Experts call for national approach to healthy eating in childcareMedia release
Nutrition experts have called for national consistency in food provision at Australian childcare centres amid concerns many young children may not be getting the right balance of healthy food at a critical stage of their growth and development.
A recent study by members of the National Nutrition Network Early Childhood Education and Care (NNN-ECEC) found not all menu guidelines meet Australian Dietary Guidelines, especially in their recommendations for vegetables and discretionary foods.
The joint study included researchers from Deakin University, Nutrition Australia Victoria, Edith Cowan University, Queensland University of Technology (QUT) and Flinders University who reviewed menu guidelines in all states and territories and looked at how these aligned with the Australian Dietary Guidelines.
Dr Penny Love from Deakin's Institute for Physical Activity and Nutrition (IPAN), which led the study, said researchers found many similarities, such as recommendations for grains and dairy foods, but there was inconsistency in two key areas.
"We found the recommendation for vegetables did not meet Australian Dietary Guidelines in four states and territories and only three states or territories recommended not feeding children discretionary foods," Dr Love said.
"This is very concerning. Only one in five two and three-year olds in Australia eat the recommended amount of vegetables each day; and almost a third of the total energy intake in this age group is from discretionary foods that are high in kilojoules, saturated fat and added sugars or salt."
Ros Sambell, from Edith Cowan University and Chair NNN-ECEC, said childcare services should not provide discretionary foods and drinks to children in their care.
"Providing less healthy options reduces the opportunity for children to eat more healthy food and, typically, discretionary foods cost more than whole foods, which makes them expensive as well," Ms Sambell said.
"Not only is early childhood a critical stage of growth and development but poor dietary habits flow into adulthood with associated weight gain and chronic disease."
Dr Love said with two-thirds of one to four-year olds attending some form of childcare, childcare services have a big role to play in ensuring Australian children are eating well and developing good food habits.
"The Australian childcare sector has a national accrediting body (ACECQA) and it makes sense to establish consistent menu guidelines across the country," Dr Love said.
"National menu guidelines would also allow for more consistent and cost-effective support and resources."
In good news for those with desk jobs, a new Deakin University mega-study into the causes of back pain has found no association between prolonged sitting and lower back pain.
New research has pinpointed the type of gut bacteria linked to Parkinson's disease progression and found the amount of this bacteria is an important signal of the neurodegenerative disorder.
Using active toys, playing with older kids and having more time to explore are key ways parents can encourage their children's motor skill development, starting from infancy, according to a newly published longitudinal study from Deakin University.


Wondering when is the right age for your child to learn to read? We lay out the benefits of the phonics approach for children as young as age 3
OWIS instructor Luna Deller
For many parents of young learners, reading is the most important element of their education. Children begin working on the building blocks of reading in early childhood, and phonics plays an integral role in their ability to read well when the time is right. OWIS has implemented a phased phonics approach into its early childhood and primary curriculum.
Why is Phonics Important?
Phonics instruction is one of the first steps toward teaching children how to read and write. Phonics introduces the concept that letters make different sounds and shows students that there is a relationship between the sounds that different letters make. Students who understand phonics are able to sound out their sounds while reading, and it helps them learn to read and write faster.
In fact, research supports the idea that young children grasp the art of reading with little effort when they are taught phonics consistently.
When Can Students be Introduced to Phonics?
Students can be introduced to phonics during the early childhood years. In fact, it is recommended that students begin learning about the concept of phonics between the ages of 3 and 5, as this allows them to begin developing their pre-reading skills. Phonics instruction should continue for a few more years, as students become stronger readers and writers who can take on more challenging texts. Phonics helps students feel confident in their ability to read, and allows them to continue growing as writers.
The Phases of Phonics Instruction
Generally speaking, there are six phases of phonics instruction. These include:
- Decoding Consonant-Vowel-Consonant Words
- Decoding Consonant Clusters
- Vowel Digraphs
- Consonant Digraphs
Throughout these phases, students naturally develop encoding skills that help them to move from one stage of learning to the next. Phonics instruction helps students learn to read out loud, spell words on their own and begin writing their own sentences.
Tips for Parents to Use to Teach Phonics at Home
Parents will find that it’s easy to support phonics instruction at home. Here are a few activities that parents can do with their children to teach phonics concepts:
- Listening and Imitating Sounds — Parents can have their young children listen carefully to the sounds around them, such as birds chirping in the yard. When the child hears the sound, the parent should ask them to imitate it.
- Sensory Bin Writing — Parents can create sensory bins at home, that are filled with common household items such as sand, flour or rice. Children can practice tracing letters in the bin.
How OWIS Teaches Phonics
OWIS has a systematic, fun approach to teaching phonics and has incorporated the different phases of teaching phonics into individual grade levels. The breakdown is as follows:
- Sound discrimination, which is phase 1 at OWIS, is introduced in the first year of early childhood for students who are 3 turning 4.
- Phase 2 or word decoding is introduced in the second year of early childhood for students who are 4 turning 5. Children also start to try their hands at writing at this time.
- In the third year of early childhood, phase 2 activities are reviewed for students who are 5 turning 6. Decoding of consonant-vowel-consonant words is then introduced, with many phonics games.
- Decoding consonant clusters and vowel digraphs, which are phases 4 and 5 respectively, are introduced in Grade 1, along with spelling and writing high frequency words and sentences.
For more information about phonics instruction at OWIS and the important role that phonics plays in early childhood learning, contact them today and schedule a campus tour.
Brought to you in partnership with OWIS


19 Sep A Playful Education
Michaela Fox learns about the serious side of fun in the pre-school years.
I watched as my daughter stood before the class, shaking a maraca and dancing to the song with a shy smile and a sparkle in her eyes.
Before my daughter turned two, she could recognise and recite every letter of the alphabet.
“She’s gifted,” people would say. I wondered if they were right. She showed a natural inclination for learning, and her language developed rapidly from the age of two. I was eager for her to start Kinder. At her orientation, I asked what they would be learning. I was told, “They will be having fun”. I was stunned. I thought Kinder was the pathway to school and would introduce my daughter to learning in a formal setting. This was the first time I’d heard the term ‘play-based learning’.
Initially, I was sceptical, but I was wrong. I learnt that while my daughter’s language might be advanced, she lacks the confidence and maturity to use it. She finds group environments intimidating and has difficulty separating from me. At home, she is talkative, bright and energetic, but outside her comfort zone, she is deeply reserved and shy. When she started Kinder at the age of three, I began to see the importance of pre-school learning, and most significantly, learning through play.
I have seen many developments during my daughter’s first year at Kinder. She is building confidence and important social skills through shared play, showing increasing independence and developing imagination and creativity. Play is teaching her problem-solving skills, while also extending her self-expression, hand-eye coordination, counting, sorting and classifying.
My eagerness to accelerate her academic learning has stalled. I now realise there is no hurry, and that I want my daughter to flourish, not just cope. Watching her grow and develop is one of the most fascinating aspects of parenting. I now value her social and emotional development as much as her oral language and numeracy skills. I am more interested
in seeing her establish friendships and build confidence.
Recently she reached a significant milestone that had nothing to do with letters or numbers. We were at her music class, and the instructor called for volunteers to help her with a song. I sat back and waited for all the other children to jump over each other to get to the front. Then, quietly and tentatively, my daughter stood and walked up. I watched as she stood before the class, shaking a maraca and dancing to the song with a shy smile and a sparkle in her eyes. I can’t fully express the pride I felt witnessing this display of confidence and joy. My eyes welled with tears, and at that moment I had never been more proud.
I have realised essential life skills are learned through play, and this should never be undervalued. Pre-school years should be about fun, and I want my daughter to have lots of it.
Illustration by Amanda Upton


by Angie Mack Reilly
Musician, Producer and Founder of Ozaukee Talent
Online music tools are an excellent way to help children become curious about music concepts. With more and more children having access to technology, I am pleased that Google has created the Chrome Music Lab for curious minds of all ages to learn musical concepts using smart phones, iPads, computers and other devices.
The basic concept with this online learning tool is to visually show the correlation between music and sound waves.
My personal favorite experiment within the lab is the KANDINSKY EXPERIMENT where you can “draw” various lines of different sizes and shapes and then HIT PLAY to see and hear how those lines would sound.
Also fun is the VOICE SPINNER which allows you to record your voice into your device’s microphone and visually watch it spin.
This new technology fits in with my personal beliefs on music education. It should be interactive, fun, and allow for the student to incorporate their own creative ideas. When I teach children and teens how to play the piano, sing, play guitar and write music, I try to incorporate the ideas that they have. Let’s say that a child loves playing Mario Brothers music games. Then we learn how to play some of the theme songs on the piano. Or let’s say that a student comes up with a musical idea on the piano. Then we look at ways to expand that musical thought.
Learning should set the stage for a lifetime of love for music.
Be sure to mark the new online CHROME MUSIC LAB as a favorite!
Email email@example.com for information on private music instruction. NOW RESERVING SLOTS FOR SUMMER.


The School Year in Nepal
In Nepal, there are two types of elementary schools: public and private. The public schools are free to attend, the private ones are, due to high tuition fees, unaffordable for the lower classes. The elementary education cycle lasts 10 years and is divided into first five years of primary level followed by five years of lower secondary level.
Children in Nepal start school at the age of 5. Nepalese is used in education and it also serves as an official language in multi-ethnic Nepal, with as many as 67 first languages. Nepalese is not a mother tongue for any of the Nepalese children, therefore the teaching in the early grades is somewhat different to what we are used to in Europe. Children have first to learn to communicate in Nepalese, so teaching in the early grades is very similar to our nursery schools.
Children can only enrol in school at the beginning of the Nepalese school year, which starts between the 10 and 17 April each year, which is when the Nepalese celebrate New Year. If the child receives a financial contribution in a different period than just before the start of the new school year, they don't need to wait to start their school until April, but can be enrolled in a so-called preliminary course.
The teaching takes place six days a week from 10:00 am to 6:00pm, with an hour lunch break. Saturdays are off. Fridays are reserved for singing and dancing. Children start first learning to read and write both in Nepalese and English, later on they add history, maths and art classes.
The school holidays take place during the monsoon period, i.e. in June, when the harvest reaches its peak and children can therefore help in the fields. Other days off school fall on significant national holidays , such as Dasain in September or October and Tihár at the turn of October and November.
The school year finishes between 25 March and 1 April, when schoolchildren take so-called


I recently had the opportunity to take over the music program at the Wilbur Watts Intermediate School in the Burlington City School District. I teach 3rd through 6th grade General Music, and I see over 500 students in 20 classes each week for about 45 minutes each class (that’s a lot of names to remember! ). This September, I will be able to affect my class in any direction I wish, and using the models and advice of successful music educators, both local and national, I am finding that there is a common thread that is growing more apparent in what may be called “classroom-based” music classes, as opposed to performance-based classes such as band, choir, or orchestra. Music educators in the 21st century are taking the initiative, many because of new district and state level goals, to incorporate technology in their classes. As a member of “Generation X” (those born between 1960-1980), I was present for the birth of the “Age of Technology”, or basically the advent of the internet and other tools of mass communication. Though I’m only 32, I still get looks of disbelief from my students when I tell them that I grew up without internet, cell phones, cd’s, or even video games (I started with an Atari). I took my first computer class when I was a senior in high school, nowadays many kids work with computers before they even start kindergarten! As such, the world of education (and the world in general) is becoming much more technologically-based, and it is this trend that we as educators must embrace if we are to keep the interest of our students and move our craft into the 21st century.
Because school districts are now making more resolutions to have classes taught with technological resources, music and other “specials” are no exception. However, I soon found myself a little overwhelmed with the daunting task of choosing which resources to explore and implement in my class. I wasn’t interested in turning my class into a tech lab, but I did want to use software that kids could understand and enjoy while learning music in a way that would foster creativity and academic achievement. Fortunately, there are some really great organizations whose function is to assist educators in incorporating technology into their programs. Two groups in particular that have really helped me are Soundtree, (www.soundtree.com) the educational division of Korg, and TI:ME, (http://www.ti-me.org/) or Technology in Music Education. Both groups gave me recommendations for which software to use in my classes based on the demographic, number of students in each class, and what I wanted to accomplish through instruction and performance. Their representatives will speak directly with you to assess your needs and goals, and they’ll also give suggestions for funding prospects.
Let’s face it, even though school districts say they want more technology in the classroom, fine arts classes are sometimes left behind. My school in particular has SmartBoards in every class, except in the Art and Music rooms. And until the fine arts are tested on the NJ-ASK or HSPA tests, there may always be an issue getting these types of materials in the music room. However, there are several ways of finding funds externally that can get you the resources you need to start incorporating technology into the classroom. A book I’m fond of is called Finding Funds for Music Technology, by Dr. Thomas Rudolph. You can find it on the Soundtree website, and it’s very helpful for locating sources of external funds from various sources, including local, state, and even national-level donors and grant corporations. I’m still in the process of acquiring funds for the materials I need (I really want a SmartBoard), but I know that ultimately, my students will be the ones who benefit. Whether you’re a first-year teacher, or have been teaching for decades, the fact remains that students respond more to technology-based resources at any grade level. For us to adapt to the changing needs and interests of our students, we must adapt our educational practices to a new level as we travel through the 21st century.


Using a small-group approach to music education, Young Child provides a pressure-free developmentally appropriate transition where children can musically succeed before taking on specific instrumental or vocal instruction. Children develop a strong musical foundation by learning the concepts, language, notation, and vocabulary of music and its greatest composers.
In small, movement-oriented classes, your child develops their greatest instrument – the voice – while learning the symbols and vocabulary of music making. Children will gain hands-on experience with a range of musical instruments, including the glockenspiel, dulcimer and recorder during the course of this 4-semester pr0gramme. Parents or caregivers are encouraged to attend the last 10-15 minutes of class.
Our first Young Child semester for 2012 commences mid-February and will introduce the glockenspiel, a beautiful hand-crafted instrument with individually hand-drilled keys for accurate pitch. Children love creating melodies on this delightful sounding instrument.
Click here for class information for Semester 2, 2012
About the Classes
Age Range: 4½ to 7 years
Class Structure: 15 classes in a semester
Class Length: 45-60 minute class each week
Class Size: Class with no more than 8 children
Parent Involvement: Last 5-10 minutes of class
What A Parent And Child Will Experience In Class
- Singing and vocal development — It may sound like a foreign language when a child sings “ta” and “ti-ti,” but this is the language of professional musicians and composers and getting young children ready to read and write simple rhythm patterns.
- Movement — See children dance expressively to music, giving them the practice they need to coordinate their body movements to the sound of music. This kind of musical play not only improves musicianship, but physical coordination as well.
- Reading and writing — Young children will learn melodic notation and identify pitches such as the C, A, and D notes on the treble clef, plus rhythmic notation. Eventually even composing their own music.
- Focused listening — Children will learn to identify a range of orchestra instruments and their sound qualities, while also gaining an early awareness and knowledge of composers and masterworks in Western arts tradition.
- Exploring and playing musical instruments — Authentic percussion, string, pre-keyboard, and woodwind instruments expose children to the many choices for future musical study, and at the same time provide them with the opportunity to musically succeed before taking on more formal instruction.
Class and Materials Cost:
- 15 x 60 minute classes over 2 terms (developmentally appropriate curriculum for parents and children, ages 4½-7 years)
- At Home Materials (including a music folder with stickers, At Home Cards, a Family Songbook, instrument – wind, string, or pre-keyboard instrument depending on the semester, CD of music from class in a canvas carry bag.
- Total $315 (includes all tuition and Home Materials)
- Earlybird Option (pay in full in advance): Total $270
Missed the start of the semester? No problem, tuition can be pro-rated for you and the Earlybird discount is still available for payments made in full at time of registration. Come along to an existing class for a free trial. Contact Verna for more information M: 0415 482 264 or email


The acquisition of a skill is something that every person has to face through most of their lives. First learning to roughly move the hands and feet, then fingers, then crawl, then walk, and finally to running and lateral movements. "In elementary education classes, the teacher is concerned with helping students learn fundamental motor skills sucks as throwing and running, which provide a foundation for learning the more advanced sport skills" (Curtis 11) Unfortunately some people never progress past the basic skills and motions that are learned at the elementary level. For some people movements come easy, and for others it takes repeated trials and failures before a skill can be easily performed. How much physical movement is actually physical? How much does movement rely on thought processes? "One who gives it any thought whatever cannot help being impressed not only by the beauty of human motion but also by its apparently infinite possibilities, its meaningfulness, its orderliness, its adaptability to the surrounding environment. Nothing is haphazard; nothing is left to chance. Every study that participates in the movement of the body does so according to physical and physiological principles" (Wuest 195). For some people skills can be easily acquired through watching, but for most, it requires numerous trials, and numerous failures. The problem is to critically examine the course of development of motor learning as it is a exemplified in learning to juggle with one hand.
Two tennis balls.
Space with good lighting and a nondistracting background.
1) Working in groups of two, one partner attempts to juggle continuously in the preferred hand for a period of four minutes each class period. Toss one tennis ball up and then the other tennis ball. Alternately throwing and catching, keeping the two objects in motion under control. Viewing partner counts the number of catches per trial and records on a score sheet.


While free essays can be traced by turnitin (plagiarism assigned school detection program), our custom written essays will pass any plagiarism test. research papers on music tilleryap literature15 november 2011 music education “music is the universal language research papers on music of mankind.” henry wadsworth longfellow’srevelation about the universality of music applies even today in the research papers on music education medical dissertation topics system ofamerica how to write a business plan wikihow music activates regions of the brain spared by alzheimer’s. headings of a research paper jul 25, 2019 · the effect of background music on work quality, productivity, learning, and creativity. at essayagents.com, we guarantee you 100% plagiarism free …. he is jobs of the future essay the author of the book “this scientific research proposal is your brain on music.”levitin has degrees in cognitive psychology and cognitive science from stanford …. we nursing research paper are an advanced original paper writing service. 4chan, disco, and other popular cultures have something called the little brother effect. sep 24, 2020 · journal of research in research papers on music music education is a quarterly, peer-reviewed journal comprising reports of original research related to music teaching and learning. you can detail this how to write a news paper article in research papers on music your research paper: articles, theses, books, abstracts and court opinions mar 29, 2013 · playing and listening to music benefits both mental and physical health. with the how not to procrastinate for homework banning of music by the organizers of the 2007 new york marathon making global headlines, the potentially powerful effects of music on the human psyche were brought into sharp focus a brand new paper in nature neuroscience by a team of montreal researchers marks an important step in revealing the precise underpinnings of “the potent pleasurable stimulus” that is music a 7 page paper that how to write articles fast presents the history and evolution of gospel music beginning with music created by slaves. the direct what is review of related literature access to research paper outline with thesis statement the accounting assignments help author’s feature is exclusively available for our music research paper services. apr 13, 2017 · this music research in my opinion essay writing aligns with the larger arena of music therapy. and it works – the results are impressive.


The Oxford Companion to Music
OUP Oxford: The Oxford Companion to Music is one of the most famous music reference works of all time. This invaluable...
🍌 Dodanie môže trvať viac ako dva týždne
OUP Oxford: The Oxford Companion to Music is one of the most famous music reference works of all time. This invaluable Companion now reappears in a completely new edition. Over a million words in length, it is the biggest, most authoritative, and most up to date single-volume music reference book available. The new edition draws on both the classic Oxford Companion to Music by Percy Scholes, first published in 1938, and the two-volume New Oxford Companion to Music, edited by Denis Arnold (1983), but is thoroughly revised and reimagined for the 21st century. Alison Latham has assembled a distinguished team of over 120 international contributors, bringing their distinctive voices to an exceptionally broad sweep of musical subjects ranging from composers, performers, conductors, individual works, instruments and notation, and forms and genres, to music scholarship and aesthetics, music education, broadcasting and publishing, all aspects of music theory, and performance practice, as well as jazz, popular music, and dance. Entries range from brief definitions to in-depth essays on subjects such as politics, religion, psychology, and computers. This is a comprehensive, authoritative, and accessible source of information on all aspects of Western music.
Note: There is no missing text it’s just that at the top of page 766 is the longer entry for Mendelssohn (it has a bleed on the side of the page) which splits the entry for Menuhin, Yehudi which begins on page 763.


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Free Phonics Worksheets
from the creators of Rock 'N Learn
Here, you will find free phonics worksheets to assist in learning phonics rules for reading. These free worksheets are printable and designed to accommodate any lesson plan for reading that includes phonics. Conveniently organized by the skills covered, these worksheets come with answer keys. You may print the worksheets from either PDF or JPEG versions and provide them to your children or students.
Each free phonics worksheet also includes a lesson extension – extra activities to help students learn specific skills taught on the worksheet or review material already learned. You will also find an instructional guide with tips for getting the most from phonics instruction as well as a collection of frequently asked questions.
Consonants and Vowels
Letter Candy (v1-01)
Consonants & Vowels
Digraphs and Trigraphs
Diphthongs, au, aw, all & al
Advanced Phonics Concepts
These free phonics worksheets may be used independently and without any obligation to make a purchase, though they work well with the excellent Phonics DVD and Phonics Audio CD programs developed by Rock 'N Learn. You are not required to register in order to use this site. These free phonics worksheets and lesson extensions are provided to you compliments of Rock ’N Learn with our sincere desire that they assist students and raise awareness of other Rock ’N Learn programs.
Phonics is a tried and proven method for learning to read. Although English is not purely a phonetic language, phonics is an important tool for beginners learning to read the language. Due to the effectiveness of phonics-based instruction, more public and private schools have emphasized phonics instruction in recent years. Parents who teach their children at home also frequently report satisfaction with instructional materials for phonics, based on the emails we receive.
Within this collection of 81 free phonics worksheets, students practice learning vowels, beginning consonants, ending consonants and plurals, beginning blends, ending blends, consonant digraphs, long vowel sounds, R-controlled vowels, diphthongs, ph and gh, silent consonants, and more.
We would love to hear from you about ways that you have used our free phonics worksheets in your home or classroom. Plus, we always appreciate suggestions for improving these worksheets or improving this site.
"I just wanted to say thank you for all your free worksheets. I've been looking around for a while, and you have exactly what I've been looking for. Thank you so much for making it affordable to teach our children."
– Misty Bounds
To supplement phonics instruction, you may find the Sight Words DVDs from Rock 'N Learn helpful. These DVDs cover over 180 sight words, including all pre-primer, primer and first grade Dolch words as well as many of the top sight words from Fry's list.
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The Early Years Foundation Stage (EYFS) Getting it Right in the Foundation Stage: A Review of the Evidence (Pascal, Bertram and Rouse, 2019) published by Early Education provided a comprehensive review of recent robust evidence on best practice against which current and proposed early years policy and practice might be evaluated. The review suggested 11 action points which are set out below. We suggest these Action Points might provide a useful reflective framework against which you can reflect on how far your current practice is congruent with these points, what elements might deserve some action and what this action might mean for you in your setting.
EYFS Review Action Points
- There is evidence to suggest that there should be some modifications to the current EYFS Statutory Framework to give greater prominence to the Characteristics of Effective Teaching and Learning and Personal, Social and Emotional Development to ensure the foundational skills, understandings and knowledge in these areas are securely in place before more advanced, challenging learning is introduced to the children.
- The evidence suggests that the Characteristics of Effective Teaching and Learning, which support the development of self-regulation and positive learning habits, should be seen as a more central aspect of the EYFS Statutory framework.
- The current EYFS framework which highlights Personal, Social and Emotional Development (PSED) as a prime area of learning is supported by recent evidence and the current EYFS Early Learning Goals should be extended to cover a wider range of learning dispositions and capacities, including self-regulation.
- It is particularly important that EYFS children have a confident grasp of oral language and communication before they are moved on to grasp the skills of written forms of language.
- There should be more focus on conceptual knowledge in Mathematics and practical rehearsal of Mathematical, Communication and Language, and Literacy skills in real world contexts which have meaning for the child.
- The current EYFS requirements on teaching and learning approaches is supported by recent evidence but the value of a balanced teaching approach which incorporates play-based and relational pedagogic approaches, alongside more structured learning and teaching, needs to be recognised more fully, especially when children are in transition between EYFS and Key Stage 1.
- Some additional guidance for teaching Understanding the World is needed to ensure that the development of citizenship and children’s rights are foregrounded in classroom practice, and more attention is given to the teaching of science and the implications of children growing up in a digital age.
- It is suggested that more time and attention should be given to supporting creativity (along with problem-solving) in children’s development as a capacity which underpins all areas of learning.
- There is a need for more encouragement and support to be given to the teaching of Expressive Arts and Design within the curriculum, as this area of learning enhances mental health, wellbeing and underpins many other aspects of learning.
- It is evident that the features of effective pedagogic practice for disadvantaged children are congruent with those found to work for all children and there is no evidence that a different or more intense teaching approach is required. There is strong evidence that these children, as do their peers, need more opportunities for play, language consolidation and extension and opportunities to develop their wider learning dispositions and capacities.
- To effectively support children within diverse cultural and social norms, for example, recent immigrants, the diversity of learners must be recognised within all teaching content. Teaching content needs to equally recognise life experiences, including acknowledging the different needs of summer born children, and a broader span of social and behavioural competencies.
Chris Pascal and Tony Bertram are Vice Presidents of Early Education and Directors of the Centre for Research in Early Childhood (CREC)


The various definitions of dyslexia (of which there are many) do not differentiate between the condition and a delay, or whether they are one and the same. There are discussions as to whether dyslexia is a form of natural difference, a discrete condition or collection of differences.
I am constantly saddened when students walk in declaring dyslexia ‘because a teacher said so’, or similar. Dyslexia should not be assumed or casually given to a student whose reading or spelling ability is below that of their peers, especially when the person 'diagnosing' is not qualified to do so. There are a great many other causes of slow literacy development, including a lack of quality teaching, which are no less distressing or frustrating. The non-consensus of origin or definition of dyslexia is not helpful either.
Rassool (cited in Soler et al, 2010) states that from the perspective of experimental psychology, literacy is viewed as a process involving phonological and graphic, morphology, and technical spelling skills. Understanding where these processes occur in the brain and whether there is atypical processing, could shed light on the origins of dyslexia and/or help inform interventions.
Definitions of dyslexia
"Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities.
It tends to be resistant to conventional teaching methods, but its effect can be mitigated by appropriately specific intervention, including the application of information technology and supportive counseling."
(British Dyslexia Association, 2007)
The following description is quoted in the BDA Code of Practice for Employers:
“Dyslexia is a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing. It is a persistent condition.
Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, organisation, sequencing, spoken language and motor skills. There may be difficulties with auditory and /or visual perception. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation.
Dyslexia can occur despite normal intellectual ability and teaching. It is constitutional in origin, part of one’s make-up and independent of socio-economic or language background.
Some learners have very well developed creative skills and/or interpersonal skills, others have strong oral skills. Some have no outstanding talents. All have strengths.”
(Dr.Lindsay Peer, 2006)
Soler, J., Fletcher-Campbell, F., Reid, G. And Wearmouth J. (2010) E801 Difficulties in Literacy Development Milton Keynes: The Open University


Children's music or kids' music is music composed and performed for children. In European-influenced contexts this means music, usually songs, written specifically for a juvenile audience. The composers are usually adults. Children's music has historically held both entertainment and educational functions. Children's music is often designed to provide an entertaining means of teaching children about their culture, other cultures, good behavior, facts and skills. Many are folk songs, but there is
Pages in category "Children's music" The following 22 pages are in this category, out of 22 total. This list may not reflect recent changes ().
From Wikipedia, the free encyclopedia For other uses, see Children's Songs. Twinkle Twinkle Little Star, lullaby from the Lullabies of Europe education project. A children's song may be a nursery rhyme set to music, a song that children invent and share among themselves or a modern creation intended for entertainment, use in the home or education.
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Can children listen to music?
Music education for young children is offered privately through classes and music organizations or integrated into educations private and public schools. Activities and classes can start as early as prenatally or newborn  and in private education, music programs are often integrated in as early as preschool.
In the U.S., major airplay included pioneering Los Angeles-area dance music station "Groove Radio 103.1," which used "Children" as its first-ever song on June 21, 1996. In the United Kingdom, BBC Radio 1 did not play the song on its daytime playlist at first,  though Radio 1 DJ Pete Tong did play it for three weeks in a row on his Essential ...
Welcome to the KidzSearch Encyclopedia The safe easy-to-understand free online encyclopedia made just for kids. Featuring over 200,000 edited articles. more.... Click on topics below, or use search box at the top to find content.
Wiki for Kids is a filtered Wikipedia resource that provides articles in Simple English. It is similar to Wikipedia’s Simple Edition with the added benefit that our site filters out content that is not appropriate for children and teens. The internet is a very valuable and powerful tool, putting a world of information at our fingertips.
Each half-hour Music Video Stories episode features 10 to 15 songs, in a music video style production starring children. They sing and dance their way through well-known children's songs, nursery rhymes, and covers of pop hits from the '50s, '60s and '70s—all tied together by a simple story and theme.
Our music lessons for young children are full of fun, interactive activities that not only help develop a strong musical foundation and build essential life skills, but offer a unique bonding experience for you and your child. Discover for yourself why thousands of families love our innovative music lessons for kids.
Music is a form of art that uses sound organised in time. Music is also a form of entertainment that puts sounds together in a way that people like, find interesting or dance to. Most music includes people singing with their voices or playing musical instruments, such as the piano, guitar, drums or violin.


Common Core And State Standards Literacy Enrichment Kit - Grade 1
WARNING: CHOKING HAZARD - Small parts. Not for children under 3 years of age.
Engage Students In Hands-On Learning With This Kit That Targets Grade 1 Standards
Help students master long- and short-vowel word families, sequencing, fluency, and more with this versatile, interactive kit.
In the U.S alone, nearly 30% of educational standards are overhauled, revised or edited each year. Tracking these changes demands the full-time expertise and we have the tool to manage those standards, so you can trust us as the leader in standards alignment. Correlations are made for all State, National, and Common Core Standards. In addition, we have Head Start standards for early childhood. And most recently, we’ve added both National STEM Standards and Next Generation Science Standards (NGSS).Learn More
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Using ScratchJr (a programming tool on the iPad), the students learned how to create their own animations. They had to think about and plan how they wanted their animation to look and how their characters were going to act.
1st Grade-Rosie's Runtime
Rosie is a robotic dog (played by the students) who can only follow specific step-by-step directions to work through a maze. She must collect bones and jump the mud puddles before ending at her dog house. Teams used code cards, much the way computers are programmed, to lead Rosie through the maze.
2nd Grade-Repeating Rosie
Following the same rules as Rosie's Runtime, the students were introduced to writing algorithms to solve problems. This group implemented loops, when appropriate, to eliminate redundant directions.
3rd Grade-Rosie's Path
Following the same rules as Rosie's Runtime, and Repeating Rosie, the students were introduced to writing algorithms to solve problems. This group implemented loops, functions, and "if-when" statements, when appropriate, to eliminate redundant directions.
4th Grade-The Body's Computer
We began our final PLTW unit for the year: Input/Output-The Human Brain. In this cycle, the students learned about the regions of the brain and how each region relates to specific functions in the body. The students learned about the nervous system and neurons and how they connect and work with the brain.
5A & 5B-Introduction to Robots 2
To begin our new Robotics and Automation unit, the students explored different types of robots using nonfiction books. After choosing a robot, they answered a Google questionnaire and uploaded a drawing of the robot.
5C & 5D-Input, Processing, and Output
The students identified basic input and output devices in computer systems. With a team, students identified similarities between a computer system and a human body (input, processing, and output) by watching a short video about the anatomy of a computer and participating in a game called Pass the Input. The students recorded their observations in their STEAM Journals.
Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class.
comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.


“Believe you can and you’re halfway there.”
Theodore Roosevelt was the youngest man to ever be President. Maybe that’s why he was so adventurous. Roosevelt once swam with sharks to explore a shipwreck. He went on expeditions to Africa and the jungles of Brazil. He joined a boxing program in college.
But Roosevelt hadn’t always been a thrill seeker. As a child he was weak and sickly. He spent a lot of time in bed. His father finally recommended physical activity as a cure for his poor health. It worked. Roosevelt graduated from Harvard University, ready to take on the world.
- Teddy Roosevelt was born on October 27, 1858 in New York, New York.
- He came from a wealthy family and he was homeschooled.
- Roosevelt’s mother and wife died on the same day in 1884. His wife died only two days after giving birth to their only child, Alice. Roosevelt was grief stricken. He moved to the West where he worked as a cowboy. He gained the other cowboys’ respect because of his honesty and courage.
- Roosevelt moved back to the East Coast and married Edith Kermit Carrow. He became a member of the New York City Police Board and worked as McKinley’s assistant secretary of the Navy.
- The Roosevelts had five children.
- During the Spanish-American War, Roosevelt gathered his old friends – cowboys, Native Americans, and New York City police officers — to fight. His group was known as the “Rough Riders.”
- After the war, Roosevelt served as governor of New York and then became McKinley’s Vice President. When McKinley was assassinated, Roosevelt became President.
- During his Presidency, Roosevelt continued work on the Panama Canal. He made laws for safer food and medicines. He set aside millions of acres of land for conservation.
- Roosevelt also broke up monopolies, or powerful companies that controlled whole industries. These companies were too powerful. They could demand whatever prices they wanted. Roosevelt said this wasn’t fair.
- Roosevelt believed that the U.S. had a responsibility to protect the Western Hemisphere. He said, “Speak softly and carry a big stick.” This meant that when dealing with other countries, it was best to be diplomatic, but be prepared to use force when necessary.
Frequently Asked Questions
Question: Did Roosevelt have children in the White House?
Answer: Yes. He was a playful, devoted father and husband. The children sometimes got into trouble with White House staff for making messes or causing mischief.
Visit the TR Site to learn more about Theodore Roosevelt.
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Tracing the roots of the piano to the very beginning of consciousness, when man first became aware of sound.
Robert Pace (b. 1924 – 2010): American Pianist, Composer, Music Theorist, Pedagogue
- Began playing the piano at age 5. At age 9, along with his sister (who played the violin), performed on radio concerts. He also played the trombone.
- As a scholarship student at Juilliard School of Music, under the tutelage of Joseph and Rosina Lhévinne, received a BS.
- In 1948, started his Masters and received his Doctorate from Teacher’s College, Columbia University in 1951. (Received an honorary doctorate from Westminister Choir College in 2003.)
- Taught at Julliard and then Teachers College, becoming head of piano in 1952 and Chairman of the music department in 1969.
- National piano chair for the Music Educators National Conference (1953 – 1956).
- Editor of Music Journal (1959 – 1962).
- Appointed by JFK in 1962 to a small panel to study the standing of music and music education is in the United States.
- Served as Director of the National Piano Foundation from 1963 – 1977; at which time he became executive director of the International Piano Teaching Foundation.
- Developed “peer-teaching,” “Comprehensive Musicianship,” as well as the “Pace Method” curriculum. “The philosophy of the Pace Approach is to develop, from the beginning, a real musical independence. [Students] in the Pace Approach learn to teach themselves, since in reality they must be their own teachers 6/7ths of the time during their practice between lessons. The ability to sight-read, [improvise] and create one’s own music [is essential]. [To play] in any key with a good and responsive technique [will] enable the learner to get the right note at the right time with the right intensity.” – Robert Pace [ 2 ]
- His wife, Helen Crabtree, a vocalist, pianist and graduate from Juilliard, collaborated with him on many publications and recordings.
[ CLOSE ]
Pace, Robert. The New Kinder Keyboard. Chatham: Lee Roberts Music Publishing, Inc. 1988. Scan of Book Cover. Print. 15 Feb. 2016. No Known Copyright Restrictions.
Zeigler, John, Dr. "Artist/Educator Archive Interview – Dr. Robert Pace." Piano Education. John M. Zeigler, Aug. 2004. Web. 17 Sept. 2015.
- Pace, Cynthia, Dr. "An Enduring Legacy." Lee Roberts Music. Lee Roberts Music Piublications, Inc., 2013. Web. 17 Sept. 2015.


Evaluation of ESE's TELL Mass Initiative: Use of TELL Mass Results to Improve Teaching and Learning
Teaching, Empowering, Leading and Learning in Massachusetts (TELL Mass) is a statewide survey of teaching and learning conditions in K-12 districts across the Commonwealth. The Institute conducted a targeted, mixed-methods evaluation study of TELL Mass on behalf of the Massachusetts Department of Elementary Education. The study investigated whether and how districts and schools used results from the survey. Using data from interviews in concert with analysis of the TELL Mass results, the study found that many districts and schools did use their results, but that approaches to doing so varied. Overall, schools with greater educator awareness of TELL Mass use were more likely to see improvements in measured teaching and learning conditions.


What is Music Therapy?
Music therapy is the planned and creative use of music to attain and maintain health and well-being.
It is a research-based practice and an established health profession that incorporates a range of music making methods within and through a therapeutic relationship to address physical, emotional, cognitive, and social needs of individuals.
Music therapy differs from musical entertainment or music education in that it uses music to achieve specific outcomes.
Music therapy is used in a variety of sectors including health, community, aged care, disability, early childhood, and private practice.
What is a Music Therapist?
A Registered Music Therapist (RMT) is a proficient musician who has completed an accredited university course in applying music as a therapy.
Registered music therapists draw on an extensive body of research. They have studied all aspects of music performance, history and theory, in addition to psychology, physiology, social theory and models of therapeutic intervention.
RMTs work with a range of clients including young children in hospitals, early intervention facilities and in private practice.
RMTs are registered with the Australian Music Therapy Association Inc (AMTA Inc) and are bound by the Code of Professional Conduct and Ethics of the AMTA Inc.
Neurologic Music Therapists are required to have completed additional training above and beyond standard music therapy certification in order to maintain their NMT designation.
What is Neurologic Music Therapy?
Neurologic music therapy (NMT) is the therapeutic application of music and neuroscience on cognitive, motor, and sensory functions and development.
NMT helps with body awareness and regulation. It can help align breathing rate, neural pathways, heart rate, which helps coordinate motor planning and self-regulation.
NMT can help create new and/or different neurologic pathways and centres in the brain.
NMT differs from traditional music therapy in that it focuses specifically on music and rhythm’s physical effect on the brain and brain connections; while traditional music therapy uses a psychosocial (emotional, physical, mental) approach to therapy.
Music Therapy in Early Childhood
Early childhood is the period from birth to eight years old and is a time of remarkable growth and brain development. During this stage, children learn holistically, meaning that social, emotional, cognitive, language, and physical lessons are learned from the whole experience.
In typically developing babies and toddlers, music therapy is used to enhance and develop socialisation, communication, self- expression, and sensory-motor skills.
It does this by encouraging a child’s development through activities such as singing, instrumental play, movement, songwriting, sensory play and relaxation to music.
Music therapy provides opportunities for children to achieve sensory integration and emotional regulation; to develop their communication and social skills and encourage general development through musical play.
One of the reasons music therapy works so well with children is that it gets their brains and bodies working while they are having fun, building a solid and broad foundation for lifelong learning and wellbeing.
Music Therapy in Early Childhood Intervention
Early Childhood Intervention provides specialised support for babies and toddlers with developmental delays, disabilities or additional needs, and their families.
It is about taking action as early as possible to support children and families in order to promote development, well-being and community participation.
Music therapy can be very effective in early childhood intervention, particularly for families who have a child with a disability.
Research shows that music therapy can provide important therapeutic benefits for families in the areas of early parenting, child development and maternal wellbeing.
General goal areas for music therapy in early childhood and early intervention include:
- Gross and fine motor control
- age appropriate social skills
- attention and focus
- following instructions
- body awareness & self-regulation
- sensory integration
- age appropriate concepts
- basic literacy & numeracy
Music Therapy for School Aged Children
Music therapy can be very beneficial for school aged children with additional needs.
It can be used in conjunction with the child’s school curriculum, to aid students in social situations, to allow self-expression, and to regulate emotions and sensory processing in a school environment.
Children who participate in music therapy will have an individualised plan that is set by the Registered Music Therapist in collaboration with parents and other therapists.
Music therapy can be used for:
- body awareness and sensory integration
- speech & language
- sequencing & memory
- social skills
- increased attention control
- motor planning
- improved mental health
- education themes


Computing at Holy Trinity
Computers are now part of everyday life. For most of us, technology is essential to our lives, at home and at work. At Holy Trinity we are committed to providing our children with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives.
Our children will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.
We equip our children with key skills within core programs and apps such as Microsoft Office, so that they can create professional and purposeful content. All the skills we teach are transferrable to secondary school and beyond. Our very own radio station gives all of our pupils the unique opportunity to use technology to create radio shows for a worldwide audience. We use tablets to build upon the skills our children bring from home and we teach them how to use these devices across the curriculum to research, create and share content.
Finally, we teach our children to use technology responsibly and we educate them on how to use the Internet and devices positively, taking into account their own wellbeing and that of others.


R Murray Schafer is Canada’s pre-eminent composer and is known throughout the world. In an era of specialization, R Murray Schafer has shown himself to be a true renaissance man.
Born in Sarnia, Ontario in 1933, Murray Schafer has won national and international acclaim not only for his achievement as a composer but also as an educator, environmentalist, literary scholar, visual artist and provocateur. After receiving a Licentiate in piano through the Royal Schools of Music (England) in 1952, he pursued further studies at the Royal Conservatory of Music and the University of Toronto, followed by periods of autodidactic study in Austria and England which encompassed literature, philosophy, music and journalism. A prolific composer, he has written works ranging from orchestral compositions to choral music as well as musical theatre and multi-media ritual.
His diversity of interests is reflected by the enormous range and depth of such works as Loving (1965), Lustro (1972), Music for Wilderness Lake (1979), Flute Concerto (1984), and the World Soundscape Project, as well as his 12-part Patria music theatre cycle. His most important book, The Tuning of the World (1977), documents the findings of his World Soundscape Project, which united the social, scientific and artistic aspects of sound and introduced the concept of acoustic ecology. The concept of soundscape unifies most of his musical and dramatic work, as well as his educational and cultural theories.
His other major books include E.T.A. Hoffmann and Music (1975), Ezra Pound and his Music (1977), On Canadian Music (1984), Voices of Tyranny: Temples of Silence (1993), and The Thinking Ear: On Music Education (1986). He has received commissions from numerous organizations as well as several prizes. He was the first winner of the Glenn Gould Prize for Music and Communication as well as the Molson Award for distinctive service to the arts. In 2005 he was awarded the Walter Carsen Prize, by the Canada Council for the Arts, one of the top honours for lifetime achievement by a Canadian artist.
Murray Schafer’s new creation (opera), Patria 8 — The Palace of the Cinnabar Phoenix was very successfully premiered September 13-16, 2001 in four shows, recorded by CBC Radio. Eight shows were presented from August 31 to September 10, 2006, in Haliburton Forest and Wildlife Reserve. It was magical and beautiful.
[source: www.quatuorbozzini.ca] [ii-12]
R Murray Schafer
Sarnia (Ontario, Canada), 1933
Residence: Ontario (Canada)
On the web
Centrediscs / CMCCDDVD 12006 / 2006
Nicole Gingras, ed.
Artextes Éditions / ENG 02 / 2003
The composer and singer Paul Dutton will be performing the feature role of Wolf in R Murray Schafer’s The Princess of the Stars — an outdoor music-theatre pageant, running from August 28 to September 3, 2007 at The Haliburton Forest and…Thursday, July 19, 2007 / In concert
In Montréal on January 20, 2004, Éditions Artextes launched S:on, Sound in Canadian Contemporary Art, an anthology compiled by Nicole Gingras. Amongst the artists represented on this publication we find Pierre-André Arcand, Georges…Friday, January 9, 2004 / General


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Free home learning resources for toddlers
Download a variety of fun and colourful activities for toddlers and preschoolers on the Reading Eggs Junior website. These printable activities are perfect for helping younger children learn their letters, numbers, shapes, colours and other foundational skills.
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Black History Month is a hugely important event in the calendar, helping to promote and celebrate black contributions to society and furthering understanding of black history.
Education Through Music, a nonprofit that provides music education to 36,000 New York City students, and partner school P.S. 125 – The Ralph Bunche School in Harlem are thrilled to Continue Reading →
This February, the world-famous Apollo Theater will kick off Black History Month with Apollo Open House: Celebration of Cool on Saturday, February 1st, 2020, from 1 p.m. – 6.p.m., to Continue Reading →
By Lil Nickelson Chef/ restauranteur Marcus Samuelsson wanted to celebrate Black History Month in 2019 in a different way than he has in the past.
By Rudy Collins On Monday, February 25th, 2019, Congressmen Adriano Espaillat hosted an event at the Alhambra Ballroom to honor 100 Black Men, Inc. of New York in Harlem, NY.
The African Diaspora International Film Festival will celebrate Black History Month with a selection of films about the multiple dimensions of Black History.


Teachers across the nation face challenges in today's diverse classrooms. To add to the pressure of meeting all of the students' needs and being successful on high-stakes tests, the growth in the number of English Language Learners (ELLs) in the regular classroom has grown tremendously over the last several years. This study examined teachers' experiences in working with ELLs and their families in the K-5 classroom. Research on teachers' attitudes in working with this population was reviewed because teachers' attitudes have an effect on the quality of the education ELLs receive. Evidence based strategies to help teachers with ELL instruction were also reviewed. The qualitative research of this project was based on teachers' experiences in the K-5 language arts setting. Listening to the teachers' stories helped the researcher to identify their attitudes in working with this challenging population. Observations of these teachers in their natural setting and the teaching strategies they use with ELLs were also examined.
|Advisor:||Gauthier, Lane R.|
|Commitee:||Blackwell, Sarah, Monroe, Ann, Wells-Dolan, Amy E.|
|School:||The University of Mississippi|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Mississippi|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Language arts, English as a Second Language, Elementary education|
|Keywords:||English language learners, Language arts, Teaching|
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Artwork of Local DSO Violinist Featured in Black Composers Coloring Book
She founded RBPF in 2001 as a charitable organization providing services and funding for classical music education, research, performances, and artists to benefit listeners and learners alike.
RBPF started the Music by Black Composers (MBC) project in an effort to create curricular materials for young classical musicians, professional performers, educators, and others. RBPF has collected more than 900 works, spanning four centuries by more than 350 Black composers, both men and women from North America, Latin America, the Caribbean, Asia, Europe and Africa.
“The MBC coloring book is a fairly recent idea, inspired by my own experience as a parent of a young musician,” said Pine. “There are 40 composers, 10 of whom are women.”
In this unique coloring book, youth will find the 18th Century Afro-French composer, Chevalier de Saint-Georges known as ‘The Black Mozart,’ the 19th Century Afro-Brazilian composer, Chiquinha Gonzaga, who was the first woman to conduct an orchestra in Brazil, the 20th Century African-American composer, George Walker, who was the first Black composer to win a Pulitzer, and the 21th Century African-American composer, Michael Abels, who wrote the soundtrack for the recent hit film “Get Out.”
“All of the drawing is by Dallas Symphony Orchestra violinist, Sho-mei Pelletier, and she cleverly includes cool facts about each composer in their image, usually hidden among their clothing,” said Pine. “The coloring book also includes a biography of each of the 40 composers.”
In addition to “Coloring Book of Black Composers”, the RBPF has released their first sheet music book, “Violin Volume 1,” which is for beginner through elementary level students. It’s a collection of 22 pieces by Black men and women from the 18th-21st centuries, representing North and South America, the Caribbean, Europe and Africa.
The coloring book, as well as MBC Violin Volume 1, is available at Shar Music online:
For more information about the Rachel Barton Pine Foundation, please visitwww.rbpfoundation.org


Delivered at South Place Institute 24 March 1922. Chaired by Professor Graham Wallis and presented by Earl Bertrand Russell.
Freedom of thought and of the individual are both under threat, though in ways different from those of the past. Free thought can be defined in the narrow sense, as freedom from the dogmas of religion; and, in the broader sense, as freedom from all forms of constricting control.
These controls are numerous e.g. legal penalties, but the main ones are economic penalties and distortion of evidence. Economic penalties mean preventing a person from earning a living. Distortion of evidence means publicising as widely as possibly, the arguments on one side of a controversy, while obscuring those on the other side. The absence of such penalties would mean a situation in which there was free competition among beliefs, all having equal opportunity to state their respective cases . Though this situation can never be fully achieved, it can be approximated to much more closely than at present.
No viewpoint can be completely correct, hence the aim should be to increase the degree of truth it contains by overcoming bias, and by willingness to refuse and amend it. This is the genuinely scientific approach, to be distinguished from the dogmatic and aggressive approach usually adopted by religion and politics. If the scientific temper and the spirit of rational doubt prevailed, most of the evils of the modern world would be cured.
Irrationality is widespread in the world for a number of reasons. These include:
- The effects of bad education
- Economic Pressure.
On 1) because in most countries, elementary education is in the hands of the state, misinformation is disseminated to produce jingoistic and uncritical attitudes in pupils. Even when correct information is given, the intention is not to produce critical habits of mind and independent thought.
On 2) Underdevelopment of the critical faculty in the general population enables politicians to influence people through propaganda, which derives from the techniques of advertising. In democracies, public opinion can be created or manipulated by propaganda. Also, the machinery of propaganda is chiefly in the hands of the rich and powerful, whose viewpoint consequently crowd out those influential.
On 3) The most brutal form of economic pressure is found in Soviet Russia, where dissenters are starved to death. But other pressures, though less crude, are found in capitalist society. E.g, in America, where corporate monopolies are so powerful that they can deny a person both employment and freedom of expression. This kind of power did not exist in early industrialism, when there was genuinely free completion and therefore a much larger number of employers. One of the results of monopoly power is that jobs go, not to the deserving, but to those with the approved mind-set.
Though the evils of world are due just as much to moral defects as to a lack of intellectual training, the latter problem can be more easily tackled, through an improved educational system. Such a system, in which the power of the state would be limited, could produce a genuinely enlightened public opinion, one which insisted that the economic status quo, be it capitalist or socialist, exercised no intellectual control over employees.


Technology can provide powerful new pathways to help family literacy programs more fully meet their learners’ needs. When thoughtfully integrated, technology can offer new supports and educational opportunities for parents, helping them become confident first teachers for their children.
To better understand how technology can further these family literacy goals, we produced case studies on two family literacy programs that are using technology in different ways. At Briya Public Charter School in Washington, D.C., adults study English, digital literacy, and parenting, while their children also attend classes. The Students and Parents in Cooperative Education (SPICE) Family Literacy Program serves central Maine’s Regional School Unit #3 (RSU 3), integrating parenting classes and adult education.
These case studies highlighted two very different programs. Briya is in a large, urban area with many immigrants, and SPICE is in a rural county serving mostly people born and raised in the area. But, by comparing how these programs planned for technology integration and the impact of this integration, four clear steps emerged for maximizing technology’s impact on family literacy. These steps can be a guide for all family literacy programs, regardless of size or location, as they consider how to most effectively harness the educational power of technology for their learners.
Family literacy programs often provide digital devices for children to play educational games. Gaming is proven to be an effective learning method for children, so having digital devices available helps meet children’s learning needs by providing additional support for their literacy development.
But technology can provide so much more when family literacy programs consider how to support the parents. So this is the first step: turn your lens from the students’ use of technology to the parents’ learning needs.
Often, programs do not start with the parents because they worry about adult learners having access to devices and the Internet. However, research shows increasingly widespread device ownership across underserved populations. Programs may be able to start using technology with just a little investment in devices and hotspots to fill the gaps in their learners’ personal access.
Before implementing technology, a program should always have learning goals in mind. As the Digital Promise Journey explains, technology is not effective when used just for technology’s sake.
The second step, therefore, is to assess parents’ learning needs and whether the program is currently meeting all of these needs as effectively as it can. Our Briya and SPICE case studies underscore this need, as they show the very different issues facing urban and rural populations. Briya is able to rely on a more traditional model of digital literacy, as their learners can easily come to campus, while SPICE has broken completely from tradition and created a virtual learning center to alleviate their learners’ persistent rural isolation.
Once you have identified your adult learners’ needs, you will see some needs are already well met by existing programs. Instead, focus on the needs your program could better meet and/or the needs that are not being met at all. This is where you can create new solutions with the opportunities provided by technology.
Now comes thinking big. What new ways can you imagine for meeting your learners’ needs with the many ways technology can transform learning?
Do not do this brainstorming alone. Work as a team to share ideas and look to other family literacy and adult education programs for inspiration. In addition to our Briya and SPICE case studies, with Digital Promise’s Beacon Project and Spotlight on Practice, you can see how different types of adult education programs are using technology in innovative ways and brainstorm how your family literacy program can translate these stories into effective practices for your learners.
Digital literacy is absolutely critical for parents, and therefore their families, to have increased opportunities. As Briya’s learners show us, when adults do not have the digital skills they need, they cannot truly be a part of all of the opportunities this society offers, and they cannot help their children gain these skills for their own academic and life success.
Programs need all hands on deck to make big change happen; that starts with you and your staff. The most critical step of SPICE’s transition to virtual learning was helping the educators learn to not shy away from technology. Your adult learners and their children will thrive with everyone believing in and pursuing the transformative power of technology for deepening learning.


Degrees and Certifications:
Bachelor of Science in Elementary Education
Ms. Dawn Gill
I hope you and your family are staying safe during this most challenging time.
ADDITIONAL RESOURCES TO USE DURING THE EXTENDED BREAK:
First, please be sure to check out our Google classrooms for additional activities posted directly from me. Students know how to access their google classrooms from home.
Below are some resources that can be used at home if needed:
1. Library resources
2. District At Home Learning Resources (click on 4th grade) https://sites.google.com/stcharles.k12.la.us/homelearningopportunities/home
3. Practice - Great Minds, Eureka, PhD Science
4. Zearn - (must have a log in from Math resource, or use the generic code I gave them, or as a parent create an account using your email address)
Please do not hesitate to contact me if you have questions or need help with any of this.
Thanks and I miss seeing all of my students!!!
Welcome to my class. This is my 12th year teaching and my 12th year at Norco Elementary School. I am looking forward to teaching 4th grade math and science this year.
8:35 - 9:05 Arrival/Breakfast/Morning Meeting
9:05 - 10:05 Math (Gill)
10:05 - 11:00 Enrichment
11:00 - 11:35 Math (Gill)
11:35 - 12:20 Science (Gill)
12:20 - 12:45 Switch/Recess
12:45 - 1:10 Lunch
1:10 - 2:40 Math (Babineaux)
2:40 - 3:35 Science (Babineaux)
3:35 - 3:45 Pack up/Dismissal
Monday - Music and Brass instruments
Tuesday - PE and Woodwind instruments
Wednesday - PE and Brass instruments
Thursday - Art and Woodwind instruments
Friday - Keyboarding and Full Band


Technology & Coding
All students have the opportunity to learn about the exciting world of technology every week and experience computer coding for at least one trimester. With the help of the LEGO® Education WeDo software, students learn concepts such as algorithms and sequencing, debugging, functions, binary code, nested loops and conditionals, problem decomposition and much more.
The fourth and fifth grade students at Evergreen Academy have Genius Hour in the Innovation Lab each week. During Genius Hour students are empowered to explore their own passions or solve a unique challenge. They work from proposal, to design and presentation, under the support of a team of five educators. This unique program allows for student creativity and innovative thinking.
Students are exposed to French through music, stories, games, pictures and cultural experiences. They get to practice their listening and speaking skills through interactive dialog and role-playing. They read grade level books and scholastic magazines in French. They increase their writing ability each year as they begin to express themselves, first through simple sentences, then paragraphs. As students gain repeated exposure and practice, they develop a practical use of the language.
The students have instruction in Spanish that includes immersion, repetition, storytelling, Total Physical Response (TPR), music, dance, role-play and gesturing. This is an interactive, performance-based model of language instruction. Students progress through listening, speaking, reading and writing in Spanish.
Evergreen’s music program starts in the early grades with vocal training in pitch matching, breath support, and echo songs using the solfege alphabet. We build musical repertoire by learning key melodies from western and eastern composers. We explore physical expression in rhythm and movement, and we grow performance confidence in our major winter production. With this firm foundation, the later grades continue to build musicianship in reading music and performing pieces on gateway musical instruments.
The drama program helps students gain the confidence necessary to excel as they go through their academic career. We focus on communication, diction, volume, eye contact, expression of emotion, and storytelling. Although drama is a team sport, our small class sizes also allow each student the opportunity to have their own moment on stage. Drama at Evergreen Academy is a unique experience for students to grow that will carry them through their learning.
At Evergreen Academy, art is an essential part of our academic curriculum and school life. Our comprehensive art program gives students an outlet to express themselves creatively, while developing an awareness, knowledge and appreciation of art. Over 600 pieces of our students’ art can be found on Artsonia, the largest online student art museum. Evergreen Academy has won numerous awards on Artsonia, and our art instructor, Jeanine Lipp, has received the Artsonia Leadership Award for two consecutive years. Ms. Lipp has also been asked to present at the 2015 National Art Education Association’s Annual Conference. Our curriculum includes:
- Elements of visual art – line, shape, color, texture, pattern, value, form and composition
- Principles of visual art – emphasis, variety, harmony, balance, movement and theme
- Art appreciation – periods in art history, artists’ biographies, multicultural art and various styles of art
- Media & techniques – oil pastels, chalk, drawing pencils, marking pens, paint, paper, fabric, clay, mixed media, textiles and more
Physical Education & Wellness
Our physical education and wellness program teaches sports skills, provides physical activity, and gives students tools for a healthy, active lifestyle. Students develop self confidence and a positive outlook toward physical education and wellness.


Here are our top suggestions: Build Test Skills The best preparation is to steadily build skills. Children who master math and reading fundamentals, such as; phonics, reading comprehension strategies, and facts and formulas, will be prepared for more complex questions and concepts, and will ultimately perform better on tests.
She asked the class a simple question: S h e explained that the FCAT is a standardized test that students in Florida take from third grade to junior year of high school. But what she said next got my attention. I grew up thinking that the FCAT was the most important thing that I needed to pass, and to hear her say that gave me a new perspective.
I have a bias: I am not a good test-taker.
That is a flaw of mine. But I do not believe that one test should d e t e r m i n e whether or not you advance. Standardized testing is p o i n t l e s s. There are so many flaws. There goes your college dreams or now you have to pay extra to take a pre-requisite class.
That was my case. It was brought up by surprise. I missed the cut by three points, and I had to take, and pay for, Intermediate Algebra during fall of freshman year.
Is that really fair? There are plenty more. You take the test and fail. According to the system, that would be the case. It would show up on paper that you failed.
Standardized tests are written in English for English speakers and English readers. What about the people who are terrible test takers or get nervous under pressure?
Are you going to fault them for that? Also, what about the people who are good guessers? I have a grudge with standardize testing. Actually, I have a grudge with just one test — the grammar test, which students must pass to continue taking journalism classes and to graduate with a journalism degree.
Sounds easy enough, right?Parents are finding constitutional arguments to support opting out of standardized tests, Anya Kamenetz writes, and in many cases they’re winning. A standardized test is any examination that's administered and scored in a predetermined, standard manner.
There are two major kinds of standardized tests: aptitude tests and achievement tests. My daughters 6th grade class has been split according to the scores recieved on 2 standardized tests and GPA. This school has divided the class into 2 classes.
One class are the "higher students" and the other are the lower students. Sep 27, · On of my favorite students couldn't pass a test to save his life, but he had heart. I would hire him to work for me because he was honest, hard-working, and reliable.
He was basically intelligent, but in ways that wouldn't pass a standardized lausannecongress2018.com: Resolved. No One Ever Remembered a Teacher for Raising Standardized Test Scores.
August 30, Most of my students didn’t pass the test.
They rarely do. There must be those who hold a grudge for. Standardized testing is a central part, at all levels, of the current education process. Universities use standardized tests to assist in selecting applicants.


Posted on March 17 2020
Amedeo Modigliani was a painter with a Sephardic Jewish background born in 1884 in Italy. While all great artists are unified in terms of their artistic talent, different factors in their personal lives can make all the difference in terms of how they approach art. On the one hand, Amedeo Modigliani was an attractive individual with a quirky charm who had plenty of close friends and a very supportive mother. His mother educated him in his early years and helped encourage him to be an artist in the first place.
On the other hand, his financial situation was consistently shaky and he suffered from debilitating respiratory problems for nearly his entire life. Amedeo Modigliani came down with tuberculosis as a teenager, a disease that takes years to kill a person but which was nonetheless eventually fatal during his lifetime. At the end of his life, Amedeo Modigliani was actually interested in painting his fellow tuberculosis victims out of a sense of shared experience. Amedeo Modigliani lost his life to tubercular meningitis in 1920, after dramatic young adulthood that certainly left its mark on the art world.
Amedeo Modigliani's tuberculosis interfered with his art education since he had to leave Micheli's Art School prematurely as a result of the disease. Still, Amedeo Modigliani managed to get the introduction that he needed to the art world. Landscapes were all the rage at the time, but Amedeo Modigliani preferred life drawing, which most of his oeuvre indicates.
What's particularly intriguing about Amedeo Modigliani's work is its style. Amedeo Modigliani's selection of work is particularly interesting to look at because it is so varied. Most artists will have a visual signature of some kind, but oftentimes, people that unknowingly looked at a selection of Amedeo Modigliani's paintings might be surprised to learn that the same artist produced them.
All artists are inevitably a product of the cultural climate in which they worked. The art world was very much in a state of flux when Amedeo Modigliani was working, as many different artists were trying to be innovative and challenge preconceived notions about what constituted a work of art. Many different art movements seemed to take shape at this point in time, and artists could still use historical art movements as reference points.
Artists also bring their own unique character to any historical setting. A rebellious artist is going to produce different work than an artist that is heavily influenced by what's currently popular. Most artists fall somewhere between the two extremes. For instance, for Amedeo Modigliani, the Cubist art movement was clearly a strong influence.
However, his paintings are clearly distinct from those of the painters that used a more explicitly Cubist style, and many of his paintings don't seem to have any real connection to Cubism. Amedeo Modigliani seemed to have had a similar rebellious attitude towards a lot of things, given his fascination with philosophers like Nietzsche and his somewhat unstable lifestyle.
Amedeo Modigliani becomes drawn to African art after being exposed to it by his sculptor friend Brancusi. Amedeo Modigliani did in fact try out the sculpture. Ironically, his experience as an amateur sculptor helped make him a better painter. The world becomes an increasingly global society throughout the nineteenth and twentieth centuries, as fewer and fewer people living in environments governed by only a few cultural traditions. Amedeo Modigliani's work could be seen as an early example of how an increasingly global society shapes the development of art. Amedeo Modigliani managed to see a lot and accomplish a lot in his brief but dramatic life.
Amedeo Modigliani was a painter with a Sephardic Jewish background born in 1884 in Italy. While all great artists are unified in terms of their art...Read More


After growing up very poor on a farm as the fifth of eight children, Gussie Kennerly Johnson (1915-2000) defied the odds: she got a college degree and served as an officer in the U.S. Army during World War II as a member of the Women’s Army Corps (WACs).
After the Pearl Harbor attacks on December 1941, Gussie Johnson’s husband felt the need to enlist in the US Army. She left her teaching job to follow him place-to-place for eight months before he went to Europe. Once he left for Europe, Gussie decided to enlist herself at the end of 1942.
She went to Basic Training in Daytona Beach, FL. After completing Basic Training and Cadre Training, she was offered the chance to go to Officer Candidate School (OCS) – which was completed in Des Moines, IA. She recalls believing that in the first two weeks of Basic Training she had made the biggest mistake of her life. She left a good teaching job and cut her salary almost in half. However, after those initial two weeks, she “loved every day of it.”
Her first assignment after OCS was at Fort Oglethorpe as a Commanding Officer of Basic Trainees. Her second and final assignment as an officer was presiding as the Commanding Officer over three hospital companies and detachment. In January 1945, Gussie was promoted from 2nd Lieutenant to 1st Lieutenant. Her family and her husband’s family were quite proud of her, but her husband refrained from telling people she was in the service. She outranked him.
She describes the role of the WACs as women who were trained to replace men so that men could go fight. Women were trained as technicians, mechanics, etc. WACs were not issued guns but were trained to defend themselves against chemical attacks.
At the end of the war, Gussie faced a choice: she could stay in and promote to Captain or she could go home to her husband. She wanted to stay, but her husband forced her to choose between the Army and him. She chose him. After returning home, she got her Master’s Degree in Elementary Education and continued her teaching career. Gussie Johnson also published the book “Noises in the Henhouse” in 2000 about a small group of retired women who have been making quilts, crafts, and preserves for charity for over 23 years.
Materials provided to the South Carolina State Museum and the South Carolina Confederate Relic Room and Military Museum by Gussie Johnson’s family. Biography compiled from a 1991 interview with Gussie Johnson by the South Carolina State Museum.
Digitization by Tamala Malerk and the South Carolina State Museum staff. Digitization assistance also provided by the South Carolina State Library.


Beginning leadership and impacting the future.
Elementary school at Calvary provides students with a sound preparation for higher education. Emphasis continues to be placed on instruction in a Christian environment, which begins in our Early Education Department. Elementary teachers strive to foster a supportive atmosphere giving students the opportunity to develop independence and self-confidence while challenging them to think critically and to solve problems. Consideration is given to the development and nurture of the whole child — spiritually, academically, physically, emotionally, and socially.
• The BIBLE, God’s Word to man, is the grid through which all learning is viewed. The curriculum offers a biblically integrated approach recognizing that all truth is God’s truth and that the whole child must be taught the whole truth. The Bible is woven into the daily curriculum to help children understand and apply scriptural truths within their own lives. Daily Bible instruction, prayer, Scripture memorization, weekly chapel services, and positive adult Christian role models all help each child seek and develop a growing relationship with God.
• LANGUAGE ARTS are organized around the principle that language is the key to learning. In the lower elementary grades, students learn to read through systematic phonics instruction. The aim of rigorous grammar instruction is correctness and clarity in communication. Students are regularly exposed to wholesome literature that compliments the character building emphasis of the school.
• The MATH CURRICULUM is designed to build a strong foundation in basic math facts and skills in order to progress to higher forms of mathematics. Students use manipulative materials and problem-solving techniques that give real meaning to mathematics.
• The SCIENCE program is designed to develop a sense of curiosity, wonder, and enthusiasm about God’s wonderful creations in a variety of science areas. Children are encouraged to develop a sense of the processes inherent in scientific study.
• The SOCIAL STUDIES program encourages students to be historically informed, globally aware, and responsible active citizens. The goal is for students to gain a sense of God’s working in history.
• FOREIGN LANGUAGE is focused on teaching Spanish to our elementary students. An emphasis on the sounds of the language and exposure to the cultures of Spanish speaking countries fosters an appreciation for foreign language and people of diverse backgrounds.
• The TECHNOLOGY program emphasizes the computer as a valuable learning tool that enables students to expand traditional methods of learning. Computer classes integrate classroom studies while students develop skills in keyboarding, word processing, and research.
• Other subject specialists encourage students in the areas of music, library use, art, and physical education. These subjects are also treated as an integral part of each child’s overall educational development.
• Students are encouraged and afforded opportunities in a Christ-centered environment to develop skills essential for life-long learning. These skills include problem-solving, clear and creative thinking, contributing to the community, producing quality work, and communicating effectively.
Clubs and Organizations offered to elementary students (Clubs are subject to change):
- Choral Club
- Elementary Praise Team
- History Club
- Math and Science Club (also offered to Kindergarten students)
- Pep Club
- Foreign Language Club (also offered to Kindergarten students)
- STEM Club (Science, Technology, Engineering, and Mathematics)
- Technology Club


Ulysses S. Grant
“Nations, like individuals, are punished for their transgressions.”
Ulysses S. Grant, 18th President of the United States, was never interested in politics. He voted only once before taking office and had no political experience. He was a beloved Civil War general, which was enough to get him elected during a time when people were very unhappy with the government.
He wasn’t an effective President. He couldn’t get the North and South to work together. He was a poor judge of character and appointed dishonest men who caused scandal. On the other hand, he established Yellowstone National Park – the first national park – and prevented war with Great Britain.
- Grant was a fierce military leader but he loved animals and couldn’t stand the sight of animal blood. He rarely ate meat and he didn’t like to hunt. His father owned a tannery; the blood-stained hides in the tannery made him sick.
- Grant held many different jobs – soldier, farmer, store clerk. He either quit or was fired from most of those jobs. His family thought he was a failure and he drank too much.
- Grant’s lucky break came when Grant was appointed a colonel in the army. He quickly became a general during the Civil War.
- Grant was a very successful general. He was aggressive and determined. He didn’t give up. His successes brought victory to the North and ended the Civil War.
- Grant popularity helped him win the Presidential election twice. Grant was stopped by a police officer for speeding in his horse-drawn carriage. The officer took his carriage and Grant walked back to the White House.
- Grant gave short speeches. He preferred being with his family to large formal events.
- He and his wife Julia doted on their four children.
- Grant discovered that he had throat cancer, probably caused by the 20 cigars he smoked every day. He wanted to leave Julia with enough money to live comfortably. Mark Twain suggested that Grant write his memoirs (autobiography). Grant finished the book, which became a best seller, three days before his death.
Frequently Asked Questions
Question: What did Grant do after he was President?
Answer: When Grant left office, he and his wife took a 30-month trip around the world. When Grant came home, he went into business; his dishonest business partners stole his money and he was left deeply in debt.
Learn more about Ulysses S. Grant.
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Tobin, Declan. (2020). Ulysses S. Grant Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/ulysses-s-grant/
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Hillcross Primary School
Spelling and Phonics
At Hillcross, we follow the Phonics International scheme. For more information, please click on the tab to the right.
The teaching of spelling builds on the children’s phonological skills developed during the early stages of their literacy development. At Hillcross, we have used the National Curriculum expectations and Phonics International stages to develop our own progression document which is followed by teachers throughout the school. Every week, children learn a focus spelling pattern and have the opportunity to practise and apply this throughout the week.
In addition to the spelling rule sessions every week, children have the opportunity to discuss and practise words from the ‘National Curriculum Word Lists’.
The school has also purchased a subscription to Bug Club: https://www.activelearnprimary.co.uk/login?c=0
This incredible website has videos and games linked to all the spelling rules. Every child has their own log in and can access this at home.