, there’s definitely a preschool near you!


Providing positive, enjoyable literacy experiences give young children opportunities to gain the knowledge, awareness, skills, and love of learning that they need to later learn to read independently. Here are 8 ways you can provide those experiences:
CHOOSE THE RIGHT BOOKS
Choose books that have large colorful pictures or photos; a few words on a page; rich language; and relate to concepts, people, or things in children’s lives. With this exposure, young children learn that books and reading explain the world they live in and ultimately help them better understand themselves. Sound like a tall order for a toddler?
Not really when you consider perennial favorites such as The Hungry Caterpillar. This book does not contain many words but teaches counting and science concepts.
READ OUT LOUD
Read to children regularly and often. Pick a regular reading time, but also watch for opportunities to read books, signs, letters, or other print spontaneously. The experience of reading as a typical, everyday occurrence helps children gain confidence that they can learn to read themselves.
Stories influence children’s learning for life. Some research suggests that the more stories children hear before entering school, the more likely they will be successful academically. Listening to books benefits their vocabulary and comprehension.
Spending just 15 minutes a day on this worthwhile activity can reap tremendous benefits!
MAKE READING FUN
Use a variety of expressions, tones, and voices to make a book even more fun.
Allow a child to listen at her own pace. If a baby fusses or a toddler wanders away, don’t worry. Set the book aside and try again later. A baby may only listen for a minute or two at a time. Toddlers may want to wander around while you read, or listen to a few pages, move on to something else, and then return for a few more pages.
Encourage a child to join in on repeating phrases or rhymes, and honor requests to read the same book over and over.
MAKE BOOKS AVAILABLE
Make books available to babies and toddlers every day. Babies don’t distinguish books from other toys and may pull, toss, or chew books. This tactile, physical exploration of books and how they work is important to literacy development.
Show how books work. Point out the cover, show which is the top and bottom, front and back of the book, and talk about how words are read from left to right on the page. Use your finger to point to a word and the corresponding picture on the page.
TALK TO YOUR CHILD
Remember literacy is about more than reading the printed word, it is about communication and understanding.
According to the National Research Council in Starting Out Right: A Guide to Promoting Reading Success, “Talk is essential – the more meaningful and substantive the better.” Babies and toddlers learn about the sounds, meanings, and ideas in language when adults talk with them. Preschoolers expand their vocabulary and learn sentence structure.
Conversations with your children about what they are reading are critical to children’s learning. Discussing books helps them understand how stories work, and how language works. When reading, stop and talk about the pictures and words on the page.
LISTEN TO YOUR CHILD
As much as babies, toddlers, and preschoolers need to hear language, they also need to practice and imitate sounds and words with interested listeners. Respond to your child’s conversation and repeat their words back to them. Ask questions to show you are listening and that encourage a child to talk. Listen carefully and acknowledge answers. Listen to children’s questions and take time to answer.
SING WITH YOUR CHILD
Children love to sing and can learn a great deal about stories and language from many popular children’s songs. Songs also often teach through their content (alphabet, counting, etc.) Many nursery rhymes can also be learned through song and knowledge of nursery rhymes is an important part of overall literacy.
Pull out old favorites like “This Old Man” or “Where is Thumbkin?” and make up your own songs, too.
LET YOUR CHILD WRITE
When children write, they naturally begin to pay attention to the sounds words make and the letters that form words. And it doesn’t matter how they spell! Recent research shows that young children who are allowed to write often with invented spelling, develop the ability to become good readers.


Today, we are spotlighting an article from the Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy. The mission of the journal is to inform readers about best practices in adult basic and secondary education and transitions into the workplace and higher education.
An excerpt of the article, “The PIAAC Numeracy Framework: A Guide to Instruction,” by Donna Curry is highlighted below.
Adult learners come to our classes at all different levels, with misconceptions, gaps in some areas but strengths in others. There is no class that is truly homogeneous, especially if the class is based on a one-time multiple-choice test. This messiness is one reason many adult education math teachers feel like the best way to work with their students is to have them all in separate workbooks (including “tech-based workbooks”) which typically focus on decontextualized procedural practice – a unit each on fractions, decimals, data, geometry, etc. And, because this is the model that most practitioners are used to seeing, they simply follow the workbook (or virtual lessons). They often have trouble figuring out how to differentiate instruction other than to have every student on a different page in the workbook. This means that there is little classroom discussion about topics of significance to students and students rarely see math as useful in their lives. Their main purpose for learning math in the adult education classroom is often just to pass the “test.”
The Program for International Assessment of Adult Competencies, better known as PIAAC, developed a numeracy assessment framework that was used internationally to assess adults’ numeracy skills. The assessment gauged adults’ (aged 16 – 65 years) numeracy skills across a full range, from adults with very low levels of numeracy to college level math ability. PIAAC’s assessment framework is based on two concepts: math as being use-oriented and math proficiency as a continuum. While this framework was designed to measure adults’ numeracy ability in a structured assessment environment (including adults’ home with trained evaluators), it is useful beyond its original intent. This framework can be used to help teachers better understand how to differentiate instruction while still focusing on a particular theme or topic in a classroom, ensuring rich discussions about topics of interests to students. This can be flexibly done once teachers become comfortable with the PIAAC numeracy framework.


Write a Book Project
What is the Write a book Project?
The Write a book Project enables primary school children to become real authors as they create their own books by actively engaging in the processes of writing, composing, constructing, designing, illustrating and presenting their work to a wide audience.
When did it start?
The Write a book Project has been running from the Blackrock Education Centre since 1985. Sean O'Leary and Alice Quinn were the first presenters of the project.
2012, its 27th year, saw the creation of 6,852 books by 8,016 children from schools all over South Dublin and Wicklow. Of this total, 1,120 books were produced as Gaeilge by 1,484 children.
How does it fit within the Curriculum?
The Write a book Project incorporates the ideals of the revised English Primary School Curriculum. The Curriculum advises that children should "write for real purposes and real audiences" stressing that "drafting, editing and redrafting is at the heart of the writing process" and encouraging the "publishing " of and sharing of a childs writing. The Curriculum claims that "success and accomplishment will inspire and motivate them to further writing". Through illustration, design and book binding elements of the Visual Arts Curriculum are achieved by participation in the Write a book Project.
How important is the book binding?
The curriculum encourages the exploration of a wide variety of art materials. Children can use drawing, paint, print, clay, fabrics, construction, photography, ICT and other media in their illustration work. Designing and making books is in itself a construction activity. As part of the project children can also look at and respond to the work of illustrators and designers as well as to their own and to other children’s work.
What kind of books can be created?
Over the years books of all types have been created by children in the area. Books in all the genres of writing have been included in both English and as Gaeilge
and all other types.


Graphic Design is all around us! Words and pictures—the building blocks of graphic design—are the elements that carry the majority of the content in both the digital world and the printed world. As graphic design becomes more visible and prevalent in our lives, graphic design as a practice becomes more important in our culture.
Through visual examples, this workshop training will teach you the fundamental principles of graphic design: image making, typography, composition, working with color and shape… foundational skills that are common in all areas of graphic design practice. You would be able to MAKE design! If you want to be a designer you have to be a maker and a communicator, so this course will offer you lots of opportunities to get your hands dirty with exercises and with more practical projects.
Why this is important
At the end of this course you will have learned how to explore and investigate visual representation through a range of image-making techniques; understand basic principles of working with shape, color and pattern; been exposed to the language and skills of typography; and understand and have applied the principles of composition and visual contrast. If you complete the course, along with its optional (but highly recommended) briefs, you will have a core set of graphic design skills that you can apply to your own projects, or to more deeply investigate a specialized area of graphic design.
Who should participate in the Workshop?
This workshop is for anyone who has the passion of becoming a graphics designer from basics, and also for does who would love to execute live projects as a graphics designer or for career purposes.
1. Introduction to the Graphic Design Industry
2. Elements of Design
3. Principles of Design
5. Creating images for print & web
6. Editing Images
Students learn and apply fundamentals of various software applications (such as CorelDraw and Photoshop), web design, image editing, drawing and graphic animation.
Advertising and marketing projects coordinate technical skills with organization, management, communication, ethics and teamwork In teams, students create a business proposal and create branding for that business including a commercial and magazine ad. They present the product to the class
1. A good Laptop
2. Softwares to be used
3. A personal extension box
4. Personal Wifi


Read3 is a literacy intervention program for 5-9 year olds that systematically builds three foundational skills essential for reading development.
Phonics programs are recommended when learning to read, however many young children are just not ready for that step. If a child can't connect letters to sounds or read simple sight words, they are most likely missing foundational skills.
Read3 is an integrated program, incorporating explicit phonics instruction, that is tailored to meet the unique needs of struggling readers.
Our parent-friendly format consists of a simple 3-step approach evident in every lesson as:
- Hear and remember sounds in words (phonemic awareness and proficiency)
- See and remember letters and letter patterns (orthographic awareness and mapping)
- Automatically recall the natural sound segments within words (efficient retrieval)
Children will then apply learning using decodable readers and other carefully curated resources. Building fluency requires regular practice: 20 minutes a day, five days a week.
As recommended in research from Tufts, MIT and Harvard Universities, Read3 addresses a wide range of processing difficulties including the impact of poor rapid automatic naming (RAN) and verbal short-term memory (VSTM) on reading fluency.
|Keen to give Read3 a try? Sign up for a STEP 1 here.
The evidence-based strategies uniquely presented in Read3 include:
Continuous strengthening of phonemic awareness
Phonological awareness is the most common area of weakness in early reading development. It is the gradual refinement in listening from large units of sounds (words) to individual sounds (phonemes) within words. We teach children to quickly manipulate sounds, not just recognise them, as this improves their ability to 'map' sounds to letters in words and develop automatic word recognition (Kilpatrick 2016)
Easy Alphabet to build letter-sound knowledge
The Easy Alphabet provides visual and auditory cues to give genuine meaning to letter shapes. Children who have struggled to remember letters can finally create meaningful links, which then frees up their brains to start reading (Shmidman & Ehri 2010).
Effective memory strategies for decoding words
The traditional approach of sounding out a word letter-by-letter results in a 'system overload' for children with poor working memory. Instead we focus on chunking using natural sound segments to help reduce the memory load. Children then blend individual sounds within the chunk as it will contain no more than three sounds. Sound sequencing problems are less likely as there is, at most, a beginning, middle and end sound in each chunk (Ozernov-Palchik et al 2017).
Daily monitoring to develop automaticity
Developing automatic recall of word segments and words reduces the cognitive load on working memory (Ashman 2018), allowing the child to focus on the true task of reading which is comprehension. Daily monitoring allows you to determine when a child has truly mastered content and is ready to move to the next step of the program.
|Ready to get started? PURCHASE READ3 here.


In Year 2 at NLPS, we set high expectations for our students and promote their self-management skills and growing independence. We want our students to be active learners in a safe, challenging and fun environment, with the aim for each child to look forward to coming to school to learn each day. We have a focus on developing strong literacy and numeracy skills, catering to each child’s different learning needs, in order to maximise their learning potential. We encourage students to become life-long learners, by promoting a growth mindset and developing strong learning habits, such as reflecting, questioning and setting goals.
At the end of Year 2, we hope that students will have developed as self-managers, communicators, collaborators and that they can think critically and creatively.


The assets of music education are well documented; the right music in the perfect situation varies our moods from negative to positive that develops mutual communication skills and intelligence. No wonder that music education is progressively famous. The music education helps a student to be more self-disciplined and capable of controlling their attitude.
Music is a great factor in people’s lives staying in this world, even if you are a singer, musician, or just a listener to music. For anybody in these three divisions, the desire in music must have come from their school, surrounding, your family or friends. It is usually hypothesized that music does not play a valuable part in education, despite its priority in educational improvement.
Over the past few years, there is no confusion that music has played a huge role in schools both primary and secondary education and also in college and universities. Several other activities provided by secondary schools at the recent times are agreeably the most diverse that they have ever been.
Importance of Music in Our Lives:
Music training is very necessary for secondary education, college, and the university as it contributes great establishments for other academic subjects. Taking part in different other games can also reduce stress, improves musical strength and is also a huge way to a reunion with new people and training in a lower solid context.
- Music is Academic – Research says that music convoys the brain for higher thoughts and intensifies academic achievements.
- Music is healthy- Training for singing and keep the flow of singing enhances coordination. For music the power of air and wind are necessary to blow a flute, trumpet or saxophone that build up a healthy body.
- Music is for life – Most people cannot play rugby or football at the age of 70 to 80 but, they can sing. They can also play many music instruments because music doesn’t have retirement. Music is a gift that you can give your child or any closed one which lasts until the end of their lives.
- Music can open up career opportunities – Whether as an unsigned band looking to promote your music or as a session musician, even if you are not making a full time living from your music, you will pick up skills such as marketing, accounting and time management which will bolster your CV and give you skills for your career and for live.
Music education advantages include everything from motivating a students’ mood to helping them in solving math questions. It helps a student become more fortunate in the school surrounding. In the recent research, the school kids were divided into two groups. One group used latest designed math software to develop their mathematical intelligence. The second group also used this software but in addition, the kids in this division learned piano keyboard training.
Then the both groups were reviewed and the second group scored twenty-seven percent more than the first group. So, this seems to produce positive effects of bringing together the music education into other subjects.
Reviews show that the profits of music learning include devaluation in improper behavior from students such as dispute and fighting. It shows that this access helps them to relax and put them in a happier and affectionate mood. Most of the students who take part in school bands are less addicted to tobacco or alcohol than the students who never took any music education in their lives.
Music Improves Communication Skills:
The music education enhances communication skills also. This has been proved by many types of research done throughout the years. A student, who is having a problem to focus on studies, he/she may find it easier when music training has been added to the syllabus.


One of the important objective of our institution is to encourage all-round development of Child. The Teacher Training Courses for Preschoolers is of crucial significance for the optimum development of child.
Studies have proved that the foundation for later development is early years. The Foundation of child developments are mental, physical, cultural & intellectual developments that takes place between 2 to 6 years of age and hence there is a need of well-trained teachers/mother (since mother is the first teacher of child) for preschool education (kindergarten/ Nursery/ Montessori). in our Society.
The successful completion
of course provides you opportunities for getting employment in teaching field (kindergarten/ Nursery/ Montessori/ Balwadi/ Anganwadi) as well as in creches.
It is our sincere effort to impart “Adarsh Teacher Training Courses for Pre-Schoolers” to at least one female in every family.
The course includes recognition of child’s physical and mental needs along with psychological needs in terms of affection, compassion and character, development of children. This course therefore lays emphasis on the general principle underlying the care and upbringing of children, it offers a range of resources which gives teachers a varied and flexible approach and at the same time provides children with structured progression in their learning abilities.
The Course also covers organisation of kindergarten/ Montessori/ Nursery Schools.
Even the Govt. of India has laid emphasis on the Early Childhood Care Education (Montessori Training) in the Sixth Five Plan for the first generation learning families as a distinct programme of Universalization of Elementary Education to the children.


Our Moon – Free Hidden Words Printable Puzzle
Our Moon – Free Hidden Words Printable Puzzle . You can download our Moon worksheet as an online reference or a printed word search activity for FREE!
With this downloadable fun word search for 5th grade kids, they can play and learn facts about the moon all at the same time!
The Earth has only one moon, unlike other planets. The moon is believed to have been created 4.5 billion years ago. Explore more and learn moon facts for kids with the free teacher resource worksheet for science!
Our Moon Free Worksheet for Science
[sociallocker]Download Free Printable science worksheets about our moon.[/sociallocker]
Find out more moon information for kids here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Our Moon - Free Hidden Words Printable Puzzle - ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/our-moon-free-hidden-words-printable-puzzle/ >.
APA Style Citation
Tobin, Declan. (2020). Our Moon - Free Hidden Words Printable Puzzle -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/our-moon-free-hidden-words-printable-puzzle/
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About Waterloo Schools
Waterloo Central School District is located approximately equidistant between the north ends of Seneca and Cayuga Lakes, the two largest of the world famous Finger Lakes of New York State. This district is bisected by the section of the Barge Canal system which connects the two lakes. Although a few miles closer to the Syracuse urban area, there is a greater involvement with the Rochester area which is the center of most regional planning and administrative agencies. Agribusiness and tourism are major occupations, as there are few large industries located in the district. Other employment is provided by small businesses and companies in neighboring towns. Waterloo is a village in Seneca County, New York, United States. The population of 5,171 at the 2010 census makes it the most populated village in Seneca County. Waterloo is the primary county seat of Seneca County, with the other being Ovid as part of a two-shire system established in 1822. Most of the county administrative offices are located in the village. Therefore, many political sources only list Waterloo as the county seat. The Village of Waterloo is mostly in the Town of Waterloo, but the part south of the Cayuga-Seneca Canal of the village is in the Town of Fayette and a small area in the southeast of the village is in Seneca Falls, New York. Waterloo is east of Geneva and is located in between the two main Finger Lakes, Seneca Lake and Cayuga Lake. The school district covers eighty-five square miles and serves families from the town of Waterloo, and portions of Fayette, Tyre, Junius, Phelps, Seneca Falls and Geneva.
Waterloo houses a Pre-Kindergarten program at Skoi-Yase Primary school which currently serves fifty of our youngest learners. We believe in early intervention and providing readiness skills for our pre-school aged students so they begin Kindergarten with strong foundational skills in reading and math. Skoi-Yase Primary School is our Pre-Kindergarten through Grade 2 Building where the focus is on early reading, math, science and social skills. Students learn to be kind and gentle friends and good citizens through their well-rounded instructional program.
LaFayette Intermediate School is for our students in Grades 3-5. LaFayette adds to the foundational skills set into place during the primary years at Skoi-Yase and continues to build a strong foundation for our students to enter their secondary education at Waterloo Middle School. Our mission at LaFayette is to provide a safe, nurturing, loving environment that fosters self-esteem, is conducive to learning, and prepares students to be successful for their life in and beyond the classroom walls. LaFayette has created a program, Learners to Leaders, which has students leading their parent teacher conferences. LaFayette encourages students to begin to spread their wings, to find their voices and learn to become self-sufficient, motivated, independent learners. The intermediate years are transitional from a perspective of completing foundational skills and beginning to use those skills to master content. A strong emphasis is placed on providing a well-rounded program with emphasis on the whole child.
Waterloo Middle School, grades 6-8, is the transition from childhood to adulthood. Students at the Middle School continue to extend their knowledge of content. With an eye on the whole child, the Middle School continues to focus on the pillars of character, ensuring that students work hard, are kind, caring and supportive of each other. Waterloo Middle School was named a school of 2008 National School of Character and 2008 New York School of Character. "Academics and Character Together" - A Class ACT… in 2008. This strong base in character education continues on through the daily advisement period and rich extra-curricular activities offered at WMS.
Waterloo High School's instructional program has many unique offerings. We have a strong partnership with Finger Lakes Community College, offering many dual credit classes. We have a state of the Art CAD facility and nine Technology offerings in DDP, jewelry, woodworking, leather work, welding, blacksmithing. Our Arts programs are equally robust, with fifteen offerings, and three Gemini classes in Music and Studio Arts. Our four core classes of English, Math, Science and Social Studies have advanced offerings in each content area with Gemini opportunities. We offer Family and Consumer Science classes to Junior and Seniors. WHS offers both Spanish and French, through level five, complete with potential for Gemini credits. Among the other opportunities for students are Business, Gemini credit weight training and the opportunity to attend Finger Lakes Tech and Career Centers several satellite locations for a choice of eighteen different specialty programs in animal science, carpentry, medical careers and criminal justice, to name a few.


Parents often look forward to important milestones in their child’s development such as their first steps or first word. They work to encourage their baby to crawl, sit up, or roll over. What parents may not realize is that many of the foundational skills needed to reach these milestones are visual in nature. Visual skills are an essential part of an infant’s early development.
Why do visual skills matter?
Visual skills are important for learning in all areas, as babies frequently learn from imitation. Age-appropriate visual abilities are necessary for a child to see parents or siblings doing something and want to try it out for themselves. Visual skills also provide the motivation for motor milestones like walking or crawling. Babies are usually motivated to move by looking at a favorite toy or seeing a parent waiting with outstretched arms. Without being enticed by what they see, infants are less likely to explore their environment and develop important motor and coordination skills as they do.
Visual skills are closely related to motor skills in other ways, as they allow babies to see and discover their own bodies. Babies then use this connection between their eyes and their bodies to do important things like picking up and holding objects, planning movements, and developing body awareness. New movements allow a child to be in different positions, which in turn causes a change in perspective that further develops visual skills and provides new sensory experiences. Visual and motor skills continually build on each other and connect in important ways throughout early development.
Vision also plays an essential role in the development of cognitive and social skills. Concepts like object permanence (understanding that objects are still there even when they can’t be seen) come from being able to look at and play with objects. Social skills begin to develop when a child can see that there is someone who they want to interact with in his or her environment.
How can I support my child’s visual development?
Infants need opportunities to explore the world around them and practice the visual skills they are trying to develop. The chart below outlines the visual milestones that you should see at each age and activities that you can do to encourage visual development.
Questions or concerns?
If you have questions or concerns about your child’s visual or visual motor development, please contact us at firstname.lastname@example.org or 773-332-9439.
Aubrey Day, Occupational Therapy Student Intern
American Academy of Pediatrics. (2009). Babies should sleep on their backs, play on stomachs.
American Optometric Association. (2020a). Infant vision: Birth to 24 months of age.
American Optometric Association. (2020b) Ways to help infant vision development.
Folio, M.R. and Fewell, R.R. (2002). Peabody Motor Development Chart.
The Urban Child Institute. (2012). Seeing the importance of visual development.
Photo credit: allaboutvision.com


In an attempt to revamp the education system at a primary level, the Central Board of Secondary Education (CBSE) has signed partnerships with Microsoft India and IBM to focus on tech reskilling for teachers and AI curriculum in schools.
In its partnership with Microsoft India, CBSE is looking to conduct capacity building programmes for high school teachers with an aim to integrate cloud-powered technology in K12 teaching and inculcating digital teaching skills in educators through curriculum as well as extra-curricular training. The programme for teachers of grades VIII to X will be conducted in 10 cities across the country, starting September 11.
Microsoft India Partnership For Teachers
The CBSE Microsoft association is expected to provide teachers better access to the latest information and communication technology (ICT) tools and help them integrate technology into teaching and the curriculum in a smart manner.
The selected 1000 teachers nominated by CBSE will be undergoing a three-day project-based training for practical, hands-on knowledge of Microsoft 365 tools such as OneNote, Flipgrid, Teams, Outlook, Minecraft and Paint3D.
Further, CBSE said that the teachers will also learn about digital story-telling, creation of personalised learning experiences for diverse learners, use of Teams for virtual lessons and how to leverage artificial intelligence (AI) tools to create bots and how to demystify concepts around AI through course curriculum.
With the help of this programme, teachers will also get the opportunity to become Microsoft Innovative Educators. With this, they will have access to free resources, tools and software; as well as mentoring sessions and discussions with global educators.
Manish Prakash, general manager, Microsoft India said, “Through this initiative, we are empowering institutions, educators and students of India to acquire early education/skills in new technologies like AI and cloud to lead that growth in that rapidly changing world.” In the next phase the program will be extended to cover skilling workshops for 400 CBSE School on the Microsoft K-12 Education Transformation Framework.
Partnership With IBM For Students
Further, CBSE’s partnership with IBM is focussed on building the curriculum for AI for school children. CBSE had earlier announced its plans to introduce AI for students from class VIII onwards.
For the first phase of this implementation, the programme will focus on post graduate teachers and students in Delhi-NCR, Bengaluru, Hyderabad, Chennai, Kolkata and Bhubaneswar. The programme will consist of the following three stages.
The course being introduced in the curriculum comprises a suite of research-informed readings, tailored online, face-to-face and in-school work with colleagues assisted by online support from expert facilitators. Biswajit Saha, CBSE’s training and skill education director told schools, “Participants will develop artificial intelligence (AI) knowledge skills and values through engaging with multimedia online resources as well as hands-on activities and sequencing of learning experiences.”
- In stage one, there will be an orientation workshop for CBSE school principals / school leaders with the focus being on significance of AI as an emerging technology and the need to foster an AI-ready and innovation-ready ecosystem for educators and students.
- In stage two, CBSE teachers will be trained in the workshop to help build foundational skills of AI through a customised curriculum that can enable teachers to guide and mentor students on solving problems and innovating around AI.
- In stage three, there will be the AI-enabled SEWA programme for students where IBM trained experts will go to select schools in Bengaluru, Hyderabad and Delhi, to foster student innovation and make them innovation and AI-ready.
The central government had allocated more than $480 Mn under the Digital India initiative in the Union Budget last year, and CBSE’s move to incorporate new-age technology lessons for AI and other digital skills in the curriculum is laudable. The AI sector has the potential to add $957 Bn to India’s GDP and boost annual growth by 1.3% by 2035, according to an Accenture report, but talent remains a huge issue and an AI-centric learning at CBSE school level would go some way towards solving it.


SOCS5301 Researching the Past
- 6 points
Availability Location Mode Not available in 2020 UWA (Perth) Face to face
- In this 'hands-on' unit, students enhance their skills in effectively finding and working with a range of historical source materials. In seminars and workshops students become familiar with some of the key practical and theoretical issues and debates relating to the use of various sources (including photographs and film, archives, oral history and material culture). Strategies and tools for planning and managing research are also discussed. The skills in finding, analysing and managing information that are developed in the unit are required for advanced-level historical research, but are also highly transferable to many workplace situations. Some workshops are held off-campus.
- Students are able to (1) describe and assess the basic methodological issues characteristic of historical study; (2) identify and evaluate the methodological problems relating to the use of different types of source material in the historical study of particular times and places; (3) demonstrate a detailed understanding of the key practical and theoretical issues and debates relating to the use of various sources; (4) analyse a range of historical material of various kinds for essay assessments using appropriate methodologies; (5) relate their independent interpretations to complex debates about the problems and potentials inherent in the use of various sources; and (6) present advanced arguments in both written and oral assessments using the conventions of the historical discipline.
- Indicative assessments in this unit are as follows: (1) a seminar paper; (2) a research project proposal; and (3) participation. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Associate Professor Andrea Gaynor
- Unit rules
- Contact hours
- lectures/workshops: 2 hours per week; field trips: up to 3 x 2 hours
Tosh, J. and Lang, S. The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History, 6th edn: Routledge 2015
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


UPPER SCHOOL CURRICULUM
Overview: Grades 6-8
Academic rigor, intellectual engagement, character development
, and the ability to work with others are core values in Harbor Country Day School’s upper school. We know that every child has a unique learning style and the relationships that develop between each child and his or her teacher are critical in inspiring students to become independent, self-aware, and joyful members of our school community. We believe that every interaction between teachers and students contributes to creating a school environment in which students can feel comfortable taking risks, asking questions, and challenging themselves to go further than they ever thought possible.
Upper school courses build foundational skills as well as foster curiosity through inquiry-based learning and STEAM-based projects. In the upper school, we strive to create an environment that is engaging, challenging, and enriching, while providing the support needed whenever necessary. We offer math and writing labs daily through our exploratory program. Our social and emotional learning goals are interwoven throughout the culture of the school, most significantly through our advisory program. In challenging students to reach beyond their expectations, we encourage them to stretch themselves and achieve as excellent writers, readers, mathematicians, athletes, artists, and musicians. The goal of the upper school program is to instill confidence and prepare students for high school and beyond.
For more detailed explanations of our sixth, seventh, and eighth grade curricula, we invite you to review our Upper School Curriculum Guide below.


These strengths make Elementa unique –
as unique as your child.
Strengthening strengths –
Realising potential by challenging and encouraging.
We promote the individual strengths and talents of your child, and help them develop their own abilities.
In this way, your child realises their potential and becomes an enthusiastic participant in achieving their goals.
Learning to learn -
Gaining skills through individual learning strategies.
We teach your child how to learn to learn successfully, and support them through their own individual learning process.
Your child acquires learning strategies that enable them to interpret information and develop skills independently.
Living creativity –
Original thinking and innovation.
We inspire your child to take new and creative paths, thus bringing out their spirit of innovation and courage.
Your child discovers their potential and new ways of creating, as well as how to challenge accepted norms and adapt to new conditions.
Curious, inquisitive –
Fanning a lifelong flame.
We ignite and stoke the fire of enthusiasm for life-long learning.
Your child will retain this curiosity for life and the pleasure of exploration.
Holistic education –
Systemic thinking and acting.
We are geared towards the well-being of your child and the demands of the future.
Your child’s learning and development are based on holistic, elementary education.
Happy children –
Learning and growing with confidence and responsibility.
We support and strengthen your child’s development so that they grow into a responsible, self-confident and happy young person.
Your child grows in self-confidence and discovers what it means to be a valuable member of society.


One of the biggest issues music learning has is the fact that it seems to be able to do it all; to improve children’s language skills, their ability to pay attention, to read, to problem solve, to calm anxiety, to deal with discomfort, to stick with a difficult situation or question, to remember new ideas and to connect them with previous experiences etc etc etc. Quite rightly, people who have not had exposure to music education or the impacts on children ask the question “how can one activity do so many things?
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The answer is that music learning is a package, a package that “actively engages our attention, memory and the brain’s sensory motor, cognitive and reward systems.” This high level of simultaneous engagement that occurs in a single experience is why it is so impactful for brain development. If music learning is like lifting weights, then we are doing leg day, arm day and cardio day all at the same time. That is why music learning is so impactful.
Enjoy this article where Prof Nina Kraus explains that “We really do know that making music can change our brain for better throughout our lives.”
You can checkout the article here


Our mission at DAELC is to provide a safe, nurturing, and engaging learning environment for all students. We strive to foster a lifelong love of learning in every child, empowering them to reach his or her full potential.
As a school community, we accomplish this by aligning our instruction to the New Jersey Student Learning Standards and Preschool Teaching and Learning Standards. Theme-based and project-based instructional models are used that allow students to explore the world around them while acquiring the foundational skills needed for later learning. Children are challenged to collaborate, communicate, and think critically about concepts being explored. The social and emotional development of our students is supported through structured social opportunities such as cooperative learning centers and free play. Students participate in Art, Music, and PE classes designed to provide students with a variety of learning experiences. At DAELC we recognize the vital role that technology will play in our students’ lives. Teachers have Promethean Boards in each classroom that they use to bring their lessons to life and engage students. Students regularly use iPads to explore new concepts and support the acquisition of new skills.
Parents are encouraged to be active participants in their children’s education. Each teacher maintains a website that is regularly updated to include current information about units of study and ways to support learning at home. Students regularly come home with homework that engages parents in cooperative activities.


This photocopiable book contains traditional and non-traditional songs and rhymes for children. Each song and rhyme in the book is linked to ideas for making visual aids and simple games.
These ideas promote an understanding of beat and rhythm as an introduction to music skills. In some instances, the song or rhyme is linked to making displays. This encourages children to talk and make meaningful links between oral and written language as part of music education.
Early Years, 5-8 Years
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Before you face another chorus of “I’m bored” from the kiddos, consider these simple activities you and your child can do together when winter weather or schedules have you stuck indoors.
Simple STEM Activities to Do at Home
(Family Features) Winter is the season for family gatherings, snow days and breaks from school and work, but all this time indoors can lead to a serious case of cabin fever for both children and adults. Before you face another chorus of “I’m bored,” consider these simple activities you and your child can do together when winter weather or schedules have you stuck indoors.
Each activity idea from the experts at KinderCare can help children build foundational skills they’ll need for success in STEM (science, technology, engineering and math) areas so you can combine fun and learning.
For more activity ideas, visit kindercare.com.SOURCE:
From the classroom to the internet, bullying can lead to children developing a poor self-image or lead to bullying others. In fact, members of Generation Z believe bullying is the biggest issue facing their generation. Consider these ideas to help your kids learn how to overcome, avoid and break down the cycle of bullying.
5 Ways to Empower Kids to End Bullying
(Family Features) From the classroom to the internet, bullying can lead to children developing a poor self-image or lead to bullying others. In fact, members of Generation Z believe bullying is the biggest issue facing their generation, according to new data.
A survey of American youth ages 6-17, commissioned by the Boy Scouts of America, the nation’s foremost youth program of character development and values-based leadership training, found bullying ranked as the top concern for young people in their own communities, across the country and on a global scale. At the same time, 84% of those surveyed said they want to be a part of the solution.
Consider these ideas to help your kids learn how to overcome, avoid and break down the cycle of bullying:
Promote more time unplugged and outdoors. It is important for parents to promote healthy, face-to-face social interactions. Outdoor activities allow children to work together, solve problems and bond in a way that typically can’t be achieved through a screen. They also give children a break from the cyber-world, where bullying is often prevalent.
Encourage kindness. Ninety-seven percent of Gen Z members surveyed said being kind is important. Encourage kids to act on that feeling and remind them that it doesn’t take any extra energy to be kind. Serve as a role model by making kindness a foundation in your family, just as the Boy Scouts of America have done. The Scout Law lists being kind as one of 12 guiding characteristics.
Educate and equip. Parents should educate their children about why bullying is never OK, equip them with the knowledge they’ll need to recognize it and encourage them to report and safely respond to all forms of bullying they observe.
Use the buddy system. In Scouting, the buddy system pairs kids together to help ensure the well-being of one another. This approach is used for practical and safety reasons that can also be applied to everyday life. A pair or group of kids are less likely to get bullied, and buddies can be supportive by being an upstander.
Explore differences. As a family, look for ways to get involved in activities that include families from different backgrounds and cultures. Introducing kids to ideas and lifestyles different from their own can be an enlightening experience, and that knowledge can help break down some of the barriers that contribute to bullying, such as fear and misunderstanding.
Learn more about ways Generation Z and its supporters can help put an end to bullying at Scouting.org.SOURCE:
Boy Scouts of America
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Why Study Piano?
A piano student learns to read two lines of music, use both ears, arms, legs, feet and all ten fingers, with the brain giving each body part a different assignment to perform simultaneously. No other activity allows a child to exercise all of these skills in such a constructive manner. Piano lessons, therefore, develop coordination in both mind and muscles, which transfers to many daily activities. This includes improved hand-eye coordination, greater enjoyment and ability in sports, and the full use of both left and right sides of the brain.
As a student begins to experience the benefits of concentration and coordination, she begins to experience a sense of confidence. Completing a difficult task is very rewarding and allows the student to feel good about what she has accomplished. As a matter of fact, learning to play the piano is one of the best methods of instilling confidence in children and adults alike. Concentration, coordination, and confidence form a foundation unsurpassed for helping students grow.
One recent MIT study determined that the cerebral cortex of a concert pianist is enlarged by 30% on average compared to people that are considered intellectuals, but who did not have instrumental music education. Another CA study found that 75% of Silicon Valley CEO’s had instrumental music education as a child.
This article talks about how music training is linked to enhanced verbal skills.
It is not as important for a student to play a piece of music with perfection as it is for him or her to develop to the best of his or her abilities. The piano is an educational tool that can help accelerate a child’s development and help adults maintain and gain benefits in brain age.
Follow the link to this article to find out how musical training affects brain development in young children.
Discipline, patience, determination and perseverance are some of the many other skills learned through piano training. Successful piano students have to work daily over extended periods of time in order to learn complex music. Piano helps students understand the concept of sustained effort, accomplish excellence and learn and to put to practice the meaning of hard work.


A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
The National Curriculum for Music aims to ensure that all pupils:
Music at Caedmon
At Caedmon, we encourage children to use their voices expressively and creatively by singing songs and experiment with, creating, selecting and combining music. As children progress throughout the school, we want children to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
At Caedmon Primary School children are encouraged to learn and perform songs singing in solo and ensemble contexts. We offer opportunities for them to listen and concentrate on music from different traditions and from great composers and musicians, as well as listening to many high quality live performances.
In Key Stage One, we have a music specialist working alongside the class teacher to begin teaching the inter-related dimensions of music and develop the children’s musicianship skills. In Key Stage Two, the specialist teaches the class about musical notation and composition before introducing them to a tuned instrument (Violin) in upper KS2. All children at Caedmon are given the opportunity to learn a peripatetic instrument.
When learning to appreciate music and musicians from different cultures children learn about tolerance and acceptance. Children learn that musicians can express themselves though their compositions and that should not lead to prejudice or discrimination. When singing Faith songs together children are given the choice to participate.
Music is not considered a 'core subject' like Maths and Literacy. Children are taught skills from the National Curriculum and the Non-Core Skills Passport. Teachers will use questioning, observation and outcomes of work to assess these skills. Teachers use informal assessments to inform their planning and to plan next steps for children.
Subject Leader: Mr Gray


Henry Morton Stanley Biography, Life, Interesting Facts
Died On :
Birth Place :
Henry Morton Stanley was born on January 28, 1841. He was a journalist and explorer who was famous for his exploration of Central Africa and his active search for missionary and explorer David Livingstone. He was so much committed to finding the source of River Nile as an explorer. He was also a commander in the Emin Pasha Expedition. He fled to the United States when he was a teenager and his life took a completely different turn. He became a journalist while in the United States and was sent to Africa by his employer to find David Livingstone. He was an excellent explorer, but he was cruel to African natives during his expeditions. He died on May 10, 1904.
Henry Morton Stanley was born on January 28, 1841, in Denbigh, Wales. He was born to Elizabeth Perry who gave birth to him at the age of eighteen and left him with his relatives. His father was not known well, but he was called John Rowlands. He was raised by his grandfather, but his grandfather died when he was five. He was later on sent to the St. Asaph Union Workhouse for the poor by his relatives. He was not at peace in the institution as he was abused by boys who were older than him. He left the workhouse at the age of fifteen when he had completed his elementary education. He did not yet adapt to the situation that his mother had abandoned him and this hurt him so much.
Henry Morton Stanley was a very adventurous boy, and he wanted to be able to adventure and travel one day in his lifetime. In 1859, he sailed to the United States when he was hired as a cabin boy in a ship. His first stop was New Orleans, and he immediately started looking for a job. He was employed by a wealthy trader who was known as Henry Hope. Henry and his wife treated him like their son. He adopted the name ‘Henry Stanley’ due to the admiration he had towards his employer. In 1862, Henry Morton Stanley served in the American Civil War in the Battle of Shiloh.
In1864, Henry Morton Stanley joined the American navy and worked on the ship ‘Minnesota’ as a record keeper. His job drove him to pursue a career in journalism. In 1867, he embarked on his career as a journalist. He became a correspondent for the New York Herald. In 1869, he was assigned by his employer, Gordon Bernett, on a mission to Africa to go and look for Scottish explorer and missionary David Livingstone who had been reported missing. In 1871, he travelled to Zanzibar accompanied by around two hundred porters. Their journey was not so comfortable as their endured harsh climatic conditions and diseases such as malaria. The party went to Lake Tanganyika which was David’s last known location.
In November 1871, Livingstone was found in Ujiji near Lake Tanganyika. Livingstone was found in terrible state health-wise, but he recovered. Henry and Livingstone explored the Lake Tanganyika region for close to four months searching for the source of River Nile. He went back to London after he realized that there was no connection between the River Nile and Lake Tanganyika. Livingstone stayed back to continue with his exploration.
In 1872, Henry Morton Stanley wrote a book titled ‘How I Found Livingstone: Travels, Adventures, and Discoveries in Central Africa.’ He later returned to Africa where he travelled throughout Central Africa. He is said to have travelled the length of the Lualaba River and followed the Congo River to the Atlantic Ocean. All these explorations he did in 1877. In 1886, he was the commander of the Emin Pasha Expedition to rescue Emin, the governor of Equatoria in Southern Sudan.
Awards And Achievements
In 1883, Henry Morton Stanley was awarded the Vega Medal by the Swedish Society for Anthropology and Geography.
In 1890, Henry Morton Stanley married artist Dorothy Tennant with who he adopted a child named Denzil. He died on May 11, 1904, in London.


Music in childhood : from preschool through the elementary grades / Patricia Shehan Campbell, Carol Scott-Kassner ; Motivation and management (chapter 11) and Technology resource boxes and links written and compiled by Kirk Kassner.
- http://catdir.loc.gov/catdir/enhancements/fy1409/2012951713-t.html - Table of contents only
- http://catdir.loc.gov/catdir/enhancements/fy1409/2012951713-d.html - Publisher description
- http://catdir.loc.gov/catdir/enhancements/fy1409/2012951713-b.html - Contributor biographical information
- 1 of 1 copy available at Berklee College of Music.
0 current holds with 1 total copy.
View other formats and editions
|Location||Call Number / Copy Notes||Barcode||Shelving Location||Holdable?||Status||Due Date|
|Library Reserve Desk||MT1.C3 M8 2014||37684001082859||MusicEd - Alphin Library||Not holdable||Available||-|
- ISBN: 1285057473
- ISBN: 9781285057477
- Physical Description: xvi, 460 p. : ill. ; 28 cm.
- Edition: 4th ed.
- Publisher: Boston, MA : Schirmer Cengage Learning, c2014.
Material for ME-211 (Allison, Langol).
|Bibliography, etc. Note:||
Includes bibliographical references (p. 439-447) and index.
|Formatted Contents Note:||
The multiple meanings of music for children -- From theory to practice in teaching music to children -- Methods of teaching music to children -- The singing child -- Pitch and the child -- The moving child -- Rhythm and the child -- The playing child -- The listening child -- The creating child -- Motivation and management -- Curriculum design -- Assessment and evaluation -- Music in an integrated curriculum -- Music, children, and cultural diversity -- Music for exceptional children -- Appendix : The school music program : a new vision.
As inspirational as it is informative, this text combines the best research and practical knowledge to give music education students the necessary tools to take to their future classroom. This comprehensive text presents contemporary theories and practices of music education including strategies for developing pitch, vocal, rhythmic, instrumental, listening, movement and creative responses in children. It includes chapters on multiculturalism, motivation and management, special learners, assessment, and curriculum integration and development.
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|Subject:||Music > Instruction and study.
School music > Instruction and study.
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Resources to support ESOL teaching and learning
Specialist provider of resources for adult beginner readers, Entry level English and ESOL learners, and the award-winning tool to teach reading, Yes We Can Read.
Gatehouse Books introduce 2 new series for Literacy and ESOL learners. Walt’s Adventures and What’s Your Story? Series are printed with full colour photographs in a comic book style.
Phonics resources for Entry Level Functional Skills and ESOL learners. There are two books: Resources for Older Learners and Stories for Older Learners, and a set of decodeable graded reading books, with accompanying support materials.
The Skills Workshop website has free downloadable session plans and materials for maths, English, ESOL and ICT teaching and learning.
This booklet contains summaries of 12 projects which researched new approaches for teaching English in the post-16 sector. Project themes include: Oracy and visualisers; Spelling strategies that work with ESOL learners and Developing a reading culture.
BBC Bitesize has a suite of resources focused on adults returning to learning, which includes videos that aim to support people looking to develop their maths, English and digital skills.
English and maths for adults. Videos, quizzes, games and tutor resources. The BBC Skillswise website has a collection of free videos and downloadable worksheets to help adult learners improve their reading, writing and numeracy skills.
A brief overview of what's on offer from Google, Microsoft and facebook to support remote teaching and learning both during the current COVID-19 pandemic and beyond.
TED-Ed offers an extensive library of original video lessons on a wide range of topics, and provides an international platform for teachers to create their own interactive lessons. It's free to use.
This guidance provides information and advice on working with deaf learners in the ESOL learning setting. The accompanying samples of learning and teaching materials shows one approach to working with a group of deaf learners from another country?.
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