6% of American children want to be President but 13% want to be musicians. (Busch Entertainment Corporation)
It has been found that music can change behavior. The right kind can turn depression into joy, anger to calmness, hate to love, and fear to courage. Beautiful music has an effect on people and it can soothe and take away feelings of frustration and anger. Music definitely makes a difference in alleviating tension. (L. Clarke, 2006)
Music has the power to relax, energize, and motivate.
A study from the University of Wisconsin and the University of California at Irvine found that 3 and 4 year old children who had 8 months of musical instruction, including singing and keyboard lessons, scored 43% higher on IQ tests than those who received no music lessons.
Fetuses in the womb show measurable response to musical stimulation.
In the year 2000, 19 million children in the United States were under the age of 5. Of those children ages 4-5, over 6 million will be enrolled in daycare, an industry with some of the lowest paid workers in the United States.
When "Child Care", a public service campaign in Rochester, Minnesota, asked 800 children what they enjoyed most about their experience at daycare or in family childcare settings, over 40% said singing. Over 60% said playing musical instruments.---------
Over two decades ago researchers in the US began studying the link between learning 'to read music and play the piano', and ability in Math and Science. This led to a ten year UCLA study comparing results for young students taking music versus students taking computer classes. Students learning to read music and play the piano scored significantly higher on Math and Science assessments.
Researchers then went on to prove that learning to read music and play the piano has other cognitive benefits. Hong Kong university of China discovered that not only does the regimen of learning to read and play music increase the rate of learning new vocabulary, but it results in a permanent increase in the learning rate. If the music learning process stops, the increased capacity is retained. If the challenging music program starts again, the rate of learning increases further.
This makes sense. Consider that reading music requires the student to look at music notation (an abstract symbol set) and decode it. Playing music requires that decoded information to be used to guide ten fingers on the piano keyboard. The brain is operating challenging receptive and productive processes simultaneously, which is good exercise for the cerebral cortex, and it soon causes permanent changes in this important area of the brain.
One recent MIT study determined that the cerebral cortex of a concert pianist is enlarged by 30% on average compared to people that are considered intellectuals, but who did not have instrumental music education. Another CA study found that 75% of Silicon Valley CEO's had instrumental music education as a child.
There are several less-tangible, but important advantages to learning to read music and play an instrument. In one Chicago High School the dropout rate improved dramatically, two short years after a challenging music program was introduced to all students.
Cognitive specialists agree, people are designed to be musical, and to develop that ability is an important advantage, most significant if this is started at an early age. Musicians acknowledge an important spiritual and motivational side to music.
The combination of these benefits is very interesting when considering music learning as a treatment for various conditions that affect both learning and behaviour. Consider Autism, ADHD, or even brain trauma, stroke or aneurism. For these individuals, learning to read music and play the piano can be a very important source of successes, increasing rates of learning and improving behaviour.
Many of these studies involved large numbers of young children learning to play an instrument and clearly required special conditions. It's very difficult to implement a challenging, multi-year instrumental music program with a significant number of students because of the cost and space traditionally associated with instrumental programs. Traditional methods are simply too expensive to consider providing this beneficial development to all children at a particular school. As a result, normally 5-10 percent of the school population receives an instrumental music education.
Schools can deliver instrumental programs using the software at a fraction of the cost per student compared to traditional programs, while retaining the instructional objectives.
MusIQ Club software programs are effective, and are also very enjoyable. Children love to learn this way. Learning to read music and play an instrument is a long term challenge and teachers are an important part of the learning process. Adventus interactive software provides special feedback during practice that allows students to continue learning and developing skills, an advantage over traditional practice. Enjoying practice has a big effect on learning outcomes, even in the short term.
-Authored by Jim Mullen


BY EDMUND KIIRU WAMBUI
Education is a fundamental human right, essential for the empowerment and development of an individual and the society as a whole. Education is a right for every child, but due to the prevalence of poverty you find that the literacy rate in East Africa, more so in rural places is in very low percentages, something which is not good.
These low percentages of the literacy rate should be sending some kind of an SOS to the relevant ministries in charge of education. Many of the children are denied of this valuable right sometimes by their parents/guardians/caregivers not sending them to school or simply because the schools are inaccessible.
The right to education is provided for under in international law, particularly under Article 26 of the Universal Declaration of Human Rights and Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights. The right includes the right to free, compulsory primary education for all, and an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education.
The Constitution of Kenya 2010 under Article 43 (1) (f) states as follows ‘’every person has right to education”. The foregoing provision is further illuminated by article 53 (c) which provides that ‘’every child has a right to free and compulsory education’’. Since this is a fundamental right, the State may, by law, determine by the various means available ensure that the children of this nation get at least basic education.
One of such ways the government of Kenya has adopted is to provide for the right of children to free and compulsory education in the Children’s Act; confirming that indeed every child has a right to full time elementary education, education that is of satisfactory and equitable quality, in a formal learning environment which also confirms to government standards.
Since the law provides for the right to education for every child, governments, right from the national government to the county governments have the obligation to provide free education and also to ensure compulsory admission into a learning institution, ensure attendance and completion of education by every child who is of school going age.
But what does free education mean? As it is loosely translated most of the times, ‘free education’ means that no child shall be liable to pay any kind of fee or charge or expense which may prevent him or her from pursuing and completing education. That means the child may make a contribution to the meals provided at school or make payment for a trip the school has organized.
The right to free basic education is an essential step towards improving each child’s opportunity to accessing higher education in future.
The Act also contains specific provisions for disadvantaged groups, such as migrant children, children with special needs, or those who have a disadvantage owing to social, cultural, economic, geographical, linguistic, gender or any such factor.
With the revision of the system of education, it can also be expected that issues of school dropout, out-of-school children, and poor quality of education, and un-availability of trained teachers would be addressed in the short to medium term plans. The enforcement of the right to education would bring the country closer to achieving its objectives and mission under the sustainable development goals and education for all; and hence is a step ahead towards a society of literate citizens. It goes without saying that a high percentage literacy rate comes with numerous advantages to the country.
To improve on the quality of education, the question of rational deployment of teachers by ensuring that the specified pupil teacher ratio is maintained for each school, rather than just as an average for schools will be very helpful. If implemented, it will play a big part in ensuring that there is no urban-rural imbalance in teacher postings.
Children are the future of every nation. We must therefore endeavor to educate them. The education should by all means be of good quality, notwithstanding the fact that it is free. When we use the mark of quality rather than quantity to educate children, it will soon show that knowledge is power and education is the premise of progress.
This article was originally written for our newsletter, The Deuteronomy


Factors affecting student performance of Aurial skills at KCSE in Nairobi secondary schools
Mbeche, G. Cleniece
MetadataShow full item record
This study investigated the factors affecting the performance of aural at K.C.S.E in Nairobi secondary schools. The study was undertaken because of the continuous poor performance in the aural paper. The study sought to: a) Find out the extent in which aural training was given to secondary school music students. b) Find out which resources were used in aural training. c) Establish the methodology used in the aural training of music students. d) Determine if students engage in music making activities that could enhance their aural acuity. The study focused on the music teachers and music students. A total of 17 teachers and 69 students participated in the study. The simple random sampling technique was used in selecting those that participated in the study. Data was collected using four types of instruments. These were opinonnaires, questionnaires, interview schedule and observation schedule. The data was analyzed by using the likert scales, frequency tables and percentages. The Likert scales were used in gauging teachers' opinions regarding factors affecting aural performance. Students' questionnaires were analyzed by developing coding frames, which indicated the percentage of students who responded to each category of the coding frames. Information from the interviews and the observation schedule was tabulated resulting into patterns, which described factors affecting aural performance. The study revealed that lack of proper teacher training acted as an impediment to effective teaching of aural. Lack of adequate resources and regular training also lead to poor aural performance. Commencement of aural training began late which also led to poor performance of aural. From the findings of the study, recommendations were made which would enable the music teachers and educators to raise the standard of music education. Some of these were: (i) Music teachers should undergo proper training where they are taught various musicianship courses. Teacher training institutions should give adequate course in musicianship to equip the teachers with the necessary skills which they need for aural training. (ii) More resources especially textbooks should be provided for the teachers which indicate how aural training should be carried out to avoid misinterpretation of the syllabus by teachers. (iii) Due to lack of time for teaching aurals, students should be given a lot of work to do out of class. There should be a student's workbook, which the students can use out of class to ensure continuity in the aural training. (iv) Teachers need to begin aural training as soon as students arrive in the secondary school so that in four years time, they are adequately prepared to handle the aural section of the practical paper. There is also need to give aural training frequently as this enables students to perceive the various musical sounds.
- MST-Music


Would You Like To Make a Film With Your Class Or Pupils In Your School?
Would you and your pupils like to explore the techniques and process involved in telling a story through film such as planning, scripting, acting, filming, music, costume design and editing?
“Fís is a film project for primary schools that introduces children to aspects of the film-making process, based completely on the aims and objectives of the primary school curriculum.
The process enables children to develop communication skills, explore working as part of a team, take responsibility and improve their decision making and problem solving.
An Introductory Workshop for teachers who are interested in making a film with their class will take place in Laois Education Centre Tuesday 3rd March 2020(5-7pm).
|Course date||03-03-2020 5:00 pm|
|Course End Date||03-03-2020 7:00 pm|
|Cut off date||03-03-2020|
|Location||Laois Education Centre|


A nutrition plan for your child’s individual needsThere are many reasons why a child with special needs may struggle more with health issues.
At Essential Balance, we can help you overcome these barriers and help your child achieve their full health potential.
Every child is unique. Get a nutrition plan customized to your child.
Barriers to Nutrition
- There may be physical barriers, such as a physical disability that restricts movements.
- Low abdominal muscle tone can hinder digestion and cause constipation.
- Delayed fine and gross motor skills can make feeding itself difficult, limiting food choices.
- Sensory issues can also be a factor, causing extreme pickiness. Certain textures, flavours, and temperatures may be off-putting to your child.
- Finally, one of the biggest barriers to health is communication. One of the most common recommendations for parents is to educate their children and involve them in meal planning and preparation This is a great way to encourage your child to eat healthier. However, involving your child in meal preparation isn’t that easy if they do not communicate in the same ways as you.
What We Will Do
- Evaluate your child’s current dietary intake, as well as any current health concerns.
- Formulate a specialized nutrition plan that considers your child’s individual needs.
- Help you implement the plan at a pace that is comfortable for both you and your child.
- Work with occupational therapists or feeding specialists to come up with strategies for combining nutrition with fine and gross motor skill development. (e.g. preparing foods in way that encourages pincer grasp development), as appropriate.
As a parent of a child on the autism spectrum, Kirsten Colella has faced many of these barriers with her own daughter. However, she also seen first-hand how dietary changes can positively impact a child’s life and help their development.


- Tuesday, October 8th: All School Mass
- Thursday, October 10th: Wear Pink day in honor of Colleen Pope Vitu, a St. Francis mother who passed away from breast cancer a few years ago. Students can dress down in pink and bring in $1 as a donation to the Colleen Pope Vitu Memorial Fund. http://www.sfx-school.org/resources/parish/cpv-memorial-haiti-fund/
- Friday, October 11th: Social Studies Test, Chapter 5
This week we continue our topic: Multiplication. We are learning to multiply 2 and 3 digits numbers by using an area model and the standard algorithm. Students understand the importance of learning different strategies because there is always more that one way to solve a problem- in math and in life. We will be moving on to our next topic: Division. It is imperative that students are practicing their basic multiplication facts every evening to be successful in both of our current chapter topics. Dig out those flashcard, please!
We are nearing the end of study of the Northeast Region of the United States. We will review on Wednesday and Thursday in class. Students will also bring home their chapter packet and their textbooks to reread and study at home. The Chapter 5 Test will be on Friday. This past week, we learned about the native people of the Northeast, the American Revolution, and the wave of European immigrants through Elis Island. We also studied the creation of our constitution and the social changes which necessitated the 13th and 19th amendments.
In Grammar this week, we will be learning about the use of quotation marks and hyphens. Each week, we practice our grammar topic daily and take a short quiz on Friday. We just wrapped up apostrophe usage in contractions and with singular possessive nouns. In reading, all students have completed individual assessments, and reading groups will begin meeting soon. Meanwhile, we have continued to employ different reading comprehension strategies with our class read aloud, “Front Desk”. Students are asking important questions to better understand some of the complex issues the main character, Mia, faces as part of her new life in America. Students are also reading their own book and practicing some reading strategies independently.
We continue to deepen our relationship with our Lord through reading God’s Word and through prayer. We know that God hears all of our prayers. Every Friday, each student writes his or her own prayer intention. We then read them, one by one, and pray over them as a class. Your students have beautiful, open, and willing hearts to talk to God. They also truly know that God loves them deeply. This week, we will begin Unit 2 in our books and learn about Christ’s teaching of The Beatitudes.
Don’t forget to follow our class on Twitter. Not only do I post great pictures, but you just might find some math homework help videos too! Check it out. @WendyGo74101462


Numeracy plays a key part in every aspect of our modern world, no matter what you might be doing! From calculating costs of plane tickets and arranging flight times and connections to converting currency or the weight of luggage; numeracy is in every aspect of life at work, at play and in practical everyday activities at home and beyond.
At Sandhill View we recognise that having a solid grasp on numeracy is important to living an independent life. We use numeracy when we go shopping or plan a holiday, decide on a mortgage or decorate a room. Good numeracy is essential to us – as patients understanding health information, as citizens making sense of statistics and economic news or as customers searching for the best deals. Decisions in life are so often based on numerical information: to make the best choices, we need to be numerate.
The aim of myself and the team at Sandhill View Academy is to raise the standards of numeracy of all of its students, so that they develop the ability to use numeracy skills effectively in all areas of the curriculum and the skills necessary to confidently cope with the demands of further education, employment and adult life. To achieve this we will work unrelentingly to improve levels of numeracy across the school and create a more positive ‘can-do’ attitude to maths and numeracy.
“Good numeracy is the best protection against unemployment, low wages and ill health.”
Andreas Scheicher – Education Director, OCED, 2013
Numeracy Action Plan:
Sandhill View Academy receives specific funding to be used for intervention and support of students requiring additional assistance in numeracy. The Action Plan (including the proposed spend for this academic year of numeracy catch-up funding, can be found by clicking here
To view our Trust wide Numeracy Policy, please click here
Want to improve your numeracy? Try the numeracy challenge.
Math of the day
http://www.bbc.co.uk/programmes/p02m812p – question of sport
http://play.bbc.co.uk/play/pen/gkfnh3bbmk – quiz live


The SSAT, the Secondary School Admissions Test, is an entrance exam for students applying to independent schools for grades 3-12. It is a multiple-choice test that contains verbal, math, and reading sections. Because the SSAT is a challenging exam, and administered typically before students have had exposure to the SAT or ACT, preparation can be very beneficial. There are three levels: elementary, middle, and upper. Students applying to a private middle school (students in grades 5-7) take the middle level test, and students applying to high school (students in grades 8-11) take the upper level test.
The middle and upper level tests are 3 hours and 5 minutes long. The tests contain 6 sections: a writing sample, two Quantitative (math), one Reading Comprehension, one Verbal, and an Experimental section that is not factored into the score.
Through administering a pre-test, we can better determine which areas of the test your student will need the most practice with, and provide a more accurate estimate of recommended tutoring hours. We use as many previously-administered SSATs as are available for practice and provide mock tests to help students build mental endurance. Our lessons emphasize knowing the test: how and when to make educated guesses, when to omit, and how to attack (or avoid) the hardest, most time-consuming questions.
For comprehensive prep in all 3 areas of the SSAT, we recommend 24-30 hours of tutoring over 3-4 months.
SSAT Quantitative (math)
8-10 hours recommended
On the SSAT math, students are prohibited from using a calculator, so they need to refresh basic math computational skills, operations with numbers, and general number sense. The test covers arithmetic, elementary algebra, and geometry. For many middle school students who have not reached pre-algebra, the algebra concepts can seem especially unfamiliar. Our tutoring will not only review the math concepts students need to know, but will also provide test-taking techniques, pacing practice, and math approaches that can save time.
8 hours recommended
The Verbal questions come in two types: synonyms and analogies. The SSAT is one of the few standardized tests to still include analogy questions, which require combining logical reasoning with word recognition. We teach strategies for the analogies that allow students to identify the relationship between the two words more quickly. Improvements in the Synonym questions come more from traditional vocabulary building than anything else, but we do incorporate practice with Latin & Greek roots and other word recognition strategies.
SSAT Reading Comprehension
8-10 hours recommended
To enhance our student’s reading comprehension, we teach active reading strategies, which include identifying the author’s main idea, purpose, tone, and passage structure. We help students to find the evidence in the text to support the correct answer and help eliminate wrong answer choices. Through direct instruction of reading comprehension strategies and test-taking techniques, students improve their understanding, pace, and performance.
Visit the SSAT website, www.ssat.org, for more information.


It’s the same story all around the world. Students are missing out on access to music education because it is not seen as important as other subjects. With schools under increasing pressure to perform well in standardised testing, music is often treated as a luxury and frequently cut from the timetable.
At Feversham Primary Academy in the UK, however, The Guardian recently reported that arts subjects have been embedded into the daily activities of all students – and the results have been truly remarkable. Head teacher, Naveed Idrees, has embedded music, drama and art into every part of the schools day. Students receive up to 6 hours of music every week during school hours and have access to a range of additional music activities. After special measures were put in place in 2010, Feversham is now in the top 10% nationally for student progress in reading, writing and maths.
These outcomes are particularly impressive when you consider the demographic details of the school. 99% of all students speak a language other than English as their primary language when at home. 30 different languages are spoken by members of the school’s student population. The students also live in densely populated areas with a low socio-economic standing.
In addition to improved outcomes in literacy and numeracy, Idrees has also seen a significant increase in student attendance. The school’s attendance has increased to 98%, as the amount of music taught has risen. Music is also often incorporated into other subjects to assist student learning and to support the musical development of individual students. The school is incredibly supportive of this. 9 year old, Abiha Nasir, is the first Muslin girl to have been accepted into the region’s gifted and talented music program for primary students.
On the decision to facilitate more music in the school, Idrees says:
“We were in special measures. We had low staff morale, parents not happy with the school, results were poor and nobody wanted to come here…We could have gone down the route where we said we need to get results up, we’re going to do more English, more maths, more booster classes, but we didn’t…we want kids to enjoy learning…my hope is that head teachers and people holding purse strings, possibly even the people who make important decisions in the government, will read about our school and realise that creative subjects are not mere add-ons but essential for the progress of all pupils.”


As our little ones come into the world, we watch them develop so many new skills in their first year of life. They smile, they pull up, they crawl, they speak. Did you know that many of these skills correlate to reading readiness a few years later?
Early literacy development is a process that begins in the first years of life. How do you engage an infant in activities that encourage early literacy? Best practices include many techniques which combine developmental milestones with preparing our youngest learners to become future readers.
Simply engaging in everyday conversations, telling stories, and singing songs promote language. Even games like peek-a-boo help incorporate early literacy development into daily routines. Singing repetitive songs while changing diapers, buckling seat belts, and preparing dinner are easy ways to introduce language and early learning.
From ages eight to sixteen months, older infants love to sing and dance. How does this help with early literacy? Singing and dancing are just a few of the activities that help our young learners develop the necessary phonological awareness which helps ready them for reading.
There are many research-based ideas which link music with early literacy development. For example, while singing or listening to music, children need to retain patterns and rhythms in their memory, which is also an integral reading readiness skill.
As our children grow and become toddlers between sixteen to twenty-four months of age, this early literacy development continues in various ways. As our infants become toddlers and begin to develop their fine motor skills and hand-eye coordination, they love to use instruments during musical play.
When children clap, drum, or shake to the beat, they learn to listen to, recognize, and attempt to imitate these same rhythms and patterns that are in their memory. Once again, this helps children develop phonological awareness, making meaning from sounds.
Toddlers are well known for their desire for independence and personal preferences as they develop a sense of self. They have their favorite books and often ask for those to be read over and over. The importance of this repetition cannot be understated, as both babies and toddlers thrive on routine and consistency. Keep those favorites by their beds, in your diaper bag, or in the car. It’s an easy way to incorporate books into their day and a healthy distraction when babies get fussy.
Have you ever seen a toddler “hiding” in a box? Surprisingly, even this favorite activity of most toddlers has a connection to early literacy. Empty boxes encourage creativity and develop higher level thinking skills. While playing with boxes, children are learning about spatial relationships and problem solving, which are directly related to reading.
After all, reading is a complex form of problem solving at its heart through decoding letters and making meaning. As a child narrates this exploratory play while playing in and out of the box, language skills are advanced as well.
To develop a child’s lifelong love of reading, children should be interacting with books early and often. The earlier that we can help children begin to associate books and reading with positive emotions, the better we are fostering a love of reading and preparing them for reading success in the future.
Elyssa Brinn is the assistant director of Strelitz International Academy in Virginia Beach. Please visit www.strelitzinternationalacademy.org or call 757-424-4327.


Insects and Arthropods Worksheet – Download Free Printable Science Worksheets for Grade 2 Kids
Insects and Arthropods Worksheet – Download FREE printable science worksheets for Grade 2 kids. This worksheet is also suitable for Grade 1 to 5 kids as well as Pre-K and Kindergarten kids. The free printable worksheet includes a word searches puzzle along with a find the words seek puzzle for kids. Our free science worksheet is downloadable and free to print.
Children interested in learning about science will enjoy playing the word puzzle game while they learn fun facts about insects and arthropods.
Our free science worksheet about insects and arthropods is an easy way to gain your child’s interest during science classes or homeschooling science lessons.
Kids in Grade school from Grade 1 to 5 can enjoy this free to download fun facts about insects worksheet as a reading comprehension exercise. Your kids will learn well and enhance their reading comprehension skills due to the fact your kids will probably need to read more than once the insects and arthropods fun facts to find the missing words. This exercise will not only improve children’s memories but also improve their reading skills.
Kids in Kindergarten and Pre-K who can’t yet read and write can enjoy our free all about insects and arthropods science for kids worksheet as an exciting listening comprehension game. Teachers can read out loud the insects and arthropods fun facts and then ask the kids to remember what the missing words are.
Kids in Preschool can also have fun playing the hidden words puzzle, while they learn to recognize letters and words.
Parents can use our insects fun facts science worksheet to do early learning activities with their kids and spend quality educational time with their kids, while making their kids interested in science.
Teachers can utilize our free to download printable science worksheet to supplement science lessons at school and make learning about insects and arthropods interesting for kids.
Educators can use our free insects worksheet for extra-curricular programs and early learning activities.
EasySCIENCEforKids has many more great free printable science worksheets and free to download hidden word puzzle games for kids. Download and use our free science activity sheets to make learning science a fun experience for kids!
What is the difference between insects and arthropods? There are over 1 million species of insects living on earth. Insects are also called arthropods. Some insects have wings, and some insects don’t. But all arthropods or insects have a few things in common. They are invertebrates meaning they have their hard exoskeleton on the outside of their bodies.
Learn more fun facts about insects and arthropods by downloading this free science worksheet!
Free Insects and Arthropods Worksheet for Kids
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Celebrating the Arts at Rowntree Montessori Schools
At Rowntree Montessori Schools, we celebrate the Arts! Studies have shown that there are numerous benefits gained from integrated Arts into a child’s education. These benefits include:
- Working in the arts helps learners to develop creative problem-solving skills.
- Teaching through the arts can present difficult concepts visually, making them easier to understand.
- Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness.
- Visual arts teach learners about colour, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work.
- Integrating art with other disciplines reaches students who might not otherwise be engaged in classwork.
- Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in how they observe the world.
- The arts provide challenges for learners at all levels.
- Art education connects students with their own culture as well as with the wider world.
- A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair, or to win an award for writing an essay or poem than children who do not participate.
Check out some of the Arts projects our students have been working on this year.


NCASE Resource Library
The National Center on Afterschool and Summer Enrichment (NCASE) has developed a number of publications, webinars, and other resources on strategies for finding sup
The NCASE Out-of-School Time Professional Development System-Building Toolkit was designed to assist states as they build professional development systems inclusive of school-age providers.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery.
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This issue brief focuses on the importance of taking a comprehensive approach to wellness that includes attention to social emotional health as well as healthy eating and physical activity.
This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life.
This website offers a wealth of information, resources, and state and national data sheets on a range of topics related to promoting positive youth development and helping deal with challenges that may arise such as pregnancy, mental health issues, obesity, substance abuse, relationships and dating violence, or illness.
This blog is the second part in a series on prevention and responding to substance use and trauma in Alaska. It describes a collaborative effort and training on trauma-engaged response.
This annotated bibliography provides a list of fifteen links to evidence-based practices, policy briefs, survey resources, and webinars to support Dual Language Learners (DLL). It is designed for policymakers, school administrators, and teachers in early child and primary education settings, and is helpful for Out-of-School Time (OST).
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.
This brief provides a crosswalk of three common community supports that enhance children's social and emotional health: (1) infant and early childhood mental health consultation, (2) pyramid model/practice-based coaching, and (3) mental health treatment. It provides information such as definitions, professional qualifications, and service examples.
This website offers resources on a range topics related to healthy youth development, with the goal of helping users create, maintain, and strengthen effective youth programs.
This issue brief includes helpful facts on literacy rates among underserved youth. It identifies ways afterschool and summer programs can contribute to literacy development. It includes program examples and ideas for advocacy.
This webinar explores ways to create a framework for continuity, consistency, equity and developmentally appropriate practice between early childhood and schools. The focus is on birth to grade three and can be helpful for school-age to consider. The ideas and state examples suggest we need to align practices and polices through cross-sector relationships.


The purpose of this study is to elucidate features of the Curriculum of “Fushizukuri” Music Education in Furukawa Elementary School, Gifu prefecture. In 1996, “Fushizukuri” was initiated in Furukawa Elementary School as a pilot school program of Gifu prefecture. After the end of the program, this method has been further developed. The “Fushizukuri” curriculum, named “Fushizukuri ipponmichi”, was elaborated on by all the teachers of the school, led by the chief music teacher, Toshihiro Yamazaki, under the educational policy of the head teacher, Ichiro Nakaya. This curriculum is comprised of 30 phases and 102 steps. The music lessons were composed of the “Nihondate” approach: gradual improvement of fundamental musical competency based on “Fushizukuri ipponmichi” and learning music as material. This approach implements two kinds of activities in parallel to a music lesson.
Activity-A: In order to enrich the students’ activities, it derives musical potential from students and teaching of singing, music appreciation and playing instruments.
Activity-B: To systematically teach fundamental competency for engaging in musical activities in step with the development of students. This curriculum is a landmark system aiming at systematic acquisition of music competency while maintaining music appreciation. Listening ability, musical sense and musical memory developed in activity-B enable comparison or analysis and distinguish different tones and kinds of music. Then, music knowledge, musical skills and fundamental musical competency obtained from the learning experience in the “Fushizukuri” is applied into learning by teaching material as activity-A. It enables students to realize and evaluate tone and music. All these lessons were implemented based on the students’ autonomy and cooperation with others. The features of “Fushizukuri” are consideration of autonomy, enhancement of self-esteem and the feeling of fulfi llment. Particularly, they enjoyed improved self-worth/self-efficacy, acceptance of others and self-determination with music. Therefore, “Fushizukuri” is an impressive and meaningful music lesson for students.


Overview - Modern History Year 12
Modern History is an incredible subject, that gives students the tools to not only understand the past – but also the present. From world wars to progressive movements, scientific and political breakthroughs to revolutions, Modern History charts you through humanity’s greatest highs, and lowest lows. Students will be required to form judgements on a variety of different historical issues across a wide array of contexts, using detail and historiography to back up their arguments. Modern history students need to be detail oriented, but also able to see the bigger picture, connecting events and personalities to broader historical trends, themes and issues.
Studying Modern History Year 12, at TuteSmart
Our modern history tutors are passionate about the subject, and love nothing more than passing on that love to the next generation of students. As succeeding in Modern History is 30% knowing the content, and 70% knowing how to apply the content, our classes focus on building upon the foundational skills, like essay writing and source analysis, so that when our students get into the exam, they are prepared for anything.
We can’t wait for you to join our class and help us write history (literally)!


Read our vision brief: Excellent Teaching for Every Young Child: Opportunity Culture in Early Childhood Education
What if far more children ages 0–5 who are in early childhood education and care settings had consistent access to excellent teaching? In these critical developmental years, young children—especially those who have fewer educational and developmental advantages outside of formal settings—need excellent teaching every year to fulfill their potential.
When children lack access to high-quality early childhood development, they fall further behind their peers with each passing year before entering kindergarten. This deficit leaves wide gaps for K–12 educators to close, and it starts a vicious cycle of negative and inaccurate perceptions about students’ actual potential to learn and achieve, in school and life.
And what if their teachers and caregivers had highly supportive, on-the-job development and sustainably funded career paths? Early childhood education now is a modest-wage, low-support field with few career options for instructional leadership or on-the-job development. For the great teachers who stay despite that, the usual staffing model limits how many children they reach with their excellent teaching.
We suggest something new:
Increase the reach of excellent early childhood teachers through Opportunity Culture teaching teams
The national Opportunity Culture initiative is already disrupting the low-support, low-option pattern in K–12 schools. Districts and schools using Opportunity Culture models extend the reach of excellent teaching through Multi-Classroom Leadership, in which teachers who have produced high-growth learning lead small teaching teams, for more pay, within schools’ regular budgets.
Multi-classroom leaders could make a difference in early childhood education, too.
In a new vision brief, Excellent Teaching for Every Young Child: Opportunity Culture in Early Childhood Education, Public Impact explains how.
Multi-classroom leaders (MCLs) in an early childhood setting guide their teaching teams on all aspects of instruction and child development, including academic learning and materials selection, whole-child development strategies, and teaching young children behavioral skills in a group
K–12 research showed that team teachers with a typical range of prior student learning growth, who then join MCL teams, produced significantly higher learning growth among students, equaling that of top-quartile teachers in math and approaching that in reading, on average, according to a 2018 study by researchers from the Brookings Institution and American Institutes for Research. MCLs can bring that same student growth to early childhood learning—across developmental areas.
Why Try Multi-Classroom Leadership in Early Childhood Settings?
- More students can have access to excellent teaching. Those who start behind or who have continuing disadvantages may especially benefit.
- Teachers who excel with young children can earn more and help their colleagues and more children
- Teachers and assistants can learn more about how to help young children develop strong academic, social, emotional, physical and other skills. Coaching for teachers becomes routine, job-embedded, and financially sustainable, and the best teachers keep teaching part of the time.
- Aspiring teachers who are earning bachelor’s degrees, associate degrees, and/or certification can learn while earning a salary in paid residencies under a multi-classroom leader.
- Early childhood programs can help more students learn and develop well. They can provide better jobs, within regular budgets, that attract, keep and develop excellent educators.
- The economy would blossom as more students achieve their full potential.
How Opportunity Culture Works in K-12
The national Opportunity Culture initiative, founded by Public Impact and now in more than 25 districts in nine states, extends the reach of excellent teachers and their teams to more students, for more pay, within schools’ recurring budgets. Multi-Classroom Leadership is the foundation of an Opportunity Culture. Each school’s design and implementation team, which includes teachers, determines how to use Multi-Classroom Leadership and other roles to reach more of their students with high-standards, personalized instruction—one hallmark of great teachers. Public Impact assists school and district teams in making their plans to ensure high-quality designs that achieve strong teacher satisfaction and high-growth student learning.
Multi-classroom leaders (MCLs) lead a small teaching team, providing instructional guidance and frequent, on-the-job development, while continuing to teach part of the time. The schools redesign schedules to provide additional school-day time for teacher planning, coaching, and collaboration. MCLs typically lead the introduction of more effective curricula, instructional methods, classroom management, and schoolwide culture-building.
Accountable for the results of all students in the team, multi-classroom leaders earn substantially higher supplements averaging 20 percent (and up to 50 percent) of teacher pay, within the regular school budget. With help from Public Impact, the school design teams reallocate school budgets to fund pay supplements permanently, in contrast to temporarily grant-funded programs.


Trauma-Informed Practices in Schools
– Webinar Series 2019-2020 –
The Delaware Department of Education (DDOE) is excited to partner with 321insight to bring valuable training opportunities to Delaware educators. Focusing on Trauma-Informed Practices in Schools, this 6 part webinar series will be led by Teri Lawler, Education Associate, DDOE, and Dr. Will Henson and Dr. Skip Greenwood, licensed psychologists working in and consulting with school districts, and co-founders of 321insight. All webinars will be recorded and made available to Delaware educators.
Registration is now open for Webinars 2 and 3. Please see below for links. Participate live and have the opportunity to ask questions and give your feedback.
Webinar 1: Wednesday, December 4, 2019 – 4:00pm-5:00pm EST
Trauma-Informed Schools Basics: This session will cover the basics of trauma-informed practices in schools. This is an introductory session into the importance of recognizing and changing current practices, especially around educators’ response to challenging behavior. The session will provide an overview of trauma prevalence, resilience, regulation and intervention.
Webinar 2: Thursday, January 30, 2020 — 4:00pm-5:00pm EST
Behavior Interventions: This session will cover behavior intervention strategies for educators and paraprofessionals. The session will cover root causes of disruptive behavior and a number of proactive and reactive strategies educators can begin using right away.
Register for Webinar 2 here.
Webinar 3: Thursday, February 27, 2020 – 4:00pm-5:00pm EST
Co-Regulation Skills: This session will cover a critical skill for educators: Co-Regulation, which is the ability to help another person return to a regulated state. You will learn practical skills that you can immediately put into practice.
Register for Webinar 3 here.
Webinar 4: Thursday, March 19, 2020 – 4:00pm-5:00pm EST
Core Interventions for Trauma: This session will cover important interventions for educators to help all students, but especially those whose behavior stems from significant childhood adversity. Topics will include designing a trauma-informed classroom setting, creating wellness rooms, trauma-informed discipline, and a host of other proactive and reactive strategies for working with students with trauma.
Webinar 5: Thursday, April 30, 2020 – 4:00pm-5:00pm EST
Self-Care: This session will discuss the critical importance of self-care in education. The session provides a practical discussion of the dimensions of regulation and how educators can help themselves by developing foundational skills in self-regulation as well as a number of other critical self-care topics.
Webinar 6: Thursday, June 4, 2020 – 4:00pm-5:00pm EST
Trauma-Informed Practices and SEL: This session will discuss the ways in which trauma-informed practices and social and emotional learning efforts can complement each other, areas in which they overlap, and important things to consider when trying to implement both efforts.


One of the most foundational skills in working with kids is the art of storytelling. Each one of us needs to keep in mind tips that help us be more effective in telling Bible stories so that kids get the most out of them. Consider using this simple acrostic…
Preparing and Telling…
B ecome acquainted with the story.
I n your study, plan for as many senses as possible to be involved in telling the story.
B e sure to consider your audience–age, tastes, vocabulary.
L earn the purpose for telling the story.
E liminate events/elements that are unnecessary.
S equence the events of the story with a simple outline.
T ell the story to yourself–over and over.
O rganize a captivating introduction and crisp conclusion.
R emove any competitive influences while telling the story.
I n your lap, have an actual Bible.
E nthusiasm is a must. Kids will get just as excited and you get excited about Bible stories.
S upport your preparation experience with prayer!


Water is life; as humans, we require water to survive. Society has evolved, and we now live in various types of structures that all require a way to access water in and be able to expel human waste. It improves the health and well-being of people. The only way that users can be able to get these life-sustaining services is with the help of the expertise of plumbing services.
Plumbers are a vital part of societal comfort and progress. They are as crucial as Doctors in the health value chain.
Plumbers have a broad scope of services. The plumber will interpret building blueprints and building plans to assess where the plumbing services should be installed. The plumber will also need to know where the support for all piping needs to be. Installation of water heating is a service that plumbers render. Due to the broad knowledge in plumbing, a plumber needs to possess an excellent educational foundation to execute tasks correctly.
Plumbing courses are available from a variety of institutions. Vocational training colleges are an excellent avenue for aspiring plumbers to gain educational foundations.
The advantage of these courses is that hardly any experience is required — good command of English, good comprehension, basic numeracy skills, and a go-getter attitude. The skills gained can help a candidate get employed or start a business.
Excellent plumbing courses can open a new world to qualified personnel. A plumber can be able to transfer skills to different markets worldwide. It makes the graduate highly marketable in many different countries.
The internet is an invaluable tool in education. The improvement of dissemination of information has opened up a new avenue for delivery and standardization of plumbing training.
Online schools that provide plumbing education have started offering courses. Most of these schools are an off-shoot of traditional brick and mortar institutions. Due to the advent of the instant provision of information on the web, these schools have to keep up with trends. This avenue attracts more tech-savvy students keen to learn a new skill at their convenience and speed.
The average course duration is usually six months to 1 year. It is a reasonable duration of time to produce an exceptional plumbing service provider. The courses offered to teach students many skills. Trainees learn how to interpret construction drawings; assembly of plumbing systems. Trainees will be able to install, test, and maintain plumbing. Heating systems also fall into the preview of these training courses. Successful trainees will also gain knowledge of repair of appliances that are related to plumbing. These are appliances like dishwashers and washing machines. Included in these courses is a vital part that will make plumbers all-rounders. Business startup and management will help the graduate integrate well into the workforce. This skill can help the plumber transition from employment into the business world.
Graduation from such institutions helps to license bodies to certify exceptional service providers who add value to societal growth. Plumbers command excellent salaries and are well respected.
Good plumbing courses will provide clients with peace of mind that every time a tap is opened and water flows, a quality service provider was involved in a small comfort in life.


Facts About Arts in Education
1. Students who study art are 4 times more likely to be recognized for academic achievement and 3 times more likely to be awarded for school attendance
How Can the Arts Improve Academic Performance?
Educators at Julia Lee Performing Arts Academy understand the relationship between high academic performance and performing arts. As educators, we want students to succeed and excel, and look for ways to foster that growth.
A 2005 report by the Rand Corporation called "A Portrait of the Visual Arts" argues that art education does more than just give students a creative outlet. It can actually help connect them to the larger world, ultimately improving community cohesion.


There’s no denying it – learning an instrument can be a real challenge. When you start out, it can feel like you’re facing an entirely new language. As you progress, you may find yourself unmotivated or frustrated. Those feelings are normal. It’s what you do after they pass that counts.
In this article, we’ll look at three common reasons people give up learning an instrument. Then, we’ll offer you a few effective strategies to beat them, so you can reap the incredible rewards of making music a part of your life. Let’s get started.
1. You’re diligent in your practice, but you’re not seeing any improvement
Do you feel like you’ve hit a brick wall? Like you’re not progressing in your skill level or technique, even though you’ve been practicing on a consistent basis? Don’t worry – we’ve all been there. It’s important to work past these thoughts, because, chances are, your lack of progress is all in your mind.
The thing is, when we first pick up an instrument, we progress quickly. Everything is new, and it feels as if we make leaps and bounds every time we sit down to play. Then, as we become familiar with basic techniques, it can seem as if our progress has plateaued. In reality, you are now working toward far more complex techniques that take much longer to master. Your development may not happen as quickly, but rest assured, it is happening.
There are two ways we suggest overcoming these thoughts:
- Avoid comparing yourself to others. Everyone’s musical journey is unique, and there is no right or wrong way to grow and improve as a musician.
- Learn an instrument through a structured music education system, such as the Trinity London College system. These structured systems allow you to see your progression in a more tangible way (for example, moving from Second Grade to Third Grade).
2. You can’t play the songs you want
Often new players can become disheartened when their favourite songs are outside of their skill set. Unfortunately, there’s no magic shortcut when it comes to learning an instrument. It takes time, dedication, and a whole lot of practice.
The musicians you admire have probably been playing a lot longer than you have, and in that time have developed the skills and techniques needed to master more complex compositions.
Here are a few ways you can overcome this frustration:
- If it’s a song by your favourite band that you’d like to play, instead of tackling the lead melody, try playing the rhythm. Playing the chords behind the lead instrument is usually a little easier and can be adapted to suit your skill level.
- While it’s probably not the answer you’re looking for – practice harder. Take that frustration and turn it into motivation to become better.
3. You fall out of love with your instrument
Maybe you’re just about to give up learning an instrument for one simple reason: it just doesn’t interest you anymore and you’ve lost all sense of motivation.
As we move through life, our priorities change, and our hobbies evolve. That being said, we urge you to hold on to your love of music and commitment to your instrument as best you can. Playing music is excellent for your physical and mental health – it minimises stress, boosts confidence, and fosters creative expression.
Here are a few ways you can regain your motivation:
- Switch things up, whether that’s how you practice, where you practice, or the types of compositions you’re playing.
- Head out and see some live music. Remind yourself of the things that drew you to music in the first place.
- Consider trying a different instrument! Sometimes that’s all it takes.
Invest in quality music lessons
If you’re suffering from a lack of improvement or motivation, it could be you need to change up the way you learn your instrument. Investing in quality music lessons is key to long-term success. Contact our friendly team to find out more about the Liverpool Academy of Music on 02 9602 9774.


The effect of a fluent signing narrator on quality of maternal behavior during E-Book shared reading interactions with their children with hearing loss
Purpose: The average high school student with hearing loss graduates reading at a 4th grade level. A factor that may contribute to the literacy development in children with typical hearing is language modeling and support surrounding shared book reading. The shared book reading experiences of children with hearing loss (CHL) and their parents may be different in quantity and quality from their peers with typical hearing. There is evidence reporting parental frustration and feeling of incompetence when reading to their CHL due to a sensory mismatch between the child’s and the parent’s mode of communication and skills. This study investigated the effect of a fluent signing narrator (embedded in the Iowa Signing E-Book) on maternal behavior during shared reading interactions between mothers with typical hearing (MTH) and their CHL. Method: In an expansion of Mueller and Hurtig (2009), 50% of total time of each lap reading session of 4 mother-child dyads were analyzed within a single-subject ABABA withdrawal design in which the withdrawal phases included E-Books with no fluent, signing narrator and the treatment phases included the use of E-Books with a fluent, signing narrator. Maternal behaviors were rated using a modified version of the Maternal Behavior Rating Scale (MBRS) (Mahoney, 2008). Results: Three out of four mothers showed patterns in treatment effect in favor of the no-narrator phases of the study. One mother showed a clear pattern in favor of the narrator phases of the study. Behaviors of effectiveness, enjoyment, and directiveness were rated better when the narrator was not present. Behaviors of achievement and praise were rated better when the narrator was present. Discussion: Factors such as maternal attitudes, experience/education, motivation to learn sign language, and willingness to go through parent training could have influenced the results. Implications: The use of technology enhanced shared reading is supported given the positive results on achievement and praise. However, child behaviors should also be taken into account when making recommendations. Future research should encompasses explicit parental training in monitoring and modification of behaviors that contribute to high quality shared reading interactions.
Social research|Speech therapy|Literacy|Reading instruction
Bonilla Yanez, Mar Alejandra, "The effect of a fluent signing narrator on quality of maternal behavior during E-Book shared reading interactions with their children with hearing loss" (2016). ETD Collection for University of Texas, El Paso. AAI10118231.


What is Helium Used for Video for Kids
Captivate yourself viewing one of the really most effective personally selected and very simple to understand What is Helium Used For science kids video:
What is Helium Used For Video Summary
This fun video from D News is all about helium and what would happen to the world when it loses helium. In this video, you will learn about the different uses of helium aside from just using it to blow up balloons. You will find out how huge amounts of helium are used to launch liquid fueled rockets, how it is the only element capable of cooling some electromagnets, and how it is also used for computer chips and fiber optic cables. The video also talks about how helium is the 2nd most common element in the universe and how it is very rare on earth. Learn interesting facts about the element helium with this video.
Your children will delight in discovering more on What is Helium Used For facts for kids video and quickly smarten-up your kids’s natural curiosity to learn enjoyable facts about What is Helium Used For.
This What is Helium Used For video is enjoyable to see for your kids, from those partaking in early learning programs for pre-Kindergarten children, to kids in grade 5, naturally as well as preschool children and kids in public schools.
Begin to explore our available cost-free educational videos for kids, personally picked by our senior editorial staff. These kids videos are an immense hoard of science for kids videos on our science kids website. Take a look at a lot more engaging and academic nonetheless enjoyable easy facts for kids on our easy science aid online resource about this and other topics, and delight in our many FREE OF COST enjoyable worksheets, online interactive question and answer game and free to play games for children.
Liked this What is Helium Used For video? Go over lengthy related information to do with Helium.
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Black Eye Galaxy
Black Eye Galaxy is a beautiful spiral galaxy located in the constellation Coma Berenices. It was discovered by French astronomer Charles Messier in 1779. It is known by various other names including Sleeping Beauty Galaxy, Messier 64, M64, and NGC 4826 etc.
It has an apparent magnitude of 9.36 and lies at a distance of 24 million light years from Earth. The total area occupied by this galaxy is 10.71 x 5.128 arc minutes.
Quick Facts: –
- The Black Eye Galaxy has a diameter of 51,000 light years and is home to approximately 100 billion stars.
- This galaxy has an enormous light-absorbing dust band in front of its central region. This is the reason why it has been named as the Black Eye Galaxy.
- It is well known among amateur astronomers because it is discernible with small telescopes.
- This galaxy is spinning around at a speed of 300 kilometers per second.
- The inner region of this galaxy has a radius of only about 3,000 light-years and the radius of the outer region is 40,000 light years.
- Messier 64 is a member of the Canes Venatici I Group, also known as the M94 Group or the Canes Venatici Cloud.
- It has two disks which are rotating in opposite directions are roughly equal in mass. These disks rub against each other.
- This rubbing of these disks results in an intense burst of star forming activity.
- This galaxy is also a known radio source which is catalogued as PKS 1254+21.
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MLA Style Citation
Declan, Tobin. " Amazing Black Eye Galaxy Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 24 Feb 2020. < https://easyscienceforkids.com/black-eye-galaxy/ >.
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Tobin, Declan. (2020). Amazing Black Eye Galaxy Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/black-eye-galaxy/
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If you suspect your toddler is a bully or others bring up concerns, don’t dismiss the behavior. If your youngster is allowed to intimidate and put down peers at school or a child care center, they’re likely to continue the behavior as they get older. This can lead to problems in their personal and professional life. To improve your little one’s socialization skills, here’s a guide to the causes of bullying, signs to look for, and strategies to stop the behavior.
What Parents of Toddlers Should Know About Bullying
Why Toddlers Bully Others
Tendencies toward bullying behavior can start at home. A toddler can view negative family dynamics and mimic the aggression at school or child care. If a child is popular, they might pick on shy or unpopular kids to maintain the status quo. If a youngster was the target of bullying in the past, picking on others could be a defense mechanism.
How to Tell if Your Child Is a Bully
The aggression a toddler exhibits could be verbal or physical. In an attempt to isolate a peer from the group, they might tease the classmate in front of others or exclude them from activities. Physical bullying can manifest as shoving, kicking, pinching, or biting.
What You Can Do About It
If teachers or other parents have noticed incidents of bullying, gather all the facts before getting defensive. Ask what prompted the altercation and what strategies the teacher recommends to stop the behavior. As children might act differently at home, volunteer at their school or child care center to see firsthand how your youngster interacts with their peers. Stress the importance of respecting others and how bullying will not be tolerated. You can provide incentives for improving their attitude by rewarding appropriate behavior with TV time, snacks, and other privileges.
If you’re looking for a child care center where youngsters learn how to get along with others, enroll them in the toddler program at A Rising Star Children's Center. Serving families in Croton-On-Hudson, NY, and the surrounding areas, these educators focus on children’s emotional and social growth as well as enhancing their fine and gross motor skills and cognitive abilities. Learn more about the early childhood learning opportunities online or call (914) 862-4283 to speak with a representative.


Always Communicate, Organize, and Remember Necessary Skills
At Oak Orchard Elementary, all students are valued. We strive to provide solid foundational skills during classroom instructional time.
Reading, writing, math, science, social studies and much more are provided throughout the school day. When students leave the building, it is necessary to reinforce these outside of school through homework and continued practice.
We care about each of our students and realize that strong support may not be available outside of the school day. Barriers such as time, resources, or knowledge can often hinder continued practice. The ACORNS program is designed to offer the support some students need beyond the normal hours of the school day.
Students are recommended to be a part oft his extended learning day by their teachers. Every student in ACORNS will be expected to participate fully through attendance, good behavior and a good work ethic.
Due to space and maintaining an effective staff/student ratio, space will be limited. Therefore, attendance, behavior and effort will be closely monitored. If necessary, a student may be asked not to continue to make space for another student.


STEM activities are a lot of fun and educational, but the best kind of STEM activities are open-ended, allowing children to think for themselves. In this paper plate maze STEM challenge, kids are challenged to make a marble maze using household materials. They must follow all elements of a real design process, including brainstorming, blueprints, prototypes, tweaking, and testing their designs.
Make a Paper Plate Maze STEM Challenge
Kids can learn a lot from a paper plate maze STEM challenge. The goal is to show kids how a product is made from start to finish, using all elements of science, technology, engineering, and math.
What you’ll need to have on hand:
- Paper plates
- Various household supplies (cardboard, straws, cotton balls, string, etc)
- Glue (we found tacky glue and hot glue worked best)
First, issue the challenge. The goal of this project is to get a maze made that fits a marble, contained inside a paper plate, that works completely, and doesn’t break when playing with it. Kids will have to use quite a few skills to get this design to work.
Supply your kids with a variety of materials. You might challenge each kid to use a different material for greater creativity.
Wait until everyone’s design is dry, then test them out.
What designs worked best? What designs were not as good? What were the best parts and worst parts of each design? How could the kids improve on them in the future?
Paper Plate Maze STEM Challenge Explained
Kids can learn a lot from designing their own maze. Kids learn elements of the design process, such as the selection of the right materials for the task, making sure the design is precise, trying out multiple designs, and testing to make sure it works properly. In our design, we wanted to be able to race two balls through the maze at the same time, similar to a pinball machine. The kids soon found out it can be pretty tricky to get two designs to work in the same place.
More fun science for kids:
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Eye Control Computers
For those who have poor control of their movement, or no voluntary movement at all, eye control can offer a comfortable and easy way of accessing a computer. This allows the person to communicate, play games and music, surf the internet or even control appliances in their environment, such as turning lights on or off.
Communication Devices enable people who cannot speak, or those who have difficulty being understood, to communicate more easily with those around them. These range from very simple recorded single-message devices to powerful computers that generate synthesized speech.
For people who cannot operate a normal mouse and keyboard, there are many alternative ways to do so. From a keyboard with extra large buttons, to a mouse that can be controlled using your head, there are many ways to provide computer access. We also offer eye-controlled computers for those who have no other reliable movement.
We have an extensive selection of software for communication, dyslexia and reading difficulties, numeracy and literacy development, improving switch skills, teaching cause and effect and much more. From child-friendly characters teaching important daily tasks to powerful screen-reading and word-prediction software you are sure to find a wealth of resources in this section.
Low Tech solutions are cost effective and straightforward to use. Velcro receptive boards, aprons and other symbol display accessories can be used to create communication tools and are a great way of displaying schedules, classroom themes and sequences of events, particularly helpful for people with Autistic Spectrum Disorders (ASD). Many of our books contain worksheets and lesson plans and can be used to create wonderful home, therapy or classroom resources.
Positioning our products appropriately is a critical factor for its successful use. We supply a range of mounts for iPhones/iPads, switches, communication devices, alternative keyboards and mice, notebooks and eye-tracking computers. These can be desk or wheelchair mounted, attached to a bed or free-standing.


A Suite of Adaptive Games for Self-Directed Literacy and Numeracy Education
- Katherine Adams, New York University, New York City, New York, United States
- George Kachergis, Artificial Intelligence, Radboud University / Donders Institute, Nijmegen, Netherlands
- Hugo Goulart de Lucena,
Abstract250 million children worldwide lack basic literacy and numeracy skills, many of whom have no access to regular schooling. Inexpensive tablet computers have the potential to scale up the distribution of intelligent tutoring systems to children in need. We introduce a collection of tablet games presenting core literacy and numeracy concepts in a way that enables self-directed learning, reinforced by a shared content engine with an adaptive algorithm that re-prioritizes content based on the accuracy and timing of the learner's responses to effectively space and distribute practice. The difficulty of each game's dynamics adjust to the learner over time. We analyze response data from school children in Tanzania, examining how they distribute their attention across the games and as a function of performance within each game. We also evaluate different methods for determining their knowledge state and learning progress based on their responses, and examine how self-direction influences stimulus spacing.
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A British education with an international perspective
Curriculum: National Curriculum for England
Language of Instruction: English
GEMS Wellington School, Qatar, offers the National Curriculum for England, in an international context.
The National Curriculum for England has been created by educational professionals and designed to develop student competencies in a number of core areas. GEMS Wellington School, Qatar, takes this foundation and builds on it, tailoring its curriculum to its students’ diverse international needs. The integration of the Arabic curriculum adds a rich tier of knowledge to our students’ education.
Early Years Foundation Stage (EYFS)
Foundation Stage 1 and Foundation Stage 2
(Age: 3 to 5 years old)
The curriculum is based on the UK Early Years Foundation Stage Curriculum (EYFS) and provides all students with a journey of learning, guided by our caring, nurturing and dedicated team of Educational professionals.
As an introduction to school, this programme of learning focuses on self development in partnership with intellectual and physical development. Learning is multi-sensory, collaborative and fun.
Child initiated learning is at the centre of the curriculum and this enables us to personalise the learning experience to meet the needs of the individual, through adult facilitated play.
Key Stage 1 and 2
Year 1 to Year 6 (Age 5 to 11 years old)
The Primary School Curriculum is based on the English National Curriculum (ENC) which we have modified to meet the needs of our mainly international students taking into account the local context they live in and the GEMS core values. The influence of our host nation adds a rich Arabic tier to our programme, introducing students to, and developing knowledge about the local culture and heritage. The curriculum enables our students to develop skills for life and is underpinned by our bespoke student learner profile. It supports our students' natural curiosity and interests and provides opportunities for them to extend their learning and develop a variety of learning styles.
Senior (Secondary) School
Key Stages 3 & 4
Year 7 to 10 (age 11 to 14 years old)
Our Key Stage 3 & 4 Curriculum is based on the English National Curriculum (ENC). Our curriculum is designed to provide a seamless transition from Key Stage 2 to the end of Key Stage 4, at age 18. It is a skills-focused curriculum that provides students with a broad and balanced knowledge of key subjects as well as the opportunity to develop their 21st century learning skills through our unique learner profile. This provides opportunities for our students to become more aware of themselves, their interests and their strengths.
Preparing for IGCSEs
Our students at GEMS Wellington School, Qatar are well prepared to the International General Certificate of Secondary Education (IGCSEs). These worldwide recognised qualifications are important for students seeking admission to Universities, and are an excellent preparation for future study.
Students study the core IGCSEs in English, Mathematics and Science. This course of study is complimented with a number fo optional IGCSEs. This provides our students the freedom to choose subjects that are needed for their future pathways whilst providing them with a broad knowledge base. Students will undertake between 9 - 11 IGCSEs in total.


My daughter’s preschool teachers recently added a science component to the program she’s in, and if I had a nickel for every time she asked if we can do a science experiment, I would be a very rich woman.
Of course, I wasn’t overly interested in science when I was a kid, so I am not exactly full of ideas to entertain her with, but thanks to the wonderful world of Pinterest, I was able to find 25 fabulous science experiments for preschoolers for the 2 of us to do together.
And you know what?
Science is pretty fun!
Now if you’ll excuse me, I’m off to make a jar of gummy worms dance for us (see # 2)…
1. Dissolve the “M” Off an M&M (Coffee Cups and Crayons)
2. Dancing Worms (Playdough to Plato)
3. Magic Milk Science Experiment (Laughing Kids Learn)
4. Hopping Corn Science Activity (One Time Through)
5. Snow Storm in a Jar (Growing a Jeweled Rose)
6. Fireworks in a Glass (Paging Fun Mums!)
7. Ocean in a Bottle (Happy Hooligans)
8. Walking Water Science Experiment for Kids (Coffee Cups and Crayons)
9. A Multi-Sensory Experiment with Jell-O & Vinegar (Fun-A-Day)
10. How Clouds Make Rain (The Happy Housewife)
11. Inflate a Balloon with Baking Soda and Vinegar (Life is Peachy)
12. Erupting Candy Cane Science (Growing a Jeweled Rose)
13. Celery & Food Coloring (Dose of Happy)
14. Fizzy Ice (Toddler Approved)
15. Make a Lava Lamp (123 Homeschool 4 Me)
16. Salt and Ice Activity – Melting Frozen Hands (Happy Hooligans)
17. Science for Kids: Rainbow Jar (Playdough to Plato)
18. Exploding Milk Experiment (Mess for Less)
19. Summer Experiment with Water & Oil (Growing a Jeweled Rose)
20. Apple Cider Vinegar Experiment (Blog Me Mom)
21. Marshmallow Science Experiment (Fantastic Fun and Learning)
22. The “Why do we need sunscreen?” Experiment (I Can Teach My Child)
23. Apple Volcanoes Science for Kids (Frogs Snails and Puppy Dog Tails)
24. Magical Melting Dough (Growing a Jeweled Rose)
25. Glowing Magic Milk Experiment (Learn Play Imagine)
If you enjoyed these science experiments for preschoolers as much as we have, please share them on Pinterest!
And if you’re looking for more ways to have fun with your kids, please follow our Kids board where we share all kinds of great ideas!


Arts Education/State of the Arts (SOTA)
Arts Education at a Glance
In Tennessee, arts education includes the study of five separate and distinct disciplines: dance, media arts, music, theatre, and visual arts.
The federal Every Student Succeeds Act (ESSA) lists the arts and music as a part of a “well-rounded” education, and Tennessee schools offer a rich history of supporting arts education. Tennessee is recognized nationally for significant contributions in arts and culture, and the state academic standards for arts education contribute to increased student access to quality arts education that impacts college, career, and life readiness for Tennessee students.
While state law (T.C.A. §49-6-1025) speaks to visual art and music instruction for grades K-8, schools also offer courses in dance, theatre, and media arts instruction.
(a) The course of instruction in all public schools for kindergarten through grade eight (K-8) shall include art and music education to help each student foster creative thinking, spatial learning, discipline, craftsmanship and the intrinsic rewards of hard work.
(b) Local boards of education are encouraged to fully implement the art and music curriculum adopted by the board of education through both art and music classes, as well as integration into other core academic subjects.
In addition, Tennessee graduation requirements (SBE Policy 2.103) stipulate one full credit of fine arts, and many students elect to focus concentration on sequential course offerings in multiple arts disciplines, including visual arts, dance, media arts, theatre, and vocal and instrumental music. As the economic development of Tennessee becomes increasingly dependent upon skills and outcomes that are embedded in the Tennessee Standards for Arts Education, such as critical and creative thinking, problem solving, collaboration, reflection, and persistence, it is even more important to ensure that Tennessee students are engaged in sequential standards-based arts instruction.
Fine arts academic standards include separate sets of standards for each of the five arts: dance, music, theatre, visual art, and media art. Each set of standards is based on the national standards for that art area. Shared between all fine arts disciplines are the 11 foundations and the four overarching domains.
Each of the courses addresses all of the standards for the specific art discipline. Greater emphasis may be placed on some standards and less on others depending on the specific nature of the course. These standards provide a common point of reference for district and local educators and provide direction in meeting the challenge of ensuring that all students attain the appropriate knowledge and skills as set forth in the standards.
The Tennessee Department of Education manages course codes through the online course code management system. The online course code catalog is the state’s interactive and searchable catalog that lists all approved courses and corresponding endorsements.
For the listing of State Board of Education approved courses in visual and performing arts, see SBE policy 3.205 Approved High School Courses.
There are a number of early postsecondary opportunities available in visual and performing arts, including Advanced Placement, International Baccalaureate, Cambridge, and dual enrollment courses.
High school students must complete one credit of fine arts. Information about Tennessee graduation requirements is available here.
Additionally, students are required to complete an elective focus of three credits consisting of math and science, career and technical education, fine arts, humanities, Advanced Placement (AP) or International Baccalaureate (IB).
Students completing an elective focus in fine arts must complete three credits in dance, media arts, music, theatre, or visual arts.


YOUTH S.T.E.A.M. PROGRAM
Science, Technology, Engineering, Art, and Math
July 6 – 31, 2020
The STEAM program is Montserrat College of Art’s concrete expression of its belief in the power of the arts to transforms lives. We believe that art education creates benefits that manifest themselves far beyond competency in the arts, helping students lead more productive and engaged lives.
The STEAM program provides youth in grades 3 -12 opportunities to experience hands-on learning in a safe, supervised environment, led by professional faculty from educational institutions on the North Shore and beyond. Our program is offered with summer sessions running week-long, flexible, part or full-time classes.
S.T.E.A.M. (Science, Technology, Engineering, Art, and Math) classes incorporate creativity, problem-solving, collaboration, and presentation. STEAM learning is being implemented in schools around the world to teach academic and life skills in a creative, exploratory environment suitable for all types of learning styles. Students have fun while creating and gaining new, useful understanding and skills that will enhance their regular classroom experiences.
$150 Per class for one week
$305 Per week of full day classes
Our residential summer Pre-College Program designed for high school students 16 years and older. July 12 – Aug. 1, 2020
FIGURE DRAWING FOR TEENS
Expert instruction within the fundamentals of life drawing that helps students prepare their art portfolios for the college admissions process


November 10th in History
On November 10, 1885, world’s first motorcycle was unveiled by German engineer Gottlieb Daimler. On the same day in 1970, the Great Wall of China was opened for tourism.
1493: – Christopher Columbus discovered Antigua during his second expedition.
1834: – HMS Beagle sailed from Valparaiso.
1885: – The world’s first motorcycle was unveiled by German engineer Gottlieb Daimler.
1918: – Independence of Poland proclaimed by Jozef Pilsudski.
1926: – Vincent Massey became 1st Canadian minister to USA.
1940: – Walt Disney started serving as an informer for the Los Angeles office of the FBI.
1942: – US troops occupied airport of Port-Lyautey, Morocco.
1944: – Ammunition Ship USS Mount Hood (AE-11) exploded at Seeadler Harbour.
1951: – First long distance telephone call took place without operator assistance.
1969: – American children’s television educational series Sesame Street made its debut on PBS.
1970: – The Great Wall of China was opened for tourism.
1975: – A resolution equating Zionism with racism was approved by UN General Assembly. It was repealed in December 1991.
1976: – The execution of convicted murderer Gary Gilmore was approved by Utah Supreme Court.
1980: – Solidarity union was acknowledged by Poland.
1982: – The Vietnam Veterans Memorial in Washington, D.C. was opened for visitors.
2008: – NASA declared the Phoenix mission concluded after losing communications.
Days observed on November 10: –
- International Accounting Day
- Sesame Street Day
- National Vanilla Cupcake Day
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " What Happened November 10 - Historical Events ." Easy Science for Kids, Feb 2020. Web. 23 Feb 2020. < https://easyscienceforkids.com/november-10th-in-history/ >.
APA Style Citation
Tobin, Declan. (2020). What Happened November 10 - Historical Events. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/november-10th-in-history/
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by Kerry Shanahan, Third Grade Teacher, Country Day School Costa Rica
The educational world is not shy to its fair share of jargon-based dialogue and a tornado of abbreviations that could make your head spin. Every waking day students are subjected to a slew of new curricular initiatives, changing specials schedules, reading logs, MAP testing preparation — and are left with a completely unbalanced amount of time to use their voices, their words, and their creativity to take ownership of their own learning.
The Washington Post reported in 2015 that the average student spends two percent of their entire mandatory school hours performing and preparing for standardized tests. As classroom educators, it is virtually impossible for us to control what we are and are not mandated to administer in regards to federal or state-enforced testing. However, we can reframe the narrative by building students’ voices every opportunity we can and offering a safe space for students to lead their own learning.
It will come as no shock to anyone who has spent any time in education, relationships are the pinnacle for student success. You can see it daily when you walk through the halls of a campus. Relationships thrive in classrooms where teachers carve out those precious twenty minutes each day for a proper Morning Meeting or when they spend the first month of the school ensuring routines and procedures are clear and consistent. Creating a framework for communication allows students to use their voices in both academic and non-academic ways. In turn, this builds and promotes class community, and ensures all students have a voice and a place at the table.
Building student-led interactions starts before our students even walk through the door on the first day of school. It begins by rewriting traditional educational biases that may be held in the forefront, or the back, of your mind. Yes, this might mean students are not in SLANT or Listening Position during the “I Do” portion of your lesson plan. Instead of delivering a detailed report on their gains and losses of their BAS assessment it might look like a student sharing and reviewing their top five books they have read so far, and yes a graphic novel counts!
Student-led learning involves both student and teacher growth mindset. For example, giving students choice about where they conduct their learning can instill a strong sense of ownership, which grounds them in their learning and creates a long-lasting impact. This is a continual process that builds on the foundations of trust, respect, and honesty between teachers and students as well as peer-to-peer.
Along with students owning how and where they learn, student-led reflection is a major facet of growth. At our school, educators create multiple chances, daily, for students to reflect on their work, their behavior, their mental health, and their relationships. In your classroom, the next time you are collecting, let’s say a writing journal entry, stop and ask students to rate one thing — perhaps their effort on the piece or even their handwriting.
My school utilizes Standards-Based Grading, so my students would reflect in a 4-3-2-1 context. 4 meaning, “I got this, I can teach this to someone else” and 1 being I am just starting to learn this and I don’t understand yet (yet being the keyword).” Students would simply write the number they feel corresponded with the prompt you gave them. I always ask for a one-sentence reason why. During the beginning months of the school year, you’ll get a lot of “I did a good job” or “I like my story.” Fear not, by creating this space for students to succeed they will eventually persevere and rate themselves honestly with reason sentences like, “I rushed on this prompt. Next time I will slow down and reread the question when I am confused.”
Our world of education is constantly changing, growing, and evolving — at an ever-rapid pace. The challenge with constant change is adapting quickly and effectively enough to meet the needs of the students we have pledged to teach. Join me in creating small steps within the confines of your classroom, counselors’ office, bus duty station, or even your soccer field. We are creating the future every day in our classrooms. It is imperative we empower and build strong leaders to take on the unknown future that stands before them.
ABOUT THE AUTHOR
Originally from the western suburbs of Chicago, Kerry attended Illinois State University where she graduated with my Bachelors Degree in Elementary Education in 2011. After college, she moved to Chicago to begin teaching for Chicago Public Schools in a Title I school while pursuing her LBS1 and MEd in Urban Education.
Upon graduating in 2013 she continued to teach for Chicago Public Schools until 2018. Kerry currently teaches 3rd grade at Country Day School in Costa Rica. She is working on completing her Doctorate Degree in Educational Leadership in Urban Setting through the University of Southern California.


A well-rounded education requires us to tap into various parts of a child’s brain in order to challenge, stretch and extend. While at Living Faith we quite rightly focus very heavily on literacy and numeracy, it’s prudent that other subjects are valued for the way they assist with brain development.
An example of a subject that may be considered to be non-academic, but is essential in providing a well-rounded education is Music. Researchers have produced an ever-increasing list of studies exploring the benefits of music education.
On the surface, there are some quite obvious benefits to music education, which include refining time management and organisational skills, enhancing coordination, boosting perseverance, sharpening concentration and fostering self-expression. Music is a social subject; for some students it is their ‘team sport’ as they grow in communication with each other and communication with an audience. Going deeper, research indicates that music connects students through a further variety of neural systems. It accelerates the areas of the brain responsible for processing sound, language development, speech perception and reading skills. Music increases memory capacity and improves mathematical ability.
Find out more at:
- How Playing an Instrument Benefits Your Brain;
- What Happens to Your Brain When You Perform; and
- What if Every Child had Access to Music Education from Birth.
- Jane Mueller


Question: While English is a tricky language where syllables sound differently in different words, would learning phonics alone be enough to raise up a young reader? How do I manage my child’s English pronunciation when he believes that an English syllable, for example “a” would always sound as “aa” in all of the English words?
Answer: Not all children learn phonetically. Many of them will start by picking up contextual cues in the reading process to get them started. Cues can include drawing links to the pictures as well as drawing on own experiences. The English language is a tricky language as whilst there are ‘rules’ to given phonetic sounds and even to grammar, these ‘rules’ also run upon “rules of exception”.
Build familiarity to the reading process and let them see, visually as well as hear how language works. Reading along and aloud are great ways to expose children to different ways upon which the language sounds and works. The common mistake made is to over emphasize upon letter sounds in- silo. Build upon the word sound instead. When children are exposed to seeing the mechanics of phonics working within the vocabulary of words they are using, the correct pronunciation will fall in place.
LEAP Schoolhouse has an ‘Ask and Learn’ section every Thursday. If you have any questions regarding language or literacy development, feel free to drop your questions in the comment box below, or post them on LEAP SchoolHouse Facebook page.
In this Ask The Expert section, we asked Esther Lim, CEO and Founder of LEAP SchoolHouse, about language and literacy development in children. Born and educated in Singapore, she holds a Master Degree in Education (NTU/NIE), Bachelor Degree in Arts (NTU), Diploma in Marketing – Top student for the year 2000 (Chartered Institute of Marketing). Esther has more than 10 years of teaching experience and has taught widely in both Secondary and Primary schools. She was also involved in curriculum planning and development work for the primary unit at MOE for several years. Esther has also conducted workshops and talks for educators, locally and overseas. Besides all the above credentials, Esther is also a mother of three children.
For more info, visit leapschoolhouse.com.sg
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Want more comprehensive info? Check out our e-guides here.


Many student find music theory and ear training difficult.
During the 1990s, in connection with my licentiate thesis “Solfège in the Computer Classroom” (2000), I initiated this research project, and developed a CAI method for teaching music theory and solfège. I wanted to see just how useful Kodály’s approach could be in computer-aided teaching and learning.
The results show that the Kodály approach can be successfully applied to the development of a computer-aided solfège programme and the Kodály system is applicable to new learning environments and teaching practices.
In music education CAI is an area with great potential for development. It offers multiple learning options and can enhance students’ motivation to study music theory and ear-training; some of the learning outcomes were even better than with the traditional ways of learning. The results also show, however, that the teacher-pupil interaction is essential in a computer-aided learning programme.


Children with poor oral health can experience a range of problems: difficulty concentrating due to tooth pain; health issues, such as infections; and impaired growth and development.
Four colorful and informative posters on oral health from the National Center on Early Childhood Health and Wellness (NCECHW).
The I Like My Teeth posters share positive messages about drinking water with fluoride, brushing teeth with fluoride, and children’s oral health in general. The four are:
- Fluoride: cavity fighter (English) (Spanish)
- Drinking water with fluoride keeps teeth health and strong (English)
- Strengthen your body: one glass at a time. (English) (Spanish)
- You’re teaching them to… (English) (Spanish)
Early childhood staff can use them as a teaching aid in classrooms and at parent events.
The posters are posted on the NCECHW portal of the Early Childhood Learning & Knowledge Center (ECLKC).