Little children are naturally curious about the world around them. They want to be the discoverers, the experimenters, and the theory builders. They learn science as they play and explore, building the foundation needed for further learning in early years science.
”Children are like wet cement. Whatever falls on them makes an impression.Dr. Haim Ginott
Toddler Program Structure
The design of this Toddler program is based on everyday science themes. As science is part of our daily lives: all day, every day, everywhere we go! We incorporate easy science lessons and experiments into their daily lives through fun and child-friendly themes. We encourage children to learn science in a fun and carefree way without them realising it!
There are eight everyday science themes in this program. We incorporate animated nursery rhymes, early maths and science activities and experiments through these child-friendly themes.
Children are very interested in their bodies. Observing and asking questions about the human body allows young children to explore not only body parts and their functions, they get to relate to identity of a person or a group. Does everyone in my family have the same eyes, hair and skin colour?
The beach is a favourite play area for children. Sun, sea, sand and sea creatures are a winning combination. The beach can be your classroom: build sand castles and structures, look for interesting seashell or collect sea water in buckets to search for living creatures. All you need is a few basic tools for these science related beach activities.
How can an ordinary backyard be good for science? After all, there’s not much in it. Or is there? Backyards are really labs of life. Even in a small plot you can spend days doing biology, zoology, meteorology, and much, much more!
Your kitchen is a great place to study science! Children learn about chemistry and physical changes in materials. What happens when we mix certain ingredients? How does the cake mixture change in the heat of the oven? Let them describe what they observe and taste when they pour, mix and measure!
Shapes are everywhere. They are put together to create other shapes. You’ll likely be surprised by the children when they learn their basic shapes. They will see the car wheels as circles and the car body as a rectangle (more of less)!
Toddlers delight in pushing wheeled toys across the floor. They make vrooming, zooming and screeching sounds to add to the excitement of their play. They can relate boats, planes and spaceships cruise through the pages of picture books and television programs with the activities in this theme.
Water play is one of the most exciting forms of play for young children. A lot of learning can happen while in the bathroom without any formal lessons being taught. The bathtub is a great place to explore maths and science concepts. Why not make your child’s bath time an ongoing science experiment?
Swings, slides and climbing frames provide lots of fun. Observe how things move in the playground. Children’s early experiences in physics and science concepts start here. You can turn any playground into a fun-filled adventure in science!
You Might Also Like Our Spark Kits
STEM Kit Experiment For Kids At Home – Kit #18 : Glow in the Dark Jar
STEM Kit Experiment For Kids At Home – Kit #37 : Blinking Traffic Light
STEM Kit Experiment For Kids At Home – Kit #21 : The Aromatic Candle
STEM Kit Experiment For Kids At Home – Kit #1 : Colour Mixing Kit
Blended Learning Approach
This Toddler Program adopts the blended learning approach which combines hands-on and online learning experiences. The nursery rhymes, educational videos and interactive games in the Toddler Apps compliment the hands-on learning and enhance the learning experiences. The language and literacy development of the child is further enabled by the multimedia content of flashcards and voice-over. Parents or teachers are being supported by the detailed description to run the activities in each theme.


GRMN2002 German Studies 3B
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 2 core unit in the GRMNB German Studies major sequence
- The area of knowledge for this unit is Society and Culture
- Category A broadening unit for Bachelor of Arts students where relevant according to the broadening requirements for each student
- Level 2 elective
- Elementary to intermediate German language skills are consolidated and developed further in order to aid students to make the transition to more advanced German language study. This intensive German unit allows students to focus in particular on developing their listening comprehension and speaking skills, as well as advancing to more complex written productions.
- Students are able to (1) consolidate their knowledge of German grammar and vocabulary; (2) extend their knowledge of, and about, German and English and their command of the languages through focus class topics, and understand a variety of language registers and comprehend authentic written and spoken texts in a range of situations and contexts; (3) practise using German in a variety of situations and are able to function appropriately in a German-speaking environment; (4) gain more confidence and fluency in their spoken German through regular speaking practice; (5) build on their cultural and linguistic understanding of German and German-speaking societies; and (6) reflect on their teamwork and personal progress as well as develop a sense of responsibility and ownership. Students gain an increased level of competency in all four macro skills—listening to, speaking, reading and writing German corresponding to proficiency Levels A1 to A2 of the Common European Framework of Reference for Languages (Gemeinsamer Europaischer Referenzrahmen). Students demonstrate their knowledge of performance in theory and practice, and develop an increased awareness of intercultural understandings as well as of memorising and communication strategies.
- Indicative assessments in this unit are as follows: (1) written assignments; (2) oral presentation; and (3) participation. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Kati Tonkin
- Unit rules
- GRMN1402 German Beginners 2
GRMN1102 German Beginners II
- GRMN2403 German Studies 3
- GRMN2202 German Beginners Bridging Elective
- Contact hours
- language classes: 1 x 2 hours per week (over 12 weeks, involves a mix of formal instruction by the tutor, class discussions, group and pair work on linguistic and cultural issues, as well as presentations and role plays)
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Experiential learning paving paths to the future
This week, King’s Education students had the privilege of being taught by Veronica Graff, the Cultural Liaison for M.E LaZerte high school and Londonderry School, as they tackled Indigenous issues in the classroom. The week started off by helping to set up a tipi in the North Academic Building that will remain a feature for the next few weeks, and participating in the blanket exercise.
“Having this tipi on campus is an honor for King’s,” shares Graff. “It is a symbol of reconciliation and shows how King's embraces the Truth and Reconciliation Commission.”
King’s After Degree in Education is known for its week long intensive modules that are unique to Alberta. One of which, is the Indigenous Studies module that focuses on Aboriginal relations. A week of focusing solely on the history of Indigenous peoples in Canada and the current stresses of First Nations, Metis and Inuit (FNMI) students is invaluable to equipping teachers to best serve the students that walk into their classrooms.
“We initially started this module because we knew that every teacher would have Aboriginal students in their classroom,” explains Dr. John Hull, Emeritus Professor of Education. “As with any element of our program, student takeaways vary. Most of our students come out of this module more aware of the challenges that FNMI students face in the classroom, and many have old biases and assumptions refuted.”
This week long intensive preparing for future FNMI students has involved a presentation from a survivor of Residential schools, a visit from Graff’s students, conversations with Anglican Archdeacon Travis Enright and much more. "These pre-service teachers are gaining so much knowledge through experiential learning," shares Graff. "They come out of this week with more knowledge than some of the teachers I work with currently in the school system."
"This module has taught me what it means to have an open heart," says Bianca Dublois, first year Elementary Education student. "It has shown me how to authentically empathize and practice forgiveness in the most difficult times."
Education at King’s is divided into two streams. Students choose to focus on elementary education or secondary education. Learn more about the Faculty of Education at King's by checking out the Education program page.


Encourages fine motor skill development.
An infant’s growth and development in the first year of life is rapid. Many movements that young babies make are in preparation for the next stage of their development. When young babies watch a mobile they are constantly moving their head, arms, legs and even their mouths in response to the movement of the toy. Sound and movement attract a baby’s attention; if a toy is placed almost within reach of babies their movements become more animated. Bath toys provide opportunities to develop and use motor skills to great effect. For example, a young baby has greater control over their leg movements than their arms. You will often see young babies in a bath reaching with their legs towards a floating toy and kicking. All these movements strengthen muscles in readiness for the next stage - walking.
As babies develop they become more adept at grasping objects. Young infants learn to grasp an object, for instance a cube. The grasping, at first, is quite clumsy but through repetition, and across time, infants become adept at grasping and develop fine motor skills. Infants first use the ulnar grasp where their fingers close against the palm when trying to hold an object. Within another month they are able to move the object from hand to hand. After the first year, infants adopt the ‘pincer grasp’ where they use their thumb and index finger to grasp even very tiny objects. Shape sorters help infants to fine tune their visual perception and hand coordination. Soon infants are building towers with two cubes; this also requires fine coordination skills. As the child grows computer games have been shown to help with hand and eye coordination. Spatial skills can also be enhanced when playing games that require concentration, quick responses and finely tuned motor skills.


Place-based learning grounds learning in the places around us, both natural and built by humans. Start by being inspired by Words on Fire: Fire Island Wilderness Poetry Slam.
Nebraska Writing Project Position Statement on Place-Based Education, 2012
This position statement on place-based education provides a helpful overview of Place-Based Education.
A Place for Local in Critical Global Literacies by Amy Price Azano, published in English Journal, 2019
Used with permission by the author and publisher, this article is available for annotation during the Write Out 2019 event. It explores how teachers are uniquely positioned to help guide students’ understanding of the interconnectedness of the world and to think critically about their role in it.
Place-Based Learning: Using Your Location as a Classroom via Edutopia, 2015
By taking down the walls of their school and bringing learning into the community around them, Crellin makes education meaningful and magical for their students.
Trailer: Place-based Learning Inspiration – Classrooms to Communities from Kootenay-Boundary Environmental Education, 2017
The Place-Based Education Exemplars Video Series highlights innovative practices from across the region in order to inspire more teachers to incorporate environmental education into their own work. The video series explores the teaching practice and pedagogy of teachers who support
Place-Based Art Education by EART, 2018
The Best of Both Worlds: A Critical Pedagogy of Place by David Gruenewald, 2003.
This article talks about the importance of taking a critical stance in relationship to place-based learning.
Place Based Education Excerpt by David Sobel, 2004.
“Place-based education is taking root in urban and rural, northern and southern, well-to-do and rough-around-the-edges schools and communities across the country.”
What is Place-based Education: Promise of Place Website
A website of the Center for Place-based Learning and Community Engagement in New Hampshire, this resource has definitions and resources.
The Benefits of Place-Based Education: A Report from the Place-Based Education Evaluation Collaborative
This report, written by the Place-Based Education Evaluation Collaborative (PEEC) synthesizes research on the benefits of Place-Based Education.
Place-Based Poetry, Modeling One Revision at a Time, 2005.
With the goal of helping her students create free-form poetry that engages “the part of their brains that allows them to crawl into deep recesses of memory, shake hidden treasures awake, and write from their souls,” Ann Gardner illustrates each step of the writing process she introduces to her students. Sharing a close look at student writing, she juxtaposes specific revisions made by one student from the Navajo reservation with those created through her modeling with the class.
Learning to Make Choices for the Future: Connecting Public Lands, Schools, and Communities through Place-based Learning and Civic Engagement, 2008.
This manual from PEEC merges concepts of Place-based Learning and education for civic engagement. It provides both definitions of the terms and resources for enacting these types of learning both in and out of the classroom.
Looking for more? Check out our full list of resources for Write Out.


Most children who show difficulties in reading have or have had a form of speech disorder such as speech delay, dyslexia or stuttering. In this article, we explore what kind of role speech disorders play in a child's literacy development.
Speech therapists and psychologists believe that speech disorders are responsible for the failure of some functions critical in acquisition of literacy – reading and writing skills. Disorders affecting phonetic-phonological, psycholinguistic, and pragmatic-communicative levels of language have different effects on how children learn.
Examples of linguistic disorders and speech delay affecting how children learn:
First of all, we should define speech disorders.
It is important first to understand that a speech disorder is a deviation from the developmental norms for speech. These "norms for speech and language " are common forms of language use.
Language disorders are, therefore, deviations in the language development of a child from these norms, which are defined as rules, age and development stage appropriate use of the mother tongue. Deviations are caused by a psychophysiological malfunction of the speech system.
Experts diagnose speech delays and speech disorders in the following cases and after the initial phase of language acquisition is accomplished by a child:
These disturbances can extend to one, several or all structural levels and subfunctions of the speech system.
Related article: What to Expect when Your Bilingual Child Starts Learning to Read
In widely accepted scientific literature, dyslexia is defined as a sustained developmental delay in reading or writing in children.
Dyslexia refers to a cognitive difficulty with reading and writing due to inadequate development of higher cognitive functions (visual and spatial perception, attention and self-control, etc.), thus resulting in a speech delay. Dyslexia manifests itself in repetitive and persistent reading weaknesses. It also results in low reading accuracy and fluency.
Most of the above difficulties are also quite common in beginner readers, and in this case it is not a reading disorder. However, if these difficulties are persistent even after the child has completed learning all the individual letters and understood the principle of reading, then such errors may indicate a reading disorder.
Since speech disorders in children are manifold, they have a diverse impact on reading.
Reading is a process that activates a variety of analyzers: visual, oral motor, speech auditory. The reading process starts with the visual perception, differentiation and recognition of letters. Children with speech disorders often have difficulties with visual perception in the initial phase. This leads to problems with the differentiation of graphically similar letters and with the recognition of the letters in a letter series. It often leads to replacing, omitting in and adding letters and syllables to the words.
In the next stage of reading, the connection between letters and corresponding sounds is practised with the help of an initial sounds alphabet. As a result, the sounds in the words can be connected and read. If a child shows difficulties with the reproduction of sounds (skipping or distortion of the sounds), which is common in speech delay, the child learns to read the words incorrectly. This makes the reading indecipherable to the child itself or listeners.
In the final stage of reading, the word and its meaning are linked. As a result of incorrect pronunciation or inability to memorise many words, the child does not comprehend the meaning of what is read. He or she can understand the meaning of each separate word, but forget it while reading.
Thus, due to speech disorders and the associated cognitive disorders, the reading process is adversely affected and such children have to overcome technical and semantic hurdles. Comprehension problems are often overcome with the accomplishment of therapy focused on the specific speech impairment. However, often there are cases where a child’s language skills are fully developed, but the reading disorder is persistent.
In this case, the expert must determine the cause of the reading disorder and the correspondingly affected cognitive function. Then, the form of dyslexia can be identified and and an individual support program can be created.
Today, it is proven that the earlier the speech disorders and speech delay are corrected in children, the lower the risk of learning disabilities in reading and writing will be.


Classical guitar is one of the members of the guitar family with 6 nylon strings and used in classical music. It is a wooden acoustic guitar, which has a different sound other than steal strings, such as acoustic or electric guitars. The classical guitar does not need any sound system for the regular performance, and it is a very portable instrument.
The classical guitar has different sizes for different ages of the students. Emphasis is on playing from a very young age, typically starting formal instruction from as young as 5 years old.
Guitar has developed over many years, and shaped in size. It comes from the baroque Lute; it has changed in size and shape, and also number of strings. It became to the baroque guitar and romantic guitar and then it gradually transformed to the Spanish guitar that now we use today. The classical guitar has a variety of music genres that it can be used for.
In general, it is mainly use for baroque, classical, romantic, and contemporary period classical music. Though not typical, it also can be used to play pop, rock, jazz and country music.
Guitar can play a big role of ensemble music. It can be played as duo, trio, and quartet or in a chamber music with other instruments or even a concerto with a full orchestra.
William Pu Music Academy offers 30 minute, 45 minute and an hour guitar lessons for students who are as young as 5 years old to adult.
Fall in Guitar Ensamble, Seoul, Korea
INTERESTED IN LESSONS?
William Pu Music Academy, North Georgia’s Premier Music Academy, raises the bar of music education, with excellent commitment and mission to help students to achieve their higher creative potential.


Fun Food Facts for Kids Video
Get captivated watching a terrific selected and very easy to comprehend Fun Food Facts science kids video:
Information about this Fun Food Facts Video
This video is all about Food and in this video, you will be able to learn some amazing facts about the food we eat. You will learn from this video how cucumbers can give you gas and its seeds can give you heartburn, how the stem of peppers keeps the pepper fresh 3 to 4 times longer and how Baskin Robbins once made ketchup flavored ice cream. You will also learn how many bananas are consumed in America per year, how honey is the only edible food to humans that will never go bad and why most fast food restaurants’ logos always uses the color red, yellow and orange. The video also talks about a lot more fun facts about food like how there are a thousand kinds of apples and are more effective at waking you up in the morning than coffee.
This interesting Fun Food Facts for kids video and greatly boost your children’s natural curiosity to discover easy facts about Fun Food Facts.
This Fun Food Facts video is made for your kids, from ones engaged in early learning programs for Kindergarten kids, until 5th grade, naturally also preschool youngsters and home-schooled kids.
Continue and explore our available cost-free educational videos for kids, one-by-one suggested by our senior editorial staff. These kids videos are a comprehensive stack of science for kids videos here on our science kids website. See lots more compelling as well as educational nonetheless enjoyable and easy science facts on our simple science assistance online resource about appropriate subjects, and let your kids have fun with our many COMPLETELY FREE easy science worksheets, quizzes and kids’s games.
Appreciated the Fun Food Facts video? Obtain extensive data on the subject of Fun Food Facts.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Food Facts for Kids Video - ." Easy Science for Kids, May 2020. Web. 31 May 2020. < https://easyscienceforkids.com/fun-food-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Food Facts for Kids Video -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-food-facts-for-kids-video/
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Are you also spending too much time trying find resources for art, STEAM, and creative things? Perhaps like me, your school has closed for the rest of the year and you’re trying to sort out how to get good content to kids without losing your mind?
Sharing is caring. I believe when teachers share resources, it leaves more time to focus on the teaching.
I work hard to credit others when appropriate, and I never post materials made by others without their permission. I also believe in morals and karma, so try hard not to sell my materials to others. If you post a freebie to your own site, a credit with a link to original source is appreciated. If you post a purchased resource from my TPT (or any other TPT), you’re really breaking the teacher code of role modeling ethical digital citizenship, and you should stop.
I know some teachers make absolute bank, but I’m not one of them. I’m one of the ones just trying to recoup some of hundreds I personally spend keeping my Title 1 elementary Art and STEAM programs flourishing.
Classroom Visuals and Resources are on this page as you scroll down. Click the pink buttons to take you to Substitute Lesson Resources, Art Resources, and STEAM Resources.
(NOTE: I’ve been updating my website this month (May 2020), so check back for more soon)
Creative Substitute Lesson Resources
Art Education Resources
STEAM Education Resources
Classroom Labels in English and Spanish
I made these to support my bilingual and English Language Learners in the art room. They are FREE because I used a free border and took pictures from Google.
Art Table Labels in 8 Colors
There are two series right now that you can mix and match, and they are FREE because I don’t own rights to famous artworks, but these are fair educational use. The links will take you to my TPT page, but they are 100% free.
Makey Makey For the Classroom
Tips and My Process K-6 (pdf) Tips for Teaching Circuits and Makey Makey
Emergency Substitute Lesson Plans
Let’s face it, the average sub is not prepared to deal with the art room. I even prep my kids when I know I’m going to be at conferences, so they know what to do in case the sub is really clueless. While I rarely need a sick day (knock on wood!), I have these as my emergency lessons.
1st and 2nd: Roll a Creature Coming Soon
3rd and 4th: Roll a Picasso Portrait RollaPicassoPortrait
Handouts and Resources
Drawing Faces: Eyes, Noses, Mouths Coming Soon
Drawing Like Picasso: Eyes, Noses, and Mouths Coming Soon
Japanese Anime Drawing Resources: Made by Meredith Cosier and MaryJo McCoy AnimeWorksheetMcCoyCosier
Clay Coil Techniques: CoilTechniquesWorksheet
Video Game Design as Education Resources
VCU Currentlab Website: Modules to Share: I work as a Curriculum Developer with Luke Meeken and the Director, Dr. Ryan Patton
However, like all things, this page is ongoing as I update and collect. So check back on this page soon, and hopefully I’ll have more stuff on it.


Panama is probably best known for the Panama Canal, which was built by the United States in 1914 at a cost of $380 million. Over 75,000 workers took ten years to build this canal. Many people died while working on the canal.
The canal stretches 51 miles across the country, creating a travel route from the Atlantic Ocean to the Pacific Ocean. Without this route, ships would have to travel around South America to reach Asia and the Pacific Northwest.
Panama has rich farmland, where farmers grow vegetables, coffee and bananas. Panama is a beautiful country, with many rivers, white beaches and mountains. Off the coast of Panama are over 1,500 islands. Sea turtles, tree frogs and many other animals live in Panama.
Fun Facts about Panama for Kids
- People in Panama believe in close families. Extended families may live together and the people celebrate many festivals.
- Children go to school from the ages of 7 to 15.
- Juan Carols Varela is the current President of Panama (data July 2018).
- 4,162,618 people live in Panama (data July 2018).
- Panama has 29,340 square miles of land.
- At 3,475 m the Volcan Baru is the tallest mountain in Panama and also an active volcano. The last eruption was back in 1550.
- 92 percent of adults can read.
- Spanish is the main language used in Panama.
- People in Panama can expect to live 78.93 years.
- Most people are Christian.
- Panama has a multiparty democracy.
- Panama is also home to the Tree Toed Sloth – Tapirs – Anteaters – Jaguars – Bats – Monkeys and much more.
- After the Amazon rainforest the Panama rainforest is the largest on the American continent.
- The Panama railway was built by the US in 1855.
- Christopher Columbus in the year 1502 visited Panama.
- Balboa is the currency used in Panama. It’s the exact same as the dollar.
- The official language in Panama is Spanish although most Panamanians speak English.
- Route: road, path, way
- Canal: man-made river
- Festival: party, celebration
All About Panama Video for Kids
Here’s the best kids Panama video you can watch right now to learn more all about Panama
Question: Has Panama endured wars like other Central American countries?
Answer: Panama has had its share of political problems. In 1989, U.S. troops invaded Panama and threw out General Manuel Noriega because he was involved in drug trafficking. Since then, the country has had problems with corrupt leaders.
Map of Panama
Here’s a map of the country of Panama and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Panama! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Panama, as though you are actually there!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Panama Facts for Kids ." Easy Science for Kids, Jun 2020. Web. 01 Jun 2020. < https://easyscienceforkids.com/all-about-panama/ >.
APA Style Citation
Tobin, Declan. (2020). Panama Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-panama/
Panama Quiz / Question Paper
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- Ice Cream Chemistry
- Using Distillation to Purify Water
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THE SUZUKI METHOD
THE SUZUKI METHOD & PHILOSOPHY
The Suzuki Method of instrument instruction is based on the philosophy and teaching of Japanese violinist and educator Dr. Shinichi Suzuki. Over fifty years ago, Dr. Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease, including the complicated language of Japanese. He applied the basic principles of language acquisition to the learning of music and called his method the mother-tongue method. Combined with parent involvement, encouragement, constant repetition and beginning at a young age, children learn to play the cello the same way they learn to speak their native language – by listening, imitation and repeating sounds.
Dr. Suzuki’s many years of observing, educating and working with young children and his expertly selected repertoire for skill development culminated in the Suzuki Philosophy and Method of instrument instruction and music education.


The Career Pathways Network is a new online career information system for America, with unique and friendly features designed to help people EXPLORE their career options, DISCOVER their best choices, and ADVANCE in their careers!
What makes the Career Pathways Network unique?
The career pathways and career ladders content, and not just traditional occupational information, makes this a unique career information system. Understanding the relationship between related occupations takes career exploration and occupational research to a whole new level! Additionally, our PORTAL sites offer local or regional occupational information, while our NATIONWIDE site offers occupational information summarized for all states in the US.
What you need to know about Career Pathways and Career Ladders
CAREER PATHWAYS are groups of occupations that share common foundational skills and the types of education/training programs that prepare people for entry into those occupations. Pathways help students and job seekers see how they can move from one occupation to another - typically to a higher-paid occupation - by developing their skills and improving their qualifications.
CAREER LADDERS are short narratives included in each Occupation Snapshot. They describe the occupations that people in that occupation are typically promoted from and to, including, sometimes, different types of jobs within the same occupation.


National Quality Standard
|QA1||Educational program and practice|
Australian Professional Standards for Teachers
|3||Plan for and implement effective teaching and learning|
|4||Create and maintain supportive and safe learning environments|
Effective organisation of space in an early childhood learning environment is essential and a typical early childhood learning environment is made up of various play spaces or learning centres. You don’t need to be a ‘designer’ to arrange an effective learning environment. This module looks at the role of the physical environment in children’s learning and will help you create creative and effective indoor learning spaces for young children.
The module includes written information and video interviews with educators and has a strong focus on helping you to assess your own indoor learning spaces.
After completing this module, you will have an understanding of:
- the role of the environment in children’s learning and our practice as educators
- how indoor learning environments can guide children’s behaviour and promote constructive learning
- the arrangement of space and physical definition of learning spaces, and
- the importance of character and personality within learning environments – to ensure that they remain ‘living’ spaces.
The module includes written information and video interviews with educators, and has a strong focus on helping you to assess your own indoor learning spaces.
Suitable for early childhood education and care professionals at all stages of their careers. This module will take an estimated one hour to complete.
Completing Environments for learning: indoor learning spaces will contribute 1 hour of NESA Registered PD addressing 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Watch the trailer for Environments for learning: Indoor learning spaces below:


Speaking on Sept 30, 2015 to a Congress hearing on the Research Excellence and Advancements for Dyslexia (READ) Act, Dr Tallal's testimony included these points:
- There is an epidemic of reading failure that we have both the scientific evidence and the interventions to treat.
- Decades of scientific research show that reading success relies on a solid foundation of rapid, consistent auditory processing and oral language skills.
Traditional tools for teaching reading, regardless of how expertly and how often they are applied, will not work for most struggling readers until these more foundational skills are remediated.
Not providing educators with evidence-based tools to address both listening and oral language skills is equivalent to demanding that a builder construct the third floor of a school without having the tools to build a sufficiently strong first and second floor, and then wondering why the school keeps collapsing.
Including classroom listening interventions can improve a child’s reading ability and fundamentally rewire the brain for healthier learning and communication skills.
She has authored over 200 professional publications and holds several patents. She earned the Thomas Alva Edison Patent Prize for her work leading to the development of the Fast ForWord® program.


Mold can be described as a group of filamentous fungi that are very common on food or wet materials (in the UK and Ireland the spelling of mold is mould). It is linked to (CIRS) Chronic Inflammatory Response Syndrome. It is also responsible for important medications, including penicillin.
This antibiotic was accidentally discovered by Alexander Fleming. The majority of mold that grow on damp building materials are found in the soil. They develop very quickly in the presence of the right conditions like moisture, suitable temperature and ample food, but remain hidden for a long time.
Fast Facts: –
- There are more than 100,000 species of these microorganisms globally, most of which have not been classified.
- Mould can also cause skin rashes, birth defects, asthma, cancer and some other health problems.
- It also has a negative effect on population health and damage to the building.
- If a person is constantly exposed to mold, it can result in a condition called Hypersensitivity Pneumonitis.
- A constant exposure to mould of pregnant women can increase the chances of suffering a miscarriage.
- The mould Monascus purpureus is used to produce red rice yeast. It has shown to help reduce levels of bad cholesterol.
- It can eat a variety of things including wood, fabric, and sometimes even plastic and metal.
- Mold removal is the process of removing the growth from a building. The only way to get rid of it is to remove everything that has mould.
- There are several types of molds on the basis of their color but the color rarely tells anything useful about it.
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Declan, Tobin. " Facts for Kids about Mold ." Easy Science for Kids, May 2020. Web. 31 May 2020. < https://easyscienceforkids.com/mold-facts/ >.
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Tobin, Declan. (2020). Facts for Kids about Mold. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/mold-facts/
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Collaboration is a powerful thing!
On Thursday, March 12th, authors and educators Jennifer Serravallo, Kristin Ziemke, and Katie Muhtaris teamed up to talk about considerations for distance learning in these uncertain times for schools. They went live on Facebook to discuss not only ways to structure home learning with digital tools, but also to share considerations for schools to ensure safety, equity, and access.
The recording is embedded here with the hopes that the information helps you and your schools make sound decisions in the name of kids both now and in the coming weeks. Below the video, you'll see an infographic created by Amplify and Read the World coauthors Kristin Ziemke and Katie Muhtaris.
Free Online Resources by Kristin Ziemke and Katie Muhtaris
Jennifer Serravallo is the author of New York Times’ bestseller The Reading Strategies Book as well as other popular Heinemann professional books, The Writing Strategies Book; Teaching Reading in Small Groups; and The Literacy Teacher's Playbook, Grades K–2 and Grades 3–6. Her newest books are Understanding Texts & Readers and A Teacher's Guide to Reading Conferences as well as the Spanish-language counterparts to her strategies books, El libro de estrategias de lectura and El libro de estrategias de escritura.
In Spring 2019, Jen’s new Complete Comprehension: Fiction and Complete Comprehension: Nonfiction was released. This assessment and teaching resource expands upon the comprehension skill progressions from Understanding Texts & Readers and offers hundreds more strategies like those in The Reading Strategies Book.
Kristin Ziemke is an urban school educator and the co-author of Read the World: Rethinking Literacy for Empathy and Action in a Digital Age, Amplify: Digital Teaching and Learning in the K-6 Classroom and Connecting Comprehension and Technology. Recognized as an international expert in literacy, inquiry, and technology, Kristin works with schools around the world to develop learning experiences that are student-centered, personalized, and authentic. She dedicates her research and writing to developing engaged and empowered students that empathize, understand, and care about the world. Currently serving as a resident teacher and innovation specialist for the Big Shoulders Fund, Kristin is an Apple Distinguished Educator, National Board Certified Teacher, and Chicago Council on Global Affairs Emerging Leader. This is her third book with Heinemann and her work has been featured by Apple, ISTE, EdWeek, Mindshift, and Scholastic.
Katie Muhtaris has enjoyed teaching and learning with her students in the Chicago Public School system for the many years. She is co-author of Read the World: Rethinking Literacy for Empathy and Action in a Digital Age, Amplify: Digital Teaching and Learning in the K-6 Classroom. Katie is Nationally Board Certified as a Middle Childhood Generalist and holds a Master’s Degree in Teacher Leadership. In addition to her devotion to her students, Katie also leads staff development in person around the country and digitally around the globe on Inquiry-based learning, technology integration, and reading comprehension strategies. Katie is the author of the blog Inquiry Live in the Classroom where she writes about her day-to-day teaching practices and seeks to connect with educators around the world.
You can connect with her on Twitter @KatieMuhtaris


PBS - Africa
The companion web site to PBS's program 'Africa'. The "teacher tools" section contains lesson plans and also a teacher's guide for the tv program.
African Odyssey Interactive
African Odyssey Interactive is an initiative of the John F. Kennedy Center for the Performing Arts, with the purpose of promoting an ongoing exchange of ideas, information, and resources between artists, teachers, and students of African arts and culture. The "K-12 African Arts and Teaching Resources" section provides links to resources for teaching about the arts and culture of Africa.
Art and Life in Africa Project
A companion web site to the Art and Life in Africa CD-ROM Project of the University of Iowa. The site contains an online version of the Teacher's Guide, a databank of 47 lesson plans, and profiles of 107 African Cultures and 27 Sub-Saharan African Countries.
Africa Guide: Internet Resources, Education
An excellent collection of links on the topic of Education. Part of the Africa South of the Sahara directory, which also includes many more topics. Maintained at Stanford University.
H-AfrTeach discussion list
H-AfrTeach, a discussion list whose mission is to provide a stimulating forum for considering the possibilities and problems involved in teaching about Africa. It is intended for a wide audience, encompassing educators, students and others with an interest in teaching about Africa at all educational levels.
Teachers' Guide to African Art
Excellent teacher's guide from the de Young Museum in San Francisco.
PBS: Africa for kids
Under the "make a mask" project there is a nice video clip of a Dogon dance.
Lesson Plans and Teaching Tips from Boston University's African Studies Center.
Education programs at Smithsonian's National Museum of African Art
Information about the museum's tours, films, lectures, workshops and other curriculum resources.
Judy Decker's Art Education Resources
This site was created by Judy Decker, an art teacher. It should be a great resource for other art teachers who are looking for interesting content on the internet. Under "lesson plans" there are several ideas for incorporating african art into the classroom, and also samples of student work (which is great!). There is also a valuable collection of African art links. Browse around the site, there is a lot more there relating to Africa than you might notice at first.


FREE Interactive Louis Pasteur Quiz – Fun Science Quiz for Kids
Enjoy this Easy Science for Kids Louis Pasteur Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Louis Pasteur. You need to answer all the questions to be able to get your score. You can do this fun quiz about Louis Pasteur again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Louis Pasteur.
About the Louis Pasteur Quiz & FREE Online Quizzes
Our fun easy science quizzes are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Louis Pasteur quiz helps your kids learn fun facts about Louis Pasteur while enjoying this FREE interactive quiz for kids.
If your child is home-schooled by you, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5, doing this free and fun interactive science quiz on Louis Pasteur.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times they can read about the quiz topic, before they do the actual easy science quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Louis Pasteur quiz answer they think is correct, and at the end you get the Louis Pasteur quiz score. Your child can try again and again, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this interactive science quiz for kids about Louis Pasteur? Check out all our other fun FREE quiz questions for Kids and other fun science facts for kids. Get lengthy info here.
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Declan, Tobin. " FREE Interactive Louis Pasteur Quiz – Fun Science Quiz for Kids - ." Easy Science for Kids, May 2020. Web. 29 May 2020. < https://easyscienceforkids.com/free-interactive-louis-pasteur-quiz-fun-science-quiz-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). FREE Interactive Louis Pasteur Quiz – Fun Science Quiz for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/free-interactive-louis-pasteur-quiz-fun-science-quiz-for-kids/
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- Power of Bleach
- Comparing Surface Tension of Liquids with Pennies
- Ice Cream Chemistry
- Using Distillation to Purify Water
- Filter Water with Dirt
- Build a Balloon Barometer
- Build Your Very Own Seismograph
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5 Ways To Get The Most Out Of Music Lessons
These guidelines will help you have a successful, rewarding experience learning an instrument. These are practical tips that we have discovered from years of teaching hundreds of students in Monmouth County each year.
How young is too young? Starting at the right age.
Adults can start an instrument at any time. Their success is based on their commitment to practice. We teach many adult beginners. Our Preschool program starts at infancy with Musical Me and continues for 4 and 5 year olds with our Intro to Music class.Choose a School Which Offers a Choice of Group or Individual Lessons for beginners
At the Academy of Music and Drama we start private piano and violin lessons no younger than 5 years old. At this age the child has begun to develop longer attention spans and can retain material with ease.
- Guitar - Acoustic or Electric
8 years old is the earliest we recommend for guitar lessons. Guitar playing requires a fair amount of pressure on the fingertips from pressing on the strings. Children under 8 usually have small hands and may find playing uncomfortable. If you have a 7 year old who is very serious about guitar, we offer an introductory lesson to determine if we can teach the student.
- Electric Bass
Bass guitar students are usually 10 years old, but again, we will meet with 9 year olds if they are committed to the instrument.
We teach fundamentals of reading rhythms and coordination in addition to teaching basic drum parts to particular songs on a full drum kit. We recommend beginner drum students be at least 8 years old so that they can reach the pedals with their feet.
Generally speaking - 9 to 10 is a good age to start any of the band instruments including trumpet, saxophone, trombone, flute and clarinet. At this age the child has the stamina and physical development to play wind instruments.
Different students require different teaching approaches.
Some students progress best with the peer interaction and class motivation of a group session. Other students prefer the focused concentration of a one on one individual lesson. Once a student is more advanced it will be necessary to take private lessons to master the advanced techniques of an instrument or voice with individual attention. Make sure that your student has the option to choose the learning style that is best suited for them.
Take Lessons in a Professional Teaching Environment
Learning music is not just a matter of having a qualified teacher, but also having an environment that is focused on music education. In a professional studio a student will not be distracted by T.V., pets, telephones, siblings or anything else. With only 1/2 to 1 hour lesson time each week, a professional studio environment can produce far better results since the only focus at that time is on learning music.
Make Practicing Easier!As with anything, improvement in music requires practice. One of the main problems with music lessons is the drudgery of practicing and the fight between parents and students to practice everyday. Here are some ways to make practicing easier.
- Time - set the same time to practice everyday so it becomes a part of a routine or a habit. This works particularly well for children. Generally speaking, the earlier in the day the practicing occurs, the less reminding the parent has to do.
- Repetition - we use this method when setting practice schedules for beginners. For a young child 20 or 30 minutes seems like an eternity. Instead of setting a time frame, we use repetition. For example, practice your warm-up exercises 4 times a day and your piece 5 times a day. The child then does not pay attention to the amount of time they have practiced but knows if they are on repetition number 3 they are almost finished.
- Rewards - Parents can encourage children to practice by granting them occasional rewards for good practice. At our school we reward our young students with stars and stickers on their work. Praise tends to be the most coveted award - there is just no substitute for encouragement on a job well done. Sometimes we have a week with little practicing, and in that case there is always next week.
- Use Recognized Teaching Materials
There are excellent method books developed by professional music educators that are the backbone of our music program. When using these methods, students learn to read music, fundamentals of music theory and harmony - how to speak the language of music. These materials ensure that the student has a well rounded and thorough introduction to his or her instrument.
The fifth way to get the most out of music lessons is have fun!


Activity 5.1 - Translate the evidence for the audience
1 - Introduction
Remember that non-specialists are not the primary audience for a scientific journal, so you will have to do the hard work and translate numbers into more manageable terms. There are key differences between the person that sits down to read a journal article, and someone who might not be seeking out your work. Here are a few with some implications:
- Literacy and numeracy skills will vary, so removing this as a barrier where possible is essential.
- Even if fairly numerate, a non-specialist audience might not have the time to dig deep into the numbers in your research.
- Non-specialist audiences are more likely to understand the significance of numbers if they have something relatable to compare it to.
- Non-specialists may need additional support in understanding the risk of something e.g. actual risk versus perceived risk; individual versus population risk; absolute versus relative risk.
- Wider audiences increasingly consume content in a ‘snack-like’ way, wanting smaller snippets of information that can be consumed quickly e.g. Twitter. This has implications for the statistics you choose to communicate.


Grade Retention has been a contentious item. Parents sometimes have asked schools to retain their child and schools have often decline.
Now with schools closed, Florida Governor Ron DeSantis has told parents they now have the right to keep their child in the same grade. The logic being, without remedial reading help for 3 months, many students may not be ready to be promoted.
This makes sense given three major factors:
- With prevailing standards, there is a significant increase in difficulty from one grade to the next – especially between third and fourth grades where there is a shift from learning to read to learning to read
- Next year, teachers will be required to cover what was not covered this year and next year’s curriculum. Therefore, the pace will be faster than ever
- It is now possible and probably likely that schools will be closed from March through August. A student that was below grade level in March is likely to find the curriculum even more difficult. For those who were further behind the challenge will even greater
Beat Grade Retention By Focusing on Reading
Most parents will reject grade retention, and we understand that. We recommend that at the very least you:
– Read with your child 30 minutes every day
– Turn the text on TV and slowly lower the sound on your TV — this will encourage word recognition skills and build language- Have more discussions with your child and help them build their language skills.=
– Use tools like Learning Ally and Audible for kids – which is free for kids as of April 1st. Audible provides many stories.
Learning Ally is a very comprehensive set of books. Call us at 561-361-7495 for a subscription at a very reasonable price. Learning Ally allows your child to both hear the book and follow the text.
These actions will help, but the far better option is intensive remediation.
As the chart below shows, a third grade who is a year and a half behind may be:
– Two years below grade level by the time the next school year starts
– A year and a half behind with a concerted effort
– Able to get back to grade level with the right intensive remediation
3D Learner Offers Intensive Remediation to Beat Grade Retention
Grade retention is a legitimate option and it might be right when you child is:
- Well below grade level and/or
- Among the youngest in his or her class is struggling
At the 3D Learner Learning Center, we see this time period as an unprecedented amount of students to catch up. With an hour a day effort 5 day a week effort, a student can make dramatic gains with the right help.
Based on our 23 years of experience, we know that many students can:
- Improve their visual processing, working memory and processing speed
- Dramatically improve their vocabulary, math skills and reading comprehension – often by 2, 3 or 4 grade levels
- Be better prepared for next year and beyond with the right help
But, the challenge is with social distancing and “stay-at-home” orders, how does a student accomplish this?
The 3D Learner Learning Center, we have temporarily closed our physical location, and we are offering:
- Assessments that can be done:
- Initially on line using our Success Assessment that screens for a learning difference, attention and visual processing challenges
- Online with more comprehensive assessments
- One on one services using Zoom software. We have used this for several years with out of state clients, and recently we started using it with local clients. The response has been very promising
- Brain training to improve working memory, visual processing and/or processing speed
- A Reading Comprehension and/or Visual Processing program
- Based on demand, we may offer small group training via zoom
- We will be providing Facebook Live conversations each day at no cost — for more information visit our 3D Learner Facebook page
The 3D Learner Difference
- Our program was developed when we were given some negative use. We find that highly motivated parents often make great clients
- We work on the foundational skills required to succeed. We help students to:
- Improve their word recognition and sight word vocabulary
- Attention and visual processing
- Reducing anxiety
- Working memory
- Reading speed and comprehension
- Helping parents to be the coach and advocate their child needs
- We have been helping students go from Stress to Success in Months Not Years
If your child is either facing a grade retention risk and/or has significant upside potential either
– Take our no cost Success Assessment with your child. You will get immediate feedback and you can then call us at 561-361-7495 for a no cost Stress to Success Strategy Session
– Call us at 561-361-7495


Sight reading and aural tests are often a dreaded part of music exams but they don’t need to be feared. Piano Star Theory establishes dynamics and articulation so that young pianists can become familiar with the concepts. Sight reading after beginning stages often has dynamics omitted, which can make it very hard for students. Piano Star Theory cleverly uses the visual prop of a megaphone that amplifies sound in the shape of a crescendo mark to help students understand music gradually getting louder. Actually putting dynamics onto the music and playing it allows students to practice writing the terms. Encouraging students to think about the different musical effects that they can have on the music is great way to making them comfortable with playing music dynamically. Piano Star Theory uses a ‘pizza illustration’ for a fun dynamics quiz along with dynamic detective activities! It is important to identify a sound before linking it to a symbol and if a student can’t identify how legato or staccato sounds aurally, they will struggle to perform it themselves. Piano Star theory provides some practical examples that can be played. Visual representations are cleverly used in Piano Star Theory in a way that children can easily relate - they include a ‘smooth cat for legato’ and ‘spiky hedgehog for staccato’If you’re wondering how you can incorporate some of these techniques into your lesson you could try this activity: Play some legato and staccato passages to your student and ask them to identify them as legato or staccato, perhaps even using images of a Cat (for legato with a phrase mark) and a Hedgehog (for staccato with dots above a note).Piano Star Theory is packed with quizzes, aural tasks, singing and playing activities with exercises, crosswords and games all to make music theory accessible to all. Opportunities to compose and wonderful clear theoretical explanations of tricky concepts such as time signatures and the grand stave will all work together to make music theory not only understandable but a huge amount of fun!
Sight reading for young pianists
11 months ago
Karen Marshall is a private, peri and classroom music teacher from York. An award winning author she has written 17 publications to date including ABRSM Piano Encores and joint edited Piano Star Grade 1. She is a co-author of the beginner piano method, Get Set! Piano as well as being trained in teaching music to special needs students. She is passionate about all children having access to a good quality music education.
- How to keep motivation and keep making progress when preparing for an exam By Charlotte Tomlinson
- Five top tips on how to work with your accompanist By Charlotte Tomlinson
- How to avoid teaching burnout By Charlotte Tomlinson
- How parents can build and maintain a good relationship with the teacher By Charlotte Tomlinson
- How teachers can build and maintain a good relationship with the parents By Charlotte Tomlinson
- How to practise performing for your exam By Charlotte Tomlinson
- Advice for after the exam By Charlotte Tomlinson
- Guitar Competition By ABRSM
- An Effective Teacher is a Reflective Teacher By Liz Giannopoulos
- Sight reading for young pianists By Karen Marshall


How to Teach an Aerobics Class
How to Teach an Aerobics Class
To teach an aerobics class, you have to have a (near) perfect balance of skill, energy and enthusiasm to keep your students going for the length of the class -- and to keep them coming back. The proper certification can help you learn the foundational skills, but after that it's up to you to choose the right music, give the right cues and inspire and motivate your students.
Most employers require group fitness instructors to be certified. Even if you work independently, certification through an accredited organization such as the American Council on Exercise, or ACE, ensures that you've taken the classes, read the materials and passed the exam necessary for you to lead an aerobics class safely. You'll learn basic anatomy and kinesiology, nutrition and weight management, group exercise design and planning, exercise selection and injury prevention and business skills.
Certain types of aerobics, such as Zumba, may offer a proprietary certification. You typically attend a weekend or multi-weekend workshop to learn the skills necessary to teach that specific type of aerobics.
Find a Location
There are many places you can teach aerobics classes. You can find employment at health clubs, gyms, community centers and boutique fitness studios. You can also work independently, teaching at community centers, schools and retirement homes or renting private space. When you find a location, take note of the size of the room and the number of students you expect to have so you can plan your routines accordingly.
Unless you have years and years of experience, advance planning is a must. Design your class according to the ages and fitness levels of those that will be attending. For instance, if a gym has hired you to teach aerobics to seniors, you'll want to plan a lower-impact routine than you would for younger participants.
Plan each move or series of moves. Write down each step and rehearse it so you know exactly how the sequence goes. Think of modifications you can offer to make moves more or less challenging depending on the fitness level of your students. Write down the various moves that you want to incorporate into your routine, and plan your time accordingly. In the beginning you might want to keep your "cheat sheet" nearby for reference.
Plan your cues so that they are clear and easy to follow. Lead a friend or family member through the routine and ask for feedback on choreography, cueing and music.
Read more: Fitness Instructor Class Ideas
Choose Your Music
Appropriate music is crucial for teaching a good aerobics class. Choose music that's too slow and your students won't be challenged; choose music that's too fast and they'll have problems keeping up.
According to the International Fitness Association, you should choose music with the appropriate number of beats per minute, or BPM, for the type of aerobics you are teaching. For example:
High-impact aerobics: 135 to 160 BPM
Low-impact aerobics: 133 to 148 BPM
Step aerobics: 120 to 127 BPM
Most importantly, make sure your routine is in sync with the music. Not only is an off-beat routine annoying to your students, but it can also cause injuries from trips and falls if students can't find the rhythm.
Stay in Character
You can approach each class as if you have a role to play, even if it comes naturally to you. Stay upbeat and enthusiastic through the entire class. If you forget a step or you have technical difficulties, keep the students moving and don't lose your cool. Continually offer words of encouragement if you see students who are struggling to keep up. After class, make sure everyone leaves feeling positive and accomplished.
Ask for Feedback
While it may hurt your self-esteem as an instructor to hear that you moved too quickly, didn't cue well or needed better music, student feedback is the only way that you'll know what to improve on for the next class you teach.
Read more: Step-Aerobics Instructor Training


Inclusive education: reasons for hope
Making schools accessible to everyone, including children with disabilities, raises both challenges and hopes. It’s a goal that Handicap International is doing everything possible to achieve and, for Estelle Kougougou, who manages these projects in Burkina Faso and Niger, it’s a challenge we can meet.
Estelle Koudougou, Handicap International's Inclusive Education project manager in Burkina Faso with two children. | © Handicap International
Estelle Koudougou’s experience as a teacher and her current role as coordinator of Handicap International’s inclusive education projects sum up just how far the project and its aims have come.
“To start with, as a teacher, I was faced with the challenge of including a child with disabilities in my class. But I soon realised that I was the one with the problem, not him. I was the one who lacked the training to communicate with him and to help him learn. It felt like a revelation. And then I joined Handicap International and I had the opportunity to focus all of my energy on finding practical ways of including children with disabilities in schools in a village, then a region, and now at national level in Burkina Faso and Niger.”
“Once a child has mastered sign language, the whole class grasps the basics in no time”
Starting in a handful of schools, the experimental approaches taken by Estelle and her colleagues are pointing the way forward.
“The challenge now is to reproduce these experiments elsewhere, but we know it’s possible. We experimented with transitional inclusive education classes for children with hearing impairments and then visual impairments, which was rewarding, and we presented the ministry for education with a model that works. In these classes, children learn sign language or Braille, and the basics of the primary school curriculum. They attend mainstream schools and the children play together at playtime. Students from the transitional classes then follow the standard curriculum, with teachers trained in sign language or Braille taking over the teaching. What’s funny is seeing how fast the whole class learns the basics of these new languages so they can communicate with their new friends.”
“We’ve all got a lot to learn from each other”
Just like students learning together in the same classroom, when education and disability operators from countries taking part in the regional inclusive education project (APPEHL ) meet they learn a lot from each other.
“The experimental approaches developed in each country are different, and we always see new ideas emerging that are worth reproducing elsewhere,” explains Estelle. “We’re gaining momentum and we need to build on that by getting as many people interested as possible over the long-term. Educational standards in Burkina Faso increasingly cover things like teacher training, teaching aids and even the physical accessibly of school facilities. The needs of children with disabilities are gradually being taken into account in education policies and ministerial action plans. Community attitudes are steadily changing too, and we have every reason to think that these advances will continue into the future.”
Estelle never stops learning either. Alongside her work for Handicap International, she is currently studying for a master’s degree in
“The educational accessibility, remediation and inclusion of students with special education needs” (APRIBEP) at the Académie de Versaille. As part of her studies, she will be visiting France in October to meet with disability and inclusive education professionals, particularly those who work with or are interested in the use of digital technology in the education of children with disabilities: “Of course, you never stop learning. The main thing is to keep on moving forward and to feel we’re going in the right direction. The children we worked with several years ago have completed their school studies and are now in occupational apprenticeships, and the ministries we talk to are increasingly open to what we’ve got to say. All of our efforts are worth it. We have every reason to hope that, by working hard, one day schools really will be inclusive and accessible to all.”


URBD5803 Sustainability and Cities
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Recently the world's urban population reached 50 per cent of the world's total, and by 2050 this will likely increase to two-thirds. While cities are hubs of innovation and culture, they also use over two-thirds of global energy and produce around 70% carbon emissions, as well as other forms of air pollution. Cities also use vast quantities of fresh water and materials which in turn creates solid, liquid wastes, airborne pollution, affecting human health and destroying natural systems. This unit seeks to: convey an advanced level of understanding of the sustainable development challenges facing humanity in general, and cities in particular, including energy and climate change, resource depletion, water scarcity; and prepare students to apply theories and tools to manage the transition to sustainable urban development.
- Students are able to (1) interpret the impact on urban theory of the body of literature related to environmental awareness and sustainable development; (2) demonstrate an advanced appreciation of cities as complex urban systems; (3) demonstrate a critical awareness of the challenges of growth in a world constrained by climate change, resource scarcity and biodiversity loss; (4) evaluate the sustainability performance of buildings and precincts; and (5) apply the principles of sustainability and resilience to the urban design process.
- Indicative assessments in this unit are as follows: (1) participation; (2) reports; and (3) seminar presentations. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Adjunct Professor Bill Grace
- Contact hours
- 36 hours
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- This unit is taught by the Australian Urban Design Research Centre.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Hobbies Playing Music Types of Classical Concerts Share PINTEREST Email Print Getty Images Playing Music Music Education Basics Music History Music Lessons Music Theory Playing Guitar Playing Piano Home Recording By Espie Estrella Espie Estrella is a lyricist, songwriter, and member of the Nashville Songwriters Association International. our editorial process Espie Estrella Updated June 20, 2018 There are several different types of classical concerts that are differentiated based on the number of performers, the instruments used, the genre of music being performed and other factors. Here are the most common types of concerts: Chamber Orchestra Concerts Hill Street Studios / Getty Images Generally, the orchestra in this type of concert is composed of 40 or fewer musicians who perform with or without a conductor. There are also other types of chamber orchestras based on the number of musicians, the kind of instruments used and the type of music performed. Children's or Family Concerts Hill Street Studios / Getty Images This type of concert is less formal and shorter than other concerts. It features young instrumentalists belonging to a school, a church or a family of musicians. The number of performers, the types of instruments and the repertoire varies. This type of concert often appeals to the whole family. Choral Music Concerts JoseGirarte / Getty Images This type of music is performed by a group of singers known as a choir. The size of the choir varies; it can be as few as three singers or as huge as a hundred singers. For example, Gustav Mahler's Symphony No. 8 in E Flat Major earned the title "Symphony of a Thousand" because it requires a large chorus and orchestra. Choirs may sing a capella or accompanied by either a few instruments or a full orchestra. Concert Band Concerts Caiaimage/Martin Barraud / Getty Images This type of concert consists of musicians playing percussion and wind instruments, but other types of instruments may be added depending on the music piece. Concert bands are also called wind ensembles, wind bands, symphonic bands, etc. The repertoire varies; from classical to contemporary music. There are also different types of concert bands such as school bands and community bands. Opera Anna Peisl / Getty Images An opera combines music with several other elements including costumes, stage design, singing, and dancing. Most operas are sung, with no spoken lines. The music is either performed by a small group of musicians or a full orchestra. Music that has been pre-recorded may also be used. There are several types of opera; such as comic opera, also known as light opera. Comic opera usually tackles light, not so delicate subject matter where the ending often has a happy resolution. Recitals T.S. Elliott / Getty Imges This type of performance highlights the skill of an instrumentalist or a vocalist. Although recitals generally pertains to a solo performer, it can also feature two or more performers playing an instrument together or two or more singers. Symphony or Philharmonic Orchestra Concerts Tetra Images - Hill Street Studios / Getty Images A symphony concert features a large number of musicians that are led by a conductor. Each instrument family is represented - brass, woodwinds, percussions, and strings. Sometimes additional performers are added such as a soloist or a chorus.


The overall goals of the art program at St. Katharine Drexel Catholic School are to motivate students to express themselves visually and creatively through artistic thought and action while they build a foundation of art knowledge and skills through the Elements of Art and Principles of Design:
The elementary art program enriches the entire curriculum in so many ways and at each grade level students will:
- Practice problem solving and critical thinking.
- Learn about history and culture through art.
- Learn to more effectively use their senses to explore the world.
- Use both verbal and nonverbal methods to express abstract ideas and emotions.
- Learn to trust their creative intelligence.
- Learn concepts and techniques that will give them control of the visual images they produce.
- Learn to identify aesthetic qualities in a variety of artwork and in the environment.
- Learn the language of visual art so that they have a precise vocabulary in which to express their ideas.
Art education is for all students. It provides learning opportunities for the artistically talented, as well as for students who may never produce art outside the classroom. In whichever category your child is in, art class will be a learning, encouraging and enriching part of your child’s day.
Meet the Instructor
Mrs. Parisian holds a BFA in Design Graphics and has worked for over twelve years as a Graphic Artist in New York City. As a Young Rembrandt’s Teacher of five years, she has taught budding artists throughout several elementary schools in Bucks County how to draw. Currently, she is the Art Teacher at St. Ignatius of Antioch in Yardley and prior to that taught art for two years at Queen of Angels in Willow Grove. Mrs. Parisian believes that nurturing self-expression through the arts is an essential part of a child’s education. Being able to pass on her love of art and seeing the joy it brings to her students, has been most rewarding and something she looks forward to everyday.


Modern art has at all times been attracting the worldwide art lovers since many years and it have a big place on this planet of art. Lately, school curricula in the United States have shifted closely towards common core subjects of studying and math, but what concerning the arts? We use mathematical techniques to assist discover novel insights, even in nicely-studied work. 22 , 23 Also, we excluded articles about art education or art in skilled career growth.
Smith has adopted the Greenfield, California, college as a part of Flip-around Arts, a public-private program developed by the President’s Committee on the Arts and Humani-ties (PCAH). Four major therapies emerged: music engagement, visible arts remedy, movement-primarily based artistic expression, and expressive writing.
Many preschool applications emphasize using scissors as a result of it develops the dexterity kids will want for writing. Noticing particulars in work throughout a school tour, for example, helps practice college students to think about details in the future. Oil Portray – Detailed details about oil portray and the way it has evolved and been used throughout artwork.
Lois Hetland and Ellen Winner, who’re affiliated with the education analysis group Mission Zero at Harvard University, have performed systematic evaluations of the research literature and located little credible evidence that the advantages of the arts transfer to other academic subjects.
Periodical indexes (in databases) determine and find the articles revealed in magazines, journals and newspapers. This NAEYC publication focuses on each understanding and doing creative arts with younger youngsters. However artists are difficult these portrayals and notions of magnificence and physical difference.


Who We Are…
We build strong, trusting relationships that develop the confidence and sensitivity needed to share ideas and create solutions within our schools, families of schools and school district.
Our Vision, Values and Goals
Our VISION is to provide world-class instruction and a rich diversity of engaging programs to inspire success for every student and bring communities together to learn, share and grow.
Our shared VALUES of trust, respect, responsibility and collaboration set the tone of how we relate to one another in pursuing our common goals.
Our six high-level GOALS are to:
- Expand - the availability of best instructional practices and enriched curriculum
- Encourage - the growth of collaborative, adaptive and personalized learning environments
- Develop - and promote innovative and sustainable programs
- Provide leadership - in environmental education and sustainability practices
- Strengthen - and expand reciprocal community relations
- Nurture - an inspiring and healthy work environment
Our vision, values and goals take us above and beyond our mandate in the pursuit of the highest level of service we can provide to students and the community.
As part of our heritage we acknowledge and honour the history of culture of the Skwxwú7mesh and Tsleil-Waututh Nations upon whose unceded traditional territory we reside.
|The North Vancouver School District is a vibrant learning community where expertise is developed and shared across school sites. This expertise includes the development of universal classroom practice through to more targeted and intensive instructional support. Key to the ongoing initiatives are the Pillars of Educational Practice (curriculum, instruction, assessment, and social emotional learning) and Universal Design (universal practices, targeted practices and intensive practices of student supports). Some of the programs offered within this framework include:|
|Outdoor Learning – Cheakamus Centre|||
Cheakamus Centre (Outdoor School) for K-12 students includes field studies, youth leadership, outdoor recreation, and other direct experiences in nature intended to instill in young learners a sense of respect and appreciation for the natural world.
The Skwxwú7mesh Nation, Tsleil-Waututh First Nation and Métis Nation of British Columbia are key partners in ensuring success for students of Indigenous ancestry. Indigenous Education Program delivers culturally-appropriate educational programs and services to support the academic and personal success of students who self-identify as being of Indigenous ancestry.
Founded in 1968, the International Baccalaureate® (IB) is a non-profit educational foundation offering four highly respected programs of international education that develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world.
A partnership with mainstream schools to provide students with flexible, innovative and personalized pathways to graduation through interactive and engaging online experiences. A combination of online and face-to-face interactions to create a blended approach to learning.
|Band and Strings|||
The Elementary Band and Strings program is a unique instrumental music program that is distinct to the North Vancouver School District. It is one of the finest instrumental programs in British Columbia and complements the BC Ministry of Education's Arts Education curriculum. The Program provides school-based instrumental instruction to students in the intermediate grades (Grades 5 - 7 for Band and Grades 4 - 7 for Strings).The Elementary Band and Strings program
|Artists for Kids|||
Artists for Kids is a unique, self-sustaining art education venture operated by the North Vancouver School District in British Columbia. Our innovative partnership with more than 50 of Canada's most prominent artists, art educators and the community at large, provides inspiring, highly relevant educational experiences for thousands of young people annually. We have enhanced art education in schools, encouraged students to pursue their own artistic abilities, have helped more people discover great Canadian art.
Our highly specialized academies enhance the curriculum for students by providing learning environments that concentrate on a focal skill set. Students work towards graduation while accelerating their knowledge and development in an area of interest that can form a foundation for future lifestyles and careers.


Using FIVES for Writing: Communicating, Thinking, and Learning Effectively by Mary Shea and Nancy Roberts is written for all teachers who wish to improve their students’ writing skills, regardless of subject area.
Based on years of hands-on classroom experience and research, this book breaks down the steps for both reading with understanding and writing with confidence:
- Recognizing writing as a fundamental life skill
- Identifying all pre-writing considerations
- Visualizing the plan for an ABBC paragraph
- Expanding the process to an effective essay
- Synthesizing information from multiple sources
The authors’ previous book, The FIVES Strategy for Reading Comprehension (2016), guided educators through effective reading instruction. Now, in Using FIVES for Writing: Communicating, Thinking, and Learning Effectively, Shea and Roberts expand their technique to help students of all grades meet the standards for writing competence.
Product Code: BPP180004
ISBN: 9781943920303 | 07/23/18
"This book gives teachers tools to teach writing across any content area. It would serve as a great developmental tool for educators in a K-12 setting."
- Tracy Lewandowski, Educator, Lincoln County School District
"Shea and Roberts provide a valuable resource for teaching writing which will help teachers to break down the complex thinking needed for making and supporting claims."
- Julie J. Henry, Ph.D., Professor and Chair, Elementary Education, Literacy and Educational Leadership
"The book demonstrates a sure-fire format for constructed responses – the ABBC strategy – in order to provide students with a powerful navigation system in crafting their constructed responses painlessly, concisely, clearly - and, best of all, one that hones their critical thinking skills at the same time."
- Rosanna DiMillo Sandell, JD, Administrator, Lockport City School District
"Written in a clear voice with a logical structure, Shea and Roberts present an ideal resource for teachers working with a variety of students in a collaborative and supportive environment."
- Rosemary Murray, Ed. D., Professor Emerita, Graduate Education and Leadership Department , Canisius College
"Presented with strong research support, the new FIVES is a fitting complement to The FIVES Strategy for Reading Comprehension (2016) and most suitably geared for teachers who are preparing student to efficiently communicate in today’s techno/global society."
- Maria A. Ceprano, PhD, Department of Elementary Education and Reading, Buffalo State College
"Thank you for providing fatigued educators with a practical, yet effective framework, that incorporates standards-based expectations, rigor, and purposeful writing into all grade levels and genres.”
- Melinda Andolina, Reading Specialist, Adjunct Professor, Graduate Literacy Canisius College
"Using the FIVES strategy, teachers can easily identify the baby steps to becoming strong readers and competent writers."
- Nicki McCullough Calabrese, Ph.D., Canisius College
"This book is a pragmatic teaching tool, vetted in practice, and tied to research. Using FIVES For Writing is powerful enough to be implemented as a standalone to enhance writing in the classroom and serves as a perfect companion to The FIVES Strategy for Reading Comprehension.
- Ryan Schoenfeld, Ed.D., Educator/Administrator of 25 years


Numeracy is the capacity, confidence and disposition to use mathematics to meet the demands of learning, school, home, work, community and civic life.
This perspective on numeracy emphasises the key role of applications and utility in learning the discipline of
Students need to have the necessary skills to engage with the mathematical demands of the curriculum. In contemporary society, mathematics has a fundamental role in enabling cultural, social and technological advances and empowering individuals as critical citizens.
Through the teaching of Mathematics, we endeavour to enhance all students’ natural curiosity about the world around them and develop and preserve an interest in, and enjoyment of, mathematics, as well as develop the fundamentals on which mathematical
The Catholic Education Office, in partnership with schools, leaders and teachers from primary and secondary schools, aims to improve the mathematical understandings and numeracy skills of all students in Catholic schools.
Through the collaborative efforts of The Catholic Education Office, schools, leaders, teachers, and the community we will:
- ensure teachers have the required content knowledge and pedagogical knowledge for effective professional practice to improve student learning outcomes in mathematics.
- promote the need for teachers to provide a comprehensive challenging mathematics curriculum for all students
- build on differentiated learning to enable identification of students’ learning needs through assessment for learning practices and then to build quality learning experiences that meet and extend the needs of each learner
- reinforce teachers are familiar with language as a key variable in learning, providing appropriate scaffolding in language (both home and Standard Australian English) to build bridges between the home and school
- provide a diverse and extensive range of learning resources to assist all staff with the implementation of the mathematics curriculum
- support schools to implement a variety of assessment tools to access students prior knowledge and growth in learning.
- deliver a wide array of comprehensive and ongoing professional learning for all staff in mathematics
- advance the capacity of school Principals, Assistant Principals, Curriculum Coordinators, Data Informed Practitioners, Mathematics Coordinators and leaders to effectively interpret and monitor school improvement data in mathematics
- assist all Catholic schools to make informed decisions for continual improvement in mathematics


Resources › For Educators The Magic Wand Ice Breaker Share Flipboard Email Print Earl Richardson / EyeEm / Getty Images For Educators Teaching Teaching Adult Learners An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Deb Peterson Education Expert B.A., English, St. Olaf College Deb Peterson is a writer and a learning and development consultant who has created corporate training programs for firms of all sizes. our editorial process Deb Peterson Updated January 23, 2020 If you had a magic wand and could change anything, what would you change? This is an icebreaker that opens minds, considers possibilities, and energizes your group when the discussion is dead. It's perfect for a classroom full of adults, a corporate meeting or seminar, or any group of adults gathered to learn. Ideal Size: Up to 20, divided into larger groups.Time Needed: 15 to 20 minutes, depending on the size of the group. Materials Needed A flip chart or whiteboard, and markers if you want to record the results, but this will depend on your topic and reason for playing. It isn't necessary. A fun wand of some kind to pass around would add to the fun. You can usually find one at a hobby shop or toy store. Look for Harry Potter or fairy princess merchandise. Instructions for Use During Introductions Give the magic wand to the first student with instructions to give his or her name, say a little something about why they chose your class, and what they would wish for regarding the topic if they had a magic wand. Example introduction: Hi, my name is Deb. I wanted to take this class because I really struggle with math. My calculator is my best friend. If I had a magic wand, I'd have a calculator in my head so I could do math instantly. Instructions for Use When Discussion Dries Up When you're having trouble getting your class to participate in the discussion, get the magic wand out and pass it around. Ask students to share what they would do with a magic wand. If you think your topic should be eliciting creative responses from your students, but isn't, keep the magic on the topic. If you're open to a little fun and craziness to liven things up, open the magic to anything at all. You might produce some laughter, and laughter heals almost everything. It definitely energizes. Debriefing Debrief after introductions, especially if you have a whiteboard or flip chart to refer to, by reviewing which magic wishes will be touched on in your agenda. If used as an energizer, debrief by asking the group to discuss how their magic wishes can be applied to your topic. Encourage wide open thinking. The sky is the limit. Sometimes two seemingly different ideas can be combined to create a great new thought.


Study: Training Improves Brain Performance of Students in Poverty
Dr. Jacquelyn Gamino
The cognitive effects of poverty can be mitigated during middle school with a targeted intervention, according to researchers at the Center for BrainHealth at The University of Texas at Dallas.
In a paper published in the journal Frontiers in Human Neuroscience, researchers examined the efficacy of cognitive training in a large and diverse group of seventh- and eighth-grade public middle school students as compared to students who received no specific training.
“Previous research has shown that growing up in poverty can shape the wiring and even physical dimensions of a young child’s brain, with negative effects on language, learning and attention,” said Dr. Jacquelyn Gamino, director of the Center for BrainHealth’s Adolescent Reasoning Initiative and assistant research professor in the School of Behavioral and Brain Sciences at UT Dallas. “What this work shows is that there is hope for students in poverty to catch up with their peers not living in poverty.”
The research team studied 913 middle school students from varying socioeconomic backgrounds, accounting for any diagnosed medical or learning differences. Of those students, 556 received cognitive training and 357 served as a comparison group. The protocol included pre- and post-training assessments, in which all adolescents were asked to read several texts and then craft a high-level summary, drawing upon inferences to transform ideas into novel, generalized statements and recall important facts.
“What this work shows is that there is hope for students in poverty to catch up with their peers not living in poverty.”
The students who received the Center for BrainHealth-developed cognitive training called SMART (Strategic Memory Advanced Reasoning Training) completed 10 45-minute sessions over a one-month period. The SMART program was provided by research clinicians and consisted of hierarchical cognitive processes that are explained and practiced through group interactive exercises, and pen-and-paper activities using student instructional manuals.
“Much focus has been put on early childhood learning and brain development — and for good reason,” Gamino said. “However, extensive frontal lobe development and pruning occurs during adolescence, making middle school a prime opportunity to impact cognitive brain health.
“Existing studies show that a large percentage of students in middle school are not developing inferential thinking entering high school,” she said. “The cognitive gains demonstrated after short-term, intensive training in this research suggest that middle school is an appropriate and beneficial time to teach students strategies to enhance understanding and the ability to infer global meanings from information beyond the explicit facts.”
Cognitive tests indicate that students living in poverty showed as much as a 25 percent increase in gist reasoning, or the ability to derive abstracted meaning from information presented, after training. Those results were comparable to the gains made by their peers living above the poverty line. Additionally, the SMART-trained group, regardless of socioeconomic status, showed significant generalized gains and as much as an 18 percent improvement in increased memory for facts, even though this skill was not specifically targeted in training.
“The ability to use inference to abstract meaning from incoming information as trained in the SMART program is a skill crucial to future life success. It applies to both academic and informal learning activities such as reading a school assignment, listening and taking notes from a lecture, watching a movie or television program, or having a conversation with a friend,” Gamino said.
Findings also revealed gender differences among the students. Seventh- and eighth-grade girls showed significant improvement after receiving the SMART training, as did eighth-grade boys, regardless of socioeconomic level. After training, seventh-grade boys showed improvement in fact retention but not gist reasoning.
The Center for BrainHealth’s Adolescent Reasoning Initiative has provided training to more than 300 teachers and 30,000 teens across the country. The research team is planning to expand its study to determine whether cognitive training closes the academic achievement gap by conducting longitudinal research and comparing standardized test scores.
The research was funded by the state of Texas, the AT&T Foundation, the Meadows Foundation and the Pickens Foundation.
Media Contact: The Office of Media Relations, UT Dallas, (972) 883-2155, [email protected].