As the worldâs environment and natural resources continue to rapidly diminish, Lee Gil Rae constructs enormous forests of copper to capture the beauty and intricacy of trees in permanence. His most recent gallery, Pine Tree, contains a surreal, leafless forest that one can meander through, with spiraling branches that appear organic and lures viewers to follow the curves and notches of aged tree bark. The branches fan out, tipped with wisps of copper that represent the needles of the pine trees. With rapid deforestation, Leeâs trees are a symbol of the artificial, man-made nature that cities have constructed to emulate natural landscapes, even as natural environments are removed to make room for the ever expanding population.
Lee compares the working process of connecting copper pipe to adding touches of brush strokes to Oriental paintings. The molding process is symbolic as trees which are strong and full of vitality are broken down into their fundamental shapes and natural states. The copper pipe materials resemble the texture of tree bark, and his sculptures transform the physical properties of plant life into modern, mechanical forms.
âMy concept for the Tree Series is to depict trees at their strongest and fullest vitality. It can be said that the shape of trees as natural objects expands one's vision of nature and an Oriental mise-en-scene is created through the laborious and intensive weaving process,â he explains.
Lee graduated from Kyunghee University in Korea after studying in the department of art education, and obtained his Masters in the discipline of sculpture, and has been crafting sculptures from steel and copper pipe for 20 years. His other artistic subjects have included abandoned castles, archaeological excavations, creation, and cohesion. He has participated in several exhibitions in Korea, America, and Japan and been featured in numerous permanent collections.
All images via Lee Gil Rae.


At home, there are a lot of things you can do to help develop your childâs numeracy skills, here are just 6:
- Help your child develop a growth mindset about math.
- Talk about math and point out ways you use math everyday. Do math out loud. Add, subtract, multiply, divide, estimateâ¦do it out loud so your child can hear your thinking.
- Play games that involve math with your child. Games that use dice and spinners (e.g., hide and seek, hopscotch, Snakes and Ladders, Sorry, and Trouble) help with counting. Games using playing cards (e.g., Snap and War) help with comparing and ordering numbers. Games that use strategy (e.g. Guess Who, Checkers, Labyrinth, Sequence, and Chess) help develop logic. Puzzles, Tangrams, Blokus, Nowhere to Go, Pentomino, Rush Hour, Q-Bitz, and Tetris help develop spatial reasoning. Monopoly and Life help with currency. Battleship helps children get familiar with the coordinate grid system.
- Make fractions part of your daily life. Use them when cooking, dividing up a cake, comparing who ate the most pizzaâ¦
- Point out patterns everywhereâ¦in nature, shapes, floor tiles, numbers, cell phone plansâ¦
- Read stories to them with math themes (refer to the âLink to Literacyâ).
At Home Online Engagement and Support
There are a variety of online programs that can promote a love of mathematics and provide support for children. Here are a few that are available to the students of the Hamilton-Wentworth Catholic District School Board:
Prodigy is an online math game that allows your child to develop his/her numeracy skills while exploring various magical worlds. While most children have been given an account by their teacher, parents are able to link to their childâs account to view his/her progress.
SuccessMaker (also known as Home Grown Math Success) is an adaptive online Math program for Grades 1 to 8 students that is aligned to the Ontario curriculum. If you are interested in having your child work on this program, please contact your childâs teacher.
e-math+ is designed to support grade 3 to 6 students on their mathematical journey. It contains a variety of tools, such as videos, virtual manipulatives, and a glossary, that are helpful for children and parents as they work through their school work. Students access their e-math+ accounts from the mynelson.com website and log in using the information provided by their teachers.
Mathify (Click the Mathify icon within myClass):
Mathify (formerly known as Homework Help) is an innovative platform provided by TVO and the Ontario Ministry of Education. This site focuses on mathematical help for Ontario students. It is an enriched online classroom tool providing a seamless learning experience for Grade 7 â 10 students, as well as providing live after-school math tutoring with OCT math teachers.
Ontario Certified math tutors available 5:30-9:30pm ET, Sunday to Thursday.
For more ideas to help develop your childâs numeracy skills and online resources, please check out the PDFs below.


We know that teaching students specific reading strategies, such as finding the main idea, summarizing, and analyzing text structureâand when to use themâhelps students become successful readers. Metacognitive strategies concern the readerâs planning, monitoring, and evaluation of the tasks at hand.https://www2.ed.gov/programs/readingfirst/support/compfinal.pdf
What is comprehension?
There are several types of comprehension. This section focuses on langauge comprehension and reading comprehension. Langauge comprehension refers to the ability to understand, retain, and act on information that you take in by listening. Reading comprehension involves taking in written communication from non-fiction or fiction sources.
When understanding text, the words and phrases are indexed to embodied (that is, perception, action, and emotion) experiences to create a simulation of the content of the text. Because this simulation is in a format intimately related to the body, it can be used to guide action.https://files.eric.ed.gov/fulltext/EJ1070457.pdf
Why does comprehension matter?
[Reading comprehension strategies can be broken into] 12 categories, all of which can involve self questioning: Comprehension Monitoring, Graphic Organizers, Listening Actively. Mental Imagery, Mnemonic Instruction, Prior Knowledge Activation, Question Answering, Question Generation, Text Structure, Summarization, Multiple Strategy Instruction with and without Reciprocal Teachinghttps://www.readingrockets.org/content/pdfs/original_readingcompalert.pdf
How can I tell if comprehension is an issue?
You can have strong language comprehension, but weak reading comprehension or vice versa. You can have strong comprehension of fiction, but weak with reading non-fiction. All of these skills can be developed but require careful consideration as to what is contributing to the difficulty. For instance, someone who has a hard time reading due to weak phonemic awareness, may have a hard time understanding what they read because of the effort it takes to read. Others may struggle with language comprehension because of unidentified hearing issues. Or someone may appear to have comprehension issues because they have a hard time explaining themselves clearly and would benefit more from developing their oral langauge skills.
How does reading comprehension issues impact learning disabilty instruction?
People with dyslexia may have strong language and reading comprehension (when they are reading without effort. Stealth dyslexia is the ability to read inaccurately and great effort butwith strong reading comprehension. ADHD, down sydnrome, and autism are diagnosis that usually have some element of langauge and/or reading comprehension issues.


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Arthur Von Ferraris (1856 - c.1928)
Arthur von Ferraris was truly a citizen of the world at a time when that designation was relatively rare. He was born in 1856 in Galkovitz, Hungary, a small agricultural town. Like so many European regions in 1848, Hungary experienced a major reform movementâin this case to oust the longstanding Hapsburg rulers in Vienna.
Von Ferrarisâ first move was to Vienna during his teenage years, where he was able to understand the language, and begin his art education. His first teacher was the Viennese artist, Joseph Matthaus, who specialized in portrait painting. Intriguingly, Matthaus had fought for reform in Vienna in October 1848, and had been sentenced to death for high treason. He was later pardoned and went on to establish a career painting the leaders of Austrian society. The young von Ferraris must have known of his mentorâs political activitiesâperhaps even supporting the same ideals. He did not stay long in Vienna however, leaving for Paris in 1876.
After settling into life in Paris, von Ferraris studied with Jules Lefebvre at the AcadÃ©mie Julian, and then with Jean-LÃ©on GÃ©rÃ´me at the Ecole des Beaux-Arts. Both these instructors were advocates of classical educational methods, teaching students to draw first, and then to paint. Von Ferrarisâ earlier training in Vienna provided him with a solid foundation, facilitating his smooth progress through his studies at the Ecole. He began exhibiting at the Salon des Artistes FranÃ§ais in 1881, just a year after beginning his studies with GÃ©rÃ´me.
The next notable journey for von Ferraris began in the winter of 1884-85 when he traveled to Egypt with his friend, Ludwig Deutsch, an Austrian painter who was also living in Paris. Undoubtedly GÃ©rÃ´me encouraged the trip as he so often did when students expressed an interest in Orientalist imagery. By the late 1880s, von Ferraris had set up a studio with another Orientalist painter, Charles Wilda, on the Boulevard de Clichy.
Regrettably, the peripatetic nature of his work, combined with his natural wanderlust, has left some gaps in the history of von Ferrarisâ life. Although there is documentation of his presence in 1920s Vienna, his death can only be dated to an unspecified time after 1928.


Is copying bad in art?
In my experience within art education communities, there is a deeply held belief that copying anything in art is harmful. Itâs true that copying anotherâs work and passing it off as your own is clearly unethical. But copying other artists has long been one of the most efficient ways to transfer artistic skill and information from one generation to the next.
A music teacher does not ask the novice trumpet player to compose a symphony in their first lesson. Instead, she asks that the student learn the already discovered fingerings, the already discovered musical notation, and the already discovered techniques for posture, breath control, etc. In fact, trumpet students inherit a massive amount of technical knowledge before attempting something as complex as writing an original symphony.
Yet in many art classrooms today, with no training whatsoever, we ask students to âdo what they feelâ and create âoriginalâ artwork. The result of this informationless approach is that students are incessantly reinventing the wheel. I cannot tell you how many students believe that they uneaerthed xyz drawing concept because they were forced to rediscover it when no one taught them it already existed.
One of the most efficient ways to transfer known artistic skills is through the use of mastercopies. This is very similar to having music students master known songs, such as Mary Had a Little Lamb, in order to practice low level skills before advancing to more complex tasks.
The Sazuki Method, created by Japanese violinist Shinâichi Sazuki during the mid 20th century, is a widely adopted and effective pedagogical model for teaching music and is used throughout the world.
When learning music using the Sazuki method, students are first asked to imitate, or make mastercopies of, short simple works. After mastering these simpler works, they are tasked with more complicated variations of those works as well as additional songs that they can imitate in order to learn their instruments. This progression of copying increasingly more difficult works helps students to master skills. As the students progress through the course of study, they gain foundational knowledge on which to draw on throughout their musical career.
For many centuries, training in the arts followed a similar method for transferring known knowledge to new students.
Nearly every recognized master of painting â Da Vinci, Degas, Delacroix â advocates the constant and regular copying of the masters in order to advance artistic skill sets. Surely all these geniuses cannot be wrong. The taboo of copying in art education must be replaced with a healthy respect for learning through studying what is already known as the masters strongly admonish us to do.
By first mastering the techniques, ideas, and skills that have already been discovered, students can explore truly new ground without wasting time and effort on what is already known.
What do you think? Should art students complete mastercopies to hone their skills? Let me know in the comments below.
Want to help your students learn from matercopies? Check out these free art lesson plans.


Differences among Korea, India, and China
Korea, China and India are the countries that have historical backgrounds that make each of them renowned all over the world. These countries have unique attributes that make them stand out to the whole world. Korea is a divided country of eastern Asia. It occupies a peninsula, about 450 miles in length, between the Sea of Japan and the Yellow Sea. China and a tip of the Soviet Union border Korea on the north. The nearest Japanese islands are about 30 miles away, in the Korea Strait. Since 1945, Korea has been divided into two political unitsâthe Democratic Peopleâs Republic of Korea (North Korea) and the Republic of Korea (South Korea).
They are separated by a demilitarized zone, about 2 Â½ miles in width, along the armistice line established in 1953 at the close of the Korea War. The total area (including the demilitarized zone) is 85,049 square miles. North Korea occupies 46,540 square miles and South Korea 38,025 square miles. Virtually all the inhabitants of the peninsula are Koreans. They are a Mongoloid people, who apparently migrated in prehistoric times from what is now Manchuria. The Korean language is believed to be unrelated to any known tongue. There is, however, a strong infusion of Chinese words in the vocabulary.
A phonetic alphabetâoriginally 28, now 24 lettersâhas been in use since 1443. In South Korea offer a free education and compulsory through six years of primary school, which begins at age six. It is followed by three years of middle school and then three years of high school (Choi, 2003). The chief institution of higher learning is Seoul National University. In North Korea, education is free and compulsory through five years of primary school (which begins at age six), four years of middle school, and two years of high school. The major institution of higher learning is Kim II Sung University at Pyongyang. Technical education and the teaching of Communist ideology are stressed in North Korean education.
On the other hand, India or Republic of India is a country in southern Asia and a member of the British Commonwealth of Nations. India is an English word derived from the Sanskrit sindhu, which means river and was originally applied to the part of the Indus River now in Pakistan. In Hindi, the official national language established by the Indian constitution, the nation is called Bharat. India has more than 800 languages and dialects.
The constitution declares Hindi the national language, but English is also an official language in government and is widely used. The constitution establishes for use in government 14 other major languages. In addition, education is primarily the responsibility of the state governments. The union, or central, government coordinates facilities and standards in the states, administer education in the union territories, and controls four universities and certain special schools (Brown, 2005).
While China or the Peopleâs Republic of China is a country in eastern in eastern Asia. It is sometimes called Communist China or Mainland China to distinguish it from the Republic of China to distinguish it from the Republic of China, or Nationalist China, situated on the offshore island of Taiwan (Formosa). Both governments claim to be the rightful rulers of all China, but the Communists have been in firm control of the mainland since 1949 and since 1971 have been recognized by the United Nations as the legal rulers. Chinese, a Sino-Tibetan language, is spoken by most of the people in China.
There are a large number of dialects, the chief being Cantonese, Fukienese, and Wu. The official language is the Mandarin dialect, officially called putonghua (common speech), which is understood by about 70 percent of people. Other languages include Tibetan, spoken in Tibet and parts of China Proper; Turkic, in Sinkiang; Mongol, in Inner Mongolia; and Thai, in parts of southern China (Barnett, 2006). With regards to its educational system, elementary education, depending on the program being pursued, lasts five or six years. Lower secondary education lasts three years; upper secondary education, depending upon the school, two or three years. China has an extensive adult-educational program, particularly to teach literacy. About one-fourth of the population is illiterate.
Barnett, A.D. (2006). Modernizing China: Post-Mao Reform and Development (Westview Press).
Brown, J.M. (2005). Modern India: the Origins of an Asian Democracy (Oxford University).
Choi, Woonsang (2003). Korea: a Chronology and fact Book (Oceana).


Kaboom! Watching and listening to a thunderstorm can be exciting, but you wouldnât want to be out in it. All thunderstorms make lightning and lightning is dangerous. Lightning happens when ice and water particles bump around inside thunder clouds. As they bump into each other, they create an electric charge. When the charge connects with electrical charges on the ground, lightning strikes.
Lightning is most likely to hit tall objects, including trees, mountains and people â anything that stands up from the ground. Thunderstorms can happen at any time of the year, but they happen most often during the spring, summer and fall. They also happen most often in the afternoon and evening. There are more than 1,800 thunderstorms every day on Earth.
Fun Facts about Thunder and Lightning for Kids
- Lightning kills more people every year than tornadoes or hurricanes â about 75 to 100 people.
- If you can hear thunder, lightning is nearby.
- When lightning strikes it makes a hole in the air called a channel. After the lightning is gone, the hole collapses. The sound you hear when the hole collapses is thunder.
- You can hear thunder up to 15 miles away. You can see lightning up to 100 miles away!
Thunder and Lightning Vocabulary
- Particle: small pieces
- Tornado: severe wind storm
- Collapse: fall down or break
Learn More All About Thunder and Lightning
Check out this interesting video all about thunder and lightning:
A video explaining why there is thunder and lightning.
Thunder and Lightning Q&A
Question: Can you tell how far away a storm is?
Answer: When you hear thunder, start counting until you see lightning. Now divide the number of seconds between the thunder and lightning by 5. Thatâs how many miles away the storm is. Say, for example, you counted 10 seconds between the thunder and lightning. 10 divided by 5 equals 2. The storm is two miles away.
Question: What should you do in a thunderstorm?
Answer: Get to shelter, such as a building or a car, quickly. If there is no shelter, get down on your hands and knees and tuck your head down. If your hair stands on end or you feel tingly, lightning is about to strike. Donât go near trees or water in a thunderstorm.
Enjoyed the Easy Science for Kids Website all about Thunder and Lightning info? Take the FREE & fun all about Thunder and Lightning quiz and download FREE Thunder and Lightning worksheet for kids. For lengthy info click here.


Some creative activities that can be developed in children
Creativity can be described as a gift that is not bestowed on everyone. Creative people are the ones who had changed the course of history and thus the world too. But they can be identified easily, and the skills can be improved if they are found on the onset. Creative people are always in lookout of new ideas, with the spirit remaining intact even if adversities attack them all the time. When it comes to children, how does it impact them? How can we identify the creative sparks in children? It is by constant observation and understanding that we can identify the creative talents of children. This blog will discuss some of the creative activities, that can be developed in children.
Who wouldnât feel ecstatic when listening to the moonlight sonata of Beethoven? Music can permeate and pervade the soul. It can elevate one to absolute bliss. We can think about improving and deciphering music talents in children. The first way is to find the best music education available for the children. Introduce to them the greatest of composers. This is the way, by acting as a catalyst for their curiosities, we can improve their musical talents. They can also participate in musical competitions so that their self- confidence will get a boost.
This is also a very important activity like music. When children can play out different characters, it will help in their public speaking skills, as acting in front of many people would help in shedding the inhibition. Childrenâs creativity will improve and they will become more confident. If the school has a drama club or any arrangements about drama, the more the better.
Reading is purely an aesthetic activity, as it should be construed in that way. By reading books, children will develop wings and soar high into new horizons of imagination. But how can we inculcate the habit of reading in children? This seems to be the million-dollar question, and also a contentious one. By encouraging them to read by extolling the virtues of reading, this can be done. What kind of books children should read? Some suggestions include-: Tristram shandy ( Laurence Sterne), Works by R.K. Narayan ( Especially his malgudi days), Works by H.G.Wells ( He was a pioneer in science fiction), R.L.Stevenson (Kidnapped, treasure island), One thousand and one nights, The Pancha tantra and the Jataka Tales. Children can mingle and interact with the characters, especially in works such as one thousand and one nights, where they can fly on the magic carpet with Aladdin and the genie, and laugh at the miserliness of Qasim.
There is an inherent relationship between reading and writing. When you read more, you will understand the more the nuances of writing like how to form a plot, character formation etc. Talented children will pick up fast and march towards glory.
Children are our hopes for a better tomorrow. By guiding them appropriately, we can pave their way to success.


Beat the Summer Slump: 3 Activities to Help Your Child Read This Coming School Year
Summer is a time of family bonding, celebration, and losing hard-won progress in school. But it doesnât have to be! Establish summer-fun traditions and routines that help your new reader gain ground instead of losing it. Do some family bonding while reading!
- Shared Reading.
Pick a book that will interest your child at a reading level they can keep up with, and as you read, enlist their âhelpâ by having them track the text with their finger. Then, stop, and let them take a turn reading to you. Switch back and forth. If a word is difficult, tell them the word and write it down. You can include it in a game later.
This âshared readingâ builds fluency and confidence with the written word and helps make time reading together constructive and enjoyable.
- Create a movement game.
Children learn better when their bodies, as well as their minds, are engaged. To practice new words and letter patterns, print words in big letters on sheets of paper. Then make a game where your child jumps to the word, or throws a bean bag onto the word as you call it out. Take the time to practice that word in a multi-sensory manner, sounding it out as you trace the letters that stand for each sound or, for words that donât follow phonics rules, clapping as you spell it.
- Celebrate progress in a big, visual way.
Create a large chart of the words your child has learned, decorated with pictures of their favorite superhero, cartoon or sports figure. Make a bar graph of how many books youâve read together. Create a paper-chain with new words, so together you can watch progress as the snake moves across the house all summer long.
Do something so your child can see, in a big, visual way their progress toward becoming a stronger reader. Big, visual reminders are great for pulling in the whole family, and for reminding you that itâs time to read!
Summer never has to be a slump for your reader. If you need more support in helping your child catch up with their peers or pull ahead of the pack this summer, contact Advantage Tutoring. With more than 20 years experience creating effective home learning programs, weâre confident that together we can design a system that empowers your learner to finish this summer stronger than they started.
Cathy Pelzmann is a certified reading specialist with a Masterâs degree in Special Education. Her undergraduate degree is in elementary education and she has completed additional graduate work in teaching reading.


this assignment is due in 9 hoursâ¦â¦ must have done in 9 hoursâ¦.. no late workâ¦.. Child Developmentâ¦â¦
Fill out the attachmentâ¦.. based on California USA â¦..
Fill out the attachment DRDP
You can make up a child name and date of birth must be 11/08/2016 on form
Watch video which has more information on how to fill out DRDP
2. Print and complete
measure from each domain. From your observations, work samples, interactions with the child, how would you assess them?
(7 measures x 3 points = 21 points) The following measures are off the Preschool Instrument. If you choose infant/toddler or school-age the numbers of the measures may be different, but you still need to choose a variety of measures from across the domains to have 7 total.
: Approaches to Learning: Self-Regulation (7 Measures)
: Social and Emotional Development (5 Measures)
Language and Literacy Development (10 Measures)
You can skip Domain #4: English Language Development as it may not apply to the child you are observing.
Cognition, including Math and Science (11 Measures)
Physical Development: Health (10 Measures)
History â Social Science (5 Measures)
: Visual and Performing Arts (4 Measures)
Domain #4: English Language Development is for children whose home language is something other than English. Therefore, you do not have to do this domain (unless you choose a child who is a non-English speaker â then you can do it for your own information!)
You must record evidence for each measure (an anecdotal record.) The DRDP is so nice because it gives you so many examples of what to look for as evidence. It can be a brief comment that the child made, a conversation you had with the child, etc.
Write a one paragraph conclusion (typed, double-spaced = 5 points):
What did you discover about this child (what are the childâs strengths and weaknesses)?
What action steps will you take to assist the child in their developmental progression (including adding materials to your classroom; scheduling, space, supervision)
What is one way that the DRDP will be useful for you in providing a quality program for the children in your care?
What is one challenge you see in using the DRDP? What is one question you still have about using the DRDP?
Look at âsampleâ attachment for example


Photo Credit: @arekeworkuphotography
As a new parent or soon to be mom/dad, you have probably heard the terms, fine motor and gross motor development. These developmental skills are often referenced in magazine articles and even on toy packaging. But for those of you who hear the terms "fine and small motor, large or gross motor development" and find yourself wondering: âwhatâs the differenceâ? Then wonder no more!
Photo Credit: @emmaadelebf
According to the Encyclopedia of Childrenâs Health, âMotor skills are actions that involve the movement of muscles in the body. They are divided into two groups: gross motor skills and fine motor skills.â Gross or large motor skills include any large movements that are made by arms, legs, feet or even the body as a whole. While fine or small motor skills are smaller actions that require the use of muscle groups like the hands, wrists, toes, fingers, lips and tongue. Usually both types of motor skills develop simultaneously, since so many skills require the combined effort of both small and large muscle groups.
Photo Credit: @babyledeverythingg
Fine/Small Motor Activities
Just like large motor skills, small motor skills continue to change and evolve into new skills throughout the stages of development. As an infant, fine motor skills can include grasping objects or using the lips and tongue to taste various things. As the child grows, new skills get added to this category of development through actions like: holding a fork or learning to use a pencil or scissors. Small and large motor skill development go hand-in-hand. Through each new skill children continue to master developmental milestones. Continued practice through play and other activities only encourages and supports a childâs ability to control each muscle group. Now that you know more about the types of motor development, here are some ways to support your child through play as they develop their motor skills.
Photo Credit: @ocean_akin
Gross/Large Motor Activities
Activities that encourage gross motor or large motor development continue to change as the child grows and develops. Infant and baby activities that would be considered a gross motor skill include: rolling over, sitting up or crawling. As the child grows, additional skills continue to be added to the gross motor category, such as: walking, running or jumping.
Toys for fostering Gross/Large Motor Skills


Todayâs news review looks at coverage of the Key Stage 2 results we released yesterday.
Key Stage 2 results
Yesterday the Department published the results of this yearâs Key Stage 2 tests and teacher assessments. These are the first results to be released under the new tougher primary school curriculum, introduced in 2014.
The results show:
- 53% of pupils met the new expected standard in reading, writing and mathematics;
- 66% of pupils met the new expected standard in reading;
- 70% of pupils met the new expected standard in mathematics;
- 72% of pupils met the new expected standard in grammar, punctuation and spelling; and
- 74% of pupils met the new expected standard in writing.
We have made it absolutely clear that the results are not comparable to those from previous years because this is the first year we have assessed pupils under the new more rigorous system.
Most of today's media coverage makes this important point clear and the Guardian, the Mail, the Times and the Telegraph all report that in individual subjects the vast majority of pupils reached the expected standards.
Russell Hobby, General Secretary of the NAHT, is quoted in the Mail incorrectly saying that children are being branded failures â this is not the case. Key Stage 2 results are used to measure pupilsâ progress in order to assess how schools are performing and whether individual pupils need extra support. Key Stage 2 results do not follow pupils through their school careers and not meeting the expected standard should not be an indicator of failure, these are simply a reflection of how well children this year have performed against a new curriculum.
Education Secretary Nicky Morgan said:
Nothing is more important than ensuring that young people master the basics of reading, writing and mathematics early on. The simple truth is that if they donât, theyâll be left playing catch up for the rest of their lives. Thatâs why as part of this Governmentâs commitment to delivering real social justice, we have raised the bar on what counts as a good enough standard in the 3Rs for our children by the end of primary school.
We know we are asking more, but weâre doing that because we are committed to giving young people the best start in life - and todayâs results show there is no limit to pupilsâ potential. This is the first year we have assessed pupils under the new more rigorous system and it is no surprise that this yearâs results look different to previous years but despite that the majority of pupils have achieved above and beyond the new expected standard.
I want to thank all those involved in the tests this year â including teachers and parents â for supporting pupils through the transition to a more rigorous system. It is important that all involved see these results for what they are â a reflection of how well children this year have performed against a new curriculum. I believe this is a good start that vindicates our decision to raise standards and will help ensure those who need extra help get the support they need to lay the foundations for a bright future.
For more information on primary assessment, have a look this information for parents published by the Standards and Testing Agency in June and our article on five things you need to know about primary assessment.


âEvery man is an artist.â Joseph Beuys
Here at Low Ash we believe an art education is essential to create a well- rounded, well prepared learner . We hope to develop and foster valuable life skills that can be easily transferred to other subjects, boost overall academic achievement, enhance well-being/ self-esteem and lead to better future work opportunities. By exploring ideas and recording their experiences, we hope to develop proficiency in drawing, painting, sculpture and other art, craft and design techniques. We want to promote creative problem solving skills, fine and gross motor skills, language skills, socials skills, decision making, risk-taking and encourage inventiveness.
By teaching how to evaluate and analyse creative works, we aim for children to know about great artists, craft makers and designers. This in turn will deepen their understanding of aesthetic judgement relating to artistic ideas.


Sing Up will be closed for the Christmas holiday 23 Dec - 3 Jan
A Music Education Consultant is working with North Tyneside Hub to bring singing to more Primary Schools.
Recent studies are looking at the positive impact of singing on our memory
A special song for a special occasion
We're looking at ways singing together can help spread the word about World Peace Day on 21 September.
We're looking at the ways teachers benefit from singing together as much as their students do.
Find out how singing has transformed school life and the wider school community at Highfield Infants and Junior Schools in Bromley.
How to make a difference to pupils by harnessing the musicians and creatives from your local community
Save the date in your diary and help us spread a little singing
How can a research partnership between the Cincinnati Boychoir and the Cincinnati Children's Hospital help you teach and reach more boys going through adolescence?
Being Head of Music at an international school comes with some unique challenges and opportunities. Charlotte Rakowski gives some advice on using singing to level the playing field for students.


Recommendations for science education, including elementary education, highlight instructional practices such as using discussion to promote deep understandings of science. A task facing science teacher educators is to craft instruction to support teacher candidates (TCs) to develop skills that will encourage such practices in classrooms. In 2011, we developed and implemented a class activity âthe Supported, Collaborative Teaching Model (SCTM)âto focus TCsâ attention on key aspects of science teaching. The SCTM, which is designed around the idea that practical experience is critically important to teacher education, involves having TCs teach science to elementary students in three different grade levels three different times throughout the semester. In this study, we examine the outcomes related to two newly added components of the SCTM: focused video reflections and the use of the Charlotte Danielson Framework for Teaching (FfT; Danielson, 2013). In this study we asked: In what ways do the SCTM and focused video reflections support TCs in crafting opportunities for students to develop deep understandings of science? Interviews and reflections from eight TCs were analyzed to examine the impact of the SCTM. Our analysis indicated that the focused video reflections based on the FfT coupled with the SCTM provided tools for growth and for documenting this growth. We describe areas in which TCs indicated they had developed as teachers, as well as the structures that contributed to shifts in practice in these different areas.
This is an Accepted Manuscript of an article published by Routledge an imprint of Taylor & Francis Group in Journal of Science Teacher Education in 2018, available online at doi: 10.1080/1046560X.2018.1512362
Wenner, Julianne A. and Kittleson, Julie. (2018). "Focused Video Reflections in Concert with Practice-Based Structures to Support Elementary Teacher Candidates in Learning to Teach Science". Journal of Science Teacher Education, 29(8), 741-759.


Free Flashcards for the
Sometimes, itâs all those little terms that can throw you on a test question. Thatâs why we include free flashcards for the GACE test in our prep materials. We hope youâll use them to review some of those terms and procedures youâll need to know for the GACE test. Donât forget to try out our free study guides and practice questions, too.
Select a Flashcard Set to begin
Table of Contents
Sections of the GACE
Test II Health Education, Physical Education, and the Arts
There are numerous terms and teaching procedures with which you need to be familiar in the areas of physical and health education and the arts. Use these flashcards to check your progress in this and to review some of the most important ones.
Test II Mathematics
Elementary school math covers a lot of ground, translating into a huge number of terms and teaching procedures. Donât let any of these trip you up on the test. Use these flashcards to review some of the most important concepts.
Test II Science
Elementary school science instruction is full of terms and specific procedures. These flashcards will help you review some of the most important ones and really be ready for this test. Use them to be sure you know the concepts thoroughly.
Test I Reading and Language Arts
There are many specific terms and procedures used in elementary education, and youâll need to be fluent in those related to reading and language arts instruction. Use these flashcards to study some of the most important ones so they donât trip you up on test day. For additional review, check out our free practice questions and study guides for all sections of the GACE Elementary Education tests.
Test I Social Studies
Teaching social studies at the elementary level may not be as thorough or strenuous as that on higher grade levels, but it still covers a lot of ground. Youâll need to be really familiar with numerous terms and teaching procedures. Use these flashcards to review some of the most important concepts.
Now that youâre secure in your knowledge of some of the most important terms and ideas youâll see on the GACE test, go out there and ace that thing! Weâre dying to hear how it goes for you, so be sure to let us know by reaching out on Twitter, Pinterest, Facebook, Instagram, or YouTube. If youâd rather send us an email, you can do so at firstname.lastname@example.org. Weâd love to hear from you!


Key Stage 2 Maths
During KS2, your child will have to master a wide range of maths skills, such as adding, subtracting, multiplying and dividing, as well as doing mental calculations and solving problems using time, measure or money. By the end of Year 6 your child should have a secure grasp of their times tables up to 12.
You can support learning at home in all these core areas and more with hundreds of KS2 maths worksheets, games and activities.
Search all Maths worksheets by category
Key Stage 2 Learning Journey
There is a Maths Learning Journey programme for each year of KS2, covering all the core areas of learning your child will be expected to master in maths during Year 3, Year 4, Year 5 and Year 6. Work through the 40 worksheets that comprise each programme in order, or pick those that cover topics you know your child is struggling with, and by the end of the school year you can be sure your child's learning is on track.
Maths is a core skill within the primary national curriculum. As we use maths every day, it is also a vital skill for life. But, some of us still dread our child coming home and asking for help with their maths homework, as learning methods and terminology are sometimes different from how we were taught.
If this sounds like you, you'll find the Maths Homework Helper eBook an immensely useful resource for two reasons. Firstly, it collates the main topics your child will need to know. Secondly, it acts as a refresher course for you, so you can revisit each topic and understand just what your child is learning during class time. It covers the crucial topics of numbers, using numbers, measures, shape and space, and data handling, so you and your child will be able to learn, understand and use maths skills in everyday situations.
There are also helpful rules to remember, a jargon-busting guide to key maths language, plus tips and ideas to help your child continue their learning away from their text books. With Maths Homework Helper, you will never be stumped by your child's primary maths homework again!
KS2 Maths Booster packs
Put KS2 numeracy skills into action with hundreds of activities to boost your child's knowledge and confidence. Covering all the core learning objectives for Years 3-6 in maths, you'll discover fun ways to support learning in these fantastic booster packs:
Discover a range of learning packs for core KS2 maths learning skills
There are learning packs for many of the tricky areas of KS2 maths, filled with information for parentsand practical activities to help your child master the topic. Here are some great packs to get started:


If you feel a sense of accomplishment when you help others reach their goals and you enjoy working with children, being a teacher could be a great career option for you to explore. Teachers get to work closely with their students to support their growth and success both inside and outside of the classroom while developing meaningful relationships with their students year after year.
Below you will find general guidance on the steps to take to become a teacher.
Most teachers will begin their journey by completing a four-year undergraduate degree. The most direct route to take is to study elementary or secondary education, which will ensure you have all of the required coursework completed when applying for certification.
Another popular option is to complete a degree in a non-education discipline and then tack on the extra classes needed to meet the certification coursework requirements. The extra coursework may come in the form of undergraduate credits, or you can complete a Masterâs degree focused on Education.
Part of your coursework will include teaching experience in the form of an internship at the schools local to your college or university.
After completing your degree, teachers will need to complete certification exams in their content area. It is important to check your specific stateâs Department of Education (DOE) requirements for certification because there is a variation from state to state.
In general, you should expect to take at least one exam in your content area, whether that is elementary education, mathematics or any of the other teaching fields. Some states also require you to take a second exam that tests your pedagogy skills and classroom management.
After you earn a passing score on your exam, you will need to complete any additional requirements such as CPR training, background checks or fingerprinting. Ensure you use a credible background check company that is accepted by your DOE.
Finding a Job
After you have completed your education and certification requirements, the next step towards a career in teaching is finding a job. One great way to begin your job search is to see if the school at which you completed your internship is looking to hire for your position. When you are starting as a new teacher, established relationships within the school can be extremely helpful.
If you did not earn a college degree in a relatable field, there are plenty of bridge programs to help non-educators transition into a career in teaching as well.
You may also like: How To Become An Intern And Develop A Career In A Hedge Fund
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Description: Key features of Stuctured Literacy, SL, approaches include (a) explicit, systematic, and sequential teaching of literacy at multiple levels-phonemes, letterâsound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure; (b) cumulative practice and ongoing review; (c) a high level of student- teacher interaction; (d) the use of carefully chosen examples and nonexamples; (e) decodable text; and (f) prompt, corrective feedback.
Description: These are some interactive apps/websites that could be used to support literacy skills practice.
Description: This module will explore the components of the basic structure of the English language and multisensory strategies to deliver instruction. You will find introductory slides that explain this approach, links to documents and reports, and video clips to demonstrate and support your use of the approach being presented.
Description: This toolkit helps families and schools work together to support childrenâs literacy success in and out of school. You will learn: Tips for starting or enhancing discussions about literacy instruction and intervention Ways to increase your joint understanding of evidence-based literacy practices Strategies for addressing concerns about childrenâs literacy development together This toolkit includes: An Online Tutorial Supplemental Materials Talk and Interact Often Dicuss Literacy...
Description: Teaching Phonemic Awareness with Puppets using Sound Isolation- This short video shows the basics of using sound isolation and how to model some activities using a puppet. This is best done in a small group where the teacher can monitor student responses. You also want to focus on one type of sound isolation. The activity is enhanced by using pictures, too. Phoneme Isolating: Bag-of-Sounds- This is a comprehensive description of phoneme isolation with a lesson plan.


The first step is always the most difficult. But you must learn to crawl before you walk - build strength and confidence before you start acting. Whether you want to play the Guitar at home or decide to have a guitar class with your teacher once a week, learning the basics and practising can help you gradually master more advanced skills.
It may not be as exciting as playing your first solo or playing chords for your favourite songs, but small things like learning the names of strings and different parts of the Guitar can help you build greater familiarity with the instrument.
Whether you learn to play the wooden Guitar or the electric Guitar or decide to learn to play the bass, finding the right instrument is significant. For new players, buying the first Guitar is an exciting experience. Although you tend to judge according to appearance, it is important to weigh some factors when choosing a guitar suitable for you, including the type of timbre you like, your budget, and even your body. Whether your hand is small or whether you play the Guitar with your left or right hand. According to these standards, choose the most suitable Guitar for yourself.
Learning to play notes, scales and chords is undoubtedly the foundation of your music education. But the best way to learn Guitar is to put these skills into practice when learning new songs. When you play your favourite song, the progress of playing a chord or practising percussion will feel more natural. This makes this experience more enjoyable, rather than practising the same thing repeatedly in an unfamiliar environment.


Search through our library of courses, select a category you might be interested in, use the search bar, or filter options on the left side of the page.
Kami is a great tool for annotating and marking up PDF documents. Through Kami, students can show their work in nearly any subject. In this course, we'll show you some great ways to use the features and tools in Kami to help students show their thought processes, justify decisions, and work out problems step-by-step.
Are you looking for a unique way to engage your ELLs in math lessons? In this course, we'll explore how to provide learning opportunities for our students using Google Drawings. We'll demonstrate how students can create math problem-solving models and utilize the Drawings space to show their visual thinking skills. We'll also discuss how students can collaborate and share their Drawings with peers.
If you are already utilizing Screencastify in your classroom, you probably know how easy it is to create screencasts for your students to watch. However, did you know you can easily assess your students by having them create their own screencast? Screencastify Submit is an easy-to-use feature that allows you to do just that. Join us to see how you can utilize this feature in your classroom!
Do you want to incorporate more current events in your classroom but struggle to find grade-appropriate texts? This is a problem for many teachers, but Newsela serves as a solution. Join us as we demonstrate how to find grade-appropriate current events that you can share with your students.
If you are looking for a way to give your students more freedom in their learning activities and add a little zest to your choice boards, look no further. In this course we will explore how you can use Google Docs to create digital choice boards and share some example boards that can be easily differentiated to fit your classroom needs.
If you are looking for a way to give your students more freedom in their learning activities and add a little zest to your choice boards, look no further. In this course we will explore how you can use Microsoft Word to create digital choice boards and share some example boards that can be easily differentiated to fit your classroom needs.
Are you looking for a unique way to engage students in coding during the holiday season? In this session, we'll discover how to make a holiday card in Scratch! This activity will challenge students to use code to add images, movement, and text on their cards. We'll also explore how to change backdrops, pictures, and even music, to customize our cards. Join us for a creative and festive coding celebration!
Experiential learning is still a must for students in early education. Seesaw was initially used for parent communication in blended learning, but now it can be used by parents and teachers for learning remotely! Learn how to create an activity for students to do with parents and then share their results with Seesaw!
Combining Google Drawings for a collaborative workspace and Google Meet for communication, a teacher can create a great Office Hours Meeting. Take a look at how this works.
For those Synchronous teaching moments when you connect live to your students and need to demonstrate, discuss or reteach concepts. Google Jamboard is a great tool for the digital remote teacher!
For those Synchronous teaching moments when you connect live to your students and need to demonstrate, discuss or reteach concepts. Using the ShowMe app on your iPad, this is easy!
Not only can Google Classroom serve as the vehicle to deliver your instructional content but can facilitate assessment as well! We are here to share tips for delivering instructional materials and links to assessments students can access on their own devices at home. This course will focus on using Google Classroom to push-out materials that can be assessed through a Monster Quiz to gather students to collaborate and monitor student understanding at the same time.
Teachers are always looking for an activity to keep their students engaged, whether they are in the classroom, or working from home. Join us as we use Google Docs to provide a fun and engaging lesson for your students as they create trading cards for any content. By the end of this course, you'll have a great lesson that you can use tomorrow!
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Digital Online Certifications
Below are some popular Digital Teacher Certifications that are available as a series of online courses. Click on a logo to start your certification track today!


Presentation on theme: "In September 2014, the primary school curriculum had a radical shake-up. So why the big change, and how will it affect your child? Children in Years 3,4."â Presentation transcript:
In September 2014, the primary school curriculum had a radical shake-up. So why the big change, and how will it affect your child? Children in Years 3,4 and 5 have followed the new programmes of study since September 2014, but children in Years 2 and 6 have followed the old, and will change to the new curriculum in September 2015.
The main aim is to raise standards, as the UK is slipping down international league tables. Inspired by what is taught in the worldâs most successful school systems, including Hong Kong, Singapore and Finland, a curriculum has been designed to produce productive, creative and well educated students. Although the new curriculum is more challenging, the content is actually slimmer than the old curriculum, focusing on essential core subject knowledge and skills.
The Department for Education is currently in the process of reforming end of KS1 and KS2 tests. Last week, sample materials became available for schools to access. From 2016, the tests will be reported as a scaled score, with 100 representing the expected score for each age group.
The new programme of study for English is knowledge based and develops skills and understanding. There is an increased emphasis on technical aspects of language (vocabulary, grammar and punctuation). The learning objectives have been organised under new headings: Spoken word Reading â word and comprehension Writing â transcription (SPaG) - composition (plan, draft, edit, proof read)
Reading is to be taught mainly using phonic strategies. âSpoken languageâ has been slimmed down SPaG is much more specific and the content is more advanced There are more objectives to cover within the writing process
There is a huge emphasis on reading for pleasure Re-reading books because you have enjoyed them is encouraged There is an emphasis on enjoying and learning poetry There is more emphasis on writing dictated sentences and summarising texts.
The most significant impact comes from increased expectation levels. More demands have been put on pupils of all ages, and many objectives have been brought forward in the curriculum â in some cases by multiple years.
Main âdomainsâ: Number Measurement Geometry Statistics Ratio and proportion Algebra
There is no longer a separate strand for using and applying mathematics Calculators (greater importance placed on mental fluency and efficient written methods) Informal written methods of calculation
More challenging objectives, especially in number Formal written methods are introduced earlier More work on fractions, and increasingly complex understanding of fractions and decimals in Key Stage 2.
Roman Numerals Times tables (and related division) up to 12x12 with emphasis on immediate recall so children can solve progressively complex problems Equivalence between metric and imperial measures Greater emphasis on problem solving
What has changedâ¦..? As part of the changes to the National Curriculum, the system of âlevelsâ used to report childrenâs attainment and progress was removed from September 2014. By removing levels, teachers have greater flexibility in the way that they plan and assess pupilsâ learning. Why remove levels? Pupils labelling themselves Pace of learning too quick â racing through levels High performing countries donât use levels
Assessment at Moat Farm Pupils are now assessed against age related expectations. Each year group will be referred to as a band e.g. a child working at Year four expectations, will be within Band 4. Assessment steps Below age expectation Working within age expectation Exceeding age expectation If a child is achieving well, rather than moving on to the following year groupâs work, teachers will plan and encourage more in-depth and investigative work to allow a greater mastery and understanding of concepts and ideas.
Assessment at Moat Farm By looking at a range of assessment information, teachers make a judgement against the age related expectations each half term. Meetings are then held with members of the senior leadership team, where every child is discussed individually and actions considered for moving the children forward.
Summary of points Curriculum Higher expectations â is more challenging, many objectives have been brought forward in the curriculum. Fewer things, but in greater depth Real focus on embedding subject knowledge and skills More in-depth and investigative work to allow a greater mastery of understanding
Summary of points Assessment Assessed against age related expectations Teachers will use ongoing assessments combined with formal tests to make judgements Each year group is referred to as a band Three assessment steps being used to report to parents â below, within, exceeding age related expectations End of Key Stage - a scaled score will be used, 100 representing the expected score for the age group.


Stem Clubs For Elementary Students
The Benefits of STEM Clubs for Elementary Students
For many children, learning math and science at school is not always fun, nor does it always click in their minds. This is because it can involve staring at a book or chalkboard, instead of doing hands-on projects. STEM clubs for elementary students allow students to use science, math, and technology in a hands-on way. This encourages learning, while also showing them in practical ways how what they learn can be applied in real-life situations. This makes learning fun and exciting, while also helping it to make sense to students. If you are looking to enroll your child in STEM clubs for elementary students, look at the STEM clubs that Immersed in Education offers. We try to offer a wide array of clubs and classes to keep children entertained and excited about learning. Visit our website to learn more.
Supporting literacy development through education, mentoring and empowerment.


The first day of kindergarten is an exciting time for both children and parents. Itâs a milestone that marks the start of your childâs education journey, and it should be celebrated. That being said, it can also be a bit overwhelming for those who are new to elementary school. To help ease any jitters, hereâs everything you need to know about what kindergartners can expect from their first day of Whitelodge Kindergarten in Kuala Lumpur school!
Meet the Teacher
On the first day, most schools will have a designated period for families to meet the teacher. During this time, the teacher will introduce themselves and go over some housekeeping rules, such as how to drop off and pick up students. This is also a great time to ask questions and get acquainted with your childâs educator.
Get Acquainted With Classmates
Once everyone has met their teacher; they will likely move on to getting acquainted with their classmates. Depending on the school, this could look like an icebreaker game or simply some structured playtime so that your child can get to know their peers in a fun environment.
Get Familiar With the Classroom
The next step is usually familiarizing yourself with the classroom itself â where desks are located, where materials are stored, etc. This gives children the chance to explore their surroundings and start getting comfortable before learning begins!
Participate in Activities
The last step is usually participating in activities designed to help kids transition into kindergarten life â think art projects or reading circles that allow them to practice reading skills while learning about each other at the same time! This is also a great opportunity for parents/guardians to observe how their child interacts with others (and vice versa).
Why are Kindergarten school days important for kidsâ mental growth?
Kindergarten is an important step in a childâs development, and it can have lasting effects on their mental growth.
- During this period of transition from home to school, children learn to navigate their new environment and interact with peers.
- They also develop foundational skills such as problem-solving, following directions, and the ability to focus for extended periods of time. These skills are essential for academic and social success, as well as for developing a healthy sense of self-esteem.
The first day of kindergarten is the start of this journey, so itâs important to make sure your child feels supported and ready to take on the challenges ahead!
All in all, starting kindergarten can be both exciting and daunting at the same time. However, having an idea of what kindergarteners can expect from their first day of elementary school can help make this transition much smoother!
We hope this post was able to provide you with some insight into what your little one might experience on their first day â now, all thereâs left to do is wish them luck!


A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2022; you can also visit the original URL.
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Some teachers take advantage of information and communication technology (hereinafter: ICT) in their music lessons, as it enables transmission of sound, video, and other data via the Internet. Such technology used during music lessons can serve as an accessory for performing specific music activities. The aim of our study was to find how much ICT is used by music teachers and whether there is a connection between formal music education of primary school teachers (formal music education, choirdoi:10.18690/rei.15.2.211-239.2022 doaj:e7e0cf6299564736adb62ea3f4566fe0 fatcat:vdzuwmwvbvdqhps6kzy455f2me


J-PAL, Pratham teaching programme in Africa receives inaugural Co-Impact funding, will reach 3 million people
- USD 80 million funding from Co-Impact is being shared between four initiatives, including Teaching at the Right Level (TaRL) Africa, a joint programme between the Abdul Latif Jameel Poverty Action Lab (J-PAL) and Indian NGO Pratham
- TaRL is a proven pedagogical approach that assesses childrenâs reading and mathematics skills using a simple tool and then regroups students according to learning level rather than age or grade
- J-PAL, Pratham and TaRL Africa partners will reach 3 million with this funding
A joint initiative between the Abdul Latif Jameel Poverty Action Lab (J-PAL) and Indian non-governmental organisation Pratham â Teaching at the Right Level (TaRL) Africa â is one of five initiatives to have been awarded a collaborative grant of more than USD 80 million from Co-Impact, a global philanthropic collaborative for systems change. This collaborative grant is expected to improve the lives of an estimated 9 million people over the next five years across Africa, Latin America, and South Asia, with the TaRL Africa programme alone reaching 3 million. Co-Impact has committed funding to each programme partner alongside ongoing technical support and help to secure additional financing.
TaRL is a proven pedagogical approach that assesses childrenâs reading and mathematics skills using a simple tool and then regroups students according to learning level rather than age or grade. The Africa programme will support governments and partners to develop locally effective approaches to help all children read and do basic mathematics, and develop the essential foundation for lifelong learning.
âTeaching at the Right Level Africa is part of J-PALâs ongoing efforts to tackle poverty and improve lives on a global scale. We are thrilled to share in the collaborative grant from Co-Impact that is expected to impact the lives of an estimated 9 million people over the next five years. At J-PAL, we believe in evidence-based pedagogical approaches to empower children and develop their foundational skills,â said Fady Jameel, President of Community Jameel International.
The other grant recipients are Liberiaâs National Community Health Assistant Program, The Graduation Approach, Project ECHO, and citiesRISE.
Co-Impact â launched in November 2017 by Giving Pledge founding director Olivia Leland â invests in initiatives with proven leaders and results that are poised to bring about a step change in transforming broken systems, on a scale that can improve the lives of millions of people and sustain those changes over time. Co-Impactâs support comes at a time in the development of an initiative when it is well-positioned to activate a coalition of actors to address underlying systemic limitations, unlocking large-scale change.
Community Jameel, the social enterprise organisation, has partnered with J-PAL since 2005, shortly after it was set up at the Massachusetts Institute of Technology to tackle the root causes of poverty, including issues related to health, education, youth employment, and financial inclusion.
J-PAL has a track-record of leveraging insights gained from its research to support policymaking around the world, including in the Middle East, where J-PAL has active and completed research projects and local partnerships to support policymaking in Saudi Arabia, Egypt, Jordan, and Morocco.
To date, J-PAL affiliated researchers have conducted more than 990 evaluations in 80 countries, and more than 400 million people have been reached by programs tested and found to be effective through J-PAL evaluations. The organisation has been instrumental in increasing the number and quality of randomised evaluations on development interventions.
For more information on J-PAL and its work, visit: https://www.povertyactionlab.org/


Meet Dr Suzanne Infantino, REDI PhD graduate
Dr Suzanne Infantinoâs PhD project, Intentionally teaching or planning for play: Examining early childhood educatorsâ science pedagogy, sought to find answers to the question, âWhat are early childhood educatorsâ perceptions and perspectives of intentional teaching, specifically in relation to teaching science?â
The Federal Governmentâs approved learning framework â the Early Years Learning Framework (EYLF) and the Victorian State Governmentâs Early Years Learning, and Development Framework (VEYLDF) emphasise the importance of including intentional teaching in early childhood education. It is seen as an integral aspect of early childhood education; however, when analysing the National Quality Framework (NQF) â a national framework established to increase the quality of early childhood education Australia wide â it is apparent that many working in the sector struggle to understand and implement the practice of intentional teaching.
Here Suzanne discusses her PhD project and its potential impact on how early childhood educators can use intentional teaching to help children reach their full potential.
Briefly describe your project and why you chose this topic
I worked in the early childhood sector for many years and recognised the need for more in-depth information about âteaching with intentionâ. This was a new concept for the early childhood sector with minimal supporting evidence or professional development on the topic. Many educators and teachers would preference play â particularly play that was initiated by the child â rather than becoming adept at including the strategy of intention within their practice. While play is an intrinsic and vitally important aspect of early childhood learning, it fails to consider the additional learning a child could be exposed to if educators and teachers embedded intentional teaching into their practice. If children are to be given the opportunity to reach their full potential, educators and teachers need to become more purposeful, thoughtful and deliberate in their actions.
I chose science to give my project context and because it is a subject that is challenging to engage young children in without being purposeful, thoughtful and deliberate.
What are you hoping your research will achieve?
I am eager for my research to make a difference to educatorsâ and teachersâ practice. I would also like intentional teaching â what it means and how it can be included within early childhood education â to become more broadly understood by the community.
My research results highlighted educatorsâ unfamiliarity with intentional teaching. Some believed intentional teaching was akin to didactic teaching (academic teaching) rather than deliberately and purposefully creating opportunities for children to enhance their understanding, which is particularly relevant when engaging young children in science.
With professional learning and development, those who work in the early childhood sector will be able to enhance their practice and increase the opportunity for children to learn about science (and other content).
Why did you decide to do your PhD at Deakin?
I returned to Deakin to do my PhD after completing my Bachelor of Early Childhood Education at Deakin several years earlier. The supervisor Iâd had during my Honours year recommended that I return to undertake a PhD. I baulked at the suggestion at the time, but eventually felt compelled to return.
How was your experience with you supervisor(s)?
When I returned to Deakin I engaged with the supervisor Iâd had for my Honours degree. However, after a few months the subject of my thesis changed â and so did my supervisors. Changing supervisors involved careful consideration and, while I would not like to have to go through it again (or recommend it to others), I am pleased that I did. Professor Coral Campbell, who guided me through to the end, was a perfect fit.
What was a highlight of your PhD?
The highlights for me were the amazing opportunities to meet other like-minded people, to network, to learn from others and to get some feedback about my own project. For example, during Summer School at Deakin (Waterfront), I realised that there were no peer groups for early childhood education students â so I created one.
What are your next steps and challenges?
I think making the next step is one of the biggest challenges!
Since 2020 I have been employed (on a casual/sessional basis) by Deakin University and engage in tutoring, lecturing and marking.
I am in the process of disseminating my research findings by writing an article about my thesis and sending abstracts to relevant journals in order to present my research at conferences. So far, I have presented at AARE.


Physical activity in children is associated with several positive health outcomes such as decreased cardiovascular risk factors, improved lung function, enhanced motor skill development, healthier body composition, and also improved defense against inflammatory diseases. We examined how high physical activity vs a sedentary lifestyle in young children influences the immune response with focus on autoimmunity. Peripheral blood mononuclear cells, collected from 55 5-year-old children with either high physical activity (n = 14), average physical activity (n = 27), or low physical activity (n = 14), from the All Babies In Southeast Sweden (ABIS) cohort, were stimulated with antigens (tetanus toxoid and beta-lactoglobulin) and autoantigens (GAD65 , insulin, HSP60, and IA-2). Immune markers (cytokines and chemokines), C-peptide and proinsulin were analyzed. Children with high physical activity showed decreased immune activity toward the autoantigens GAD65 (IL-5, P < 0.05), HSP60 and IA-2 (IL-10, P < 0.05) and also low spontaneous pro-inflammatory immune activity (IL-6, IL-13, IFN-Î³, TNF-Î±, and CCL2 (P < 0.05)) compared with children with an average or low physical activity. High physical activity in young children seems to have positive effects on the immune system by altering autoantigen-induced immune activity.
Keywords: Physical activity; autoimmunity; cytokines; immune response; young children.
Â© 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.


The effects of poverty on children are wide-reaching and can lead to lifelong struggles, especially when young people donât receive education opportunities.
Poverty and education are inextricably linked, because people living in poverty may stop going to school so they can work, which leaves them without literacy and numeracy skills they need to further their careers. Their children, in turn, are in a similar situation years later, with little income and few options but to leave school and work.
Mary Namusinge is a 36 year old mother of 8, who resides in the Kipsongo Slums in Kitale Town, TransNzoia County. She is in her second marriage after her first husband died.
Mary hawks vegetables of up to Ksh 500-600 on a good day and gets approximately Ksh 200 (USD2) profit on good day. Her husband who is a casual laborer at go-down is Asthmatic and therefore unable to be as economically productive as he ought to be. This leaves most of the burden of feeding and educating children to Mary.
Mary is beneficiary of a program in Kitale by the Full Pentecostal Fellowship in Kenya (FPFK) that aims at improving the educational and economic outcomes household in Kitale. The program which started running from last year (2018) in October aims at ensuring at least one child in a household is given a scholarship for one year as well as training of one parent in entrepreneurship skills which includes table banking and saving in cooperative societies .
Maryâs daughter, Syfrosa is beneficiary of a full year scholarship that has enabled her start her secondary education at Masinde Muliro High School. â I did not know my daughter would be able to report to school cum January since I was not able to able to afford the school fees but because of this project I am glad she Will go to school and continue with her educationâ.
Ezekial Twanga, a 17 year old former casual labour who dropped out of Form one due to the lack of school fees is glad that the project has given him a new lease of life. âGoing back to school has enabled him to be more confident and astuteâ said his father who will also be trained on carpentry skills to enable him fend for his family and enable his children continue with their education.


April 1, 2019
Children will play and practise those important skills he/she will need to get ready for full day kindergarten. In an environment supporting the relationship between the child and facilitator, and building for the Four Foundations of Early Learning, the curriculum will be guided by the research and learning shared in the How Does Learning Happen? Ontarioâs Pedagogy for the Early Years. Children are coached to gain independent life skills and confidence. The early learning environment includes activities which encourage and enhance inquiry based learning. Children are encouraged to explore materials, ask questions, strategize, make predictions, etc. Opportunities to build literacy and numeracy skills are abundant. Social skills are modeled and supported.
Children participate in this program independently while parents/caregivers remain on-site. Parents/caregivers are provided information and resources to help them to provide a positive transition to the school setting. RECEs assist the parents/caregivers to understand the JK/SK curriculum according to How Does Learning Happen? Ontarioâs Pedagogy for the Early Years. (Drop In â Parents and children 3-6 years preparing for Kindergarten)


Subject co-ordinator: Mr R Tull
Music is part of every human culture, with people engaging with it for personal pleasure, group identity, dancing, storytelling, communication, ceremony and battle, worship, meditation and healing. All human beings share the capacity to sing, play and listen to music as well as playing, performing, improvising and composing. Music is quite simply for everyone! It is important that children experience a wide range of music to discover their musical preferences and to consider the ways they might engage with music as a lifelong activity. Music has great potential for creativity and personal expression. It provides a means to reach out to parents and the wider community. Music provides great potential for intellectual, social and personal growth.
The main aim of the National Curriculum is to inspire pupils to develop a love of music and their talent as musicians. Equally, it enhances other parts of the curriculum such as Science (sound) PE (dancing), English (as a stimulus and supporting listening in Early Years and Key Stage One), RE (sacred music), Art (as a stimulus for creative work in a different medium) , History (period pieces), DT (building instruments and ICT (music technology and composition support). Research has proven that unborn child responds to melodic contour of motherâs voice, heartbeat, to the rhythm of walking and to the natural sounds of its internal world. Music education draws on these innate responses and begins to channel them towards targeted goals. In Early Years, practitioners draw and build a repertoire of songs and rhymes with music becoming central to the process of social development and human bonding.
Music is an experience and/or skill that supports children in their journey towards adulthood as it can develop reasoning and social skills as well as improving their engagement with school and the outer world. We also believe that it can improve hand to eye coordination in physical activities in addition to supporting mathematical thinking in order to recognise patterns and number relationships. Music helps children relax which is essential for their emotional development and it inspires creativity and imagination which can open up new opportunities as they go through school and enter adulthood.


A person who sings is called a singer or vocalist (in jazz and/or popular music). Singers perform music (arias, recitatives, songs, etc.) that can be sung with or without accompaniment by musical instruments. Singing is often done in an ensemble of musicians, such as a choir of singers or a band of instrumentalists.
Can I be a singer if I canât sing?
âThe quality of the voice is dependent on many factors; however, barring a physical vocal disability, everyone can learn to sing well enough to sing basic songs.â While some factors are genetic, Rutkowski says growing up in a musical environment strongly influences whether someone sings well and confidently.
How do I know if I sing good?
- Singing makes you feel euphoric (out-of-body experiences)
- Lessons and practice are really, really fun.
- All you ever want to do is sing.
- Singing doesnât feel like work.
- You can take constructive criticism.
- You have a studentâs mindset during the start, middle, and end.
Can I become a singer without a good voice?
Not everyone can be a good singer because some peopleâs vocal cords are paralyzed and some people have tone deafnessâ though both of those things are rare. Just as most people can be a good dancer, if they devoted enough energy and practice, most people can be a good singer in the same way.
What is the difference between singer and playback singer?
A playback singer, also known as a ghost singer, is a singer whose singing is pre-recorded for use in films. Playback singers record songs for soundtracks, and actors or actresses lip-sync the songs for cameras; the actual singer does not appear on the screen.
Are vocalists singers?
Itâs possible for most vocalists to be singers. Vocalists can typically sing songs in tune and in a certain musical style, as a singer does. However, a singer canât always become a vocalist. If a singer wants to be a vocalist, they first need to undergo training and develop more nuanced musical skills and knowledge.
What is difference between vocal and singing?
Singer vs Vocalist â Strictly speaking, there is some difference between the two words. A singer is one who sings film songs or sometimes referred to as a playback singer. On the other hand, a vocalist is the one who sings classical music.
What does being a vocalist mean?
A vocalist is an individual who sings. This person usually has an appealing singing voice and an appreciation for performing. He or she may sing in a band, music group, play, musical, film, and for recorded musical pieces.
Is singing gifted or learned?
Singing is more of a learned skill than a natural talent, said Steven Demorest, a music education professor at Northwestern University who recently published a study in the journal Music Perceptionthat compared the singing accuracy of kindergartners, sixth-graders and college-age adults.
Can you train your singing voice?
You can learn to strengthen your vocal support and sing better through breathing techniques, muscle and throat exercises, and consistent vocal practice. When the voice is working well, the vocal cords act as a breath regulator; and the voice is well-supported through the balance of pressure and resistance.
When Singers Canât Sing Their Own Songsâ¦ â YouTube
How To Make EPIC Vocals Even If You Canât Sing â¦ â YouTube
How Do Vocal Cords Work When You Sing? â YouTube


Weâve put together a set of reading response activities for the Connected Level 2 2018: Step by Step. This resource has everything you need to dive into the articles within this publication. The Connected series promotes content-based literacy. Students are exposed to scientific, technological, and mathematical vocabulary and contexts, and broaden their knowledge and understanding of these areas.
The NZ Connected Level 2 2018: Step by Step text contains activities for the following texts:
Amazing Algorithms (Number and Algebra, Technological knowledge)
The War on Weeds (Statistics, Living world, Nature of technology)
Lighting the Sky with Raspberry Pi (Number and Algebra, Nature of science, Physical world, Nature of technology)
Animation Creations (Number and Algebra, Technological practice)
The purpose of this resource is to provide an engaging and motivating way for students to explore the articles from this Connected text.
1. Four x Lesson plans
A lesson plan is provided for each story or article covered in this resource
2. Four x Follow Up Activity Sheets
A one-page activity sheet is provided for each article covered in this resource.
Each activity sheet contains a range of reading comprehension strategies including:
Use prior knowledge
Compare and contrast
Apply Your Knowledge links
QR code links provide further activities and ideas to help students explore the topic of the story or article further. QR codes and web links are provided so students can visit websites, and watch video clips.
Each follow-up activity worksheet features a creative activity. These activities challenge students to use higher-order thinking to synthesise their knowledge and create and design something new.
4. A FULL SET of Digital Activities are included. These work brilliantly with Google Classroom and Microsoft One Drive.


At KCIS, we have a homework policy that supports our in school learning programme. When students are in school, their day is intensive and there are high expectations on the students during that time. Any homework given at KCIS is therefore meaningful, carefully planned and used to further learning â it is not given merely for routine or for the sake of giving homework. Too much homework can inhibit students from becoming active learners and diminish a studentâs interest in learning. It can also place stress on family and individual relationships within the home as well as limit a childâs time to follow their own passions. Homework at KCIS consists of the following:
All students are encouraged to read a book (suitable to their level of reading) every day at home. Students have a Reading Log Book to encourage them to read and record their own reading. KCIS lends students in KS1 Levelled Readers (based on their reading level) to read to a parent or guardian at home. This should be encouraged on a daily basis. All books should come to school every day with the student in their book bag.
Students also receive weekly spellings based on their topics or literacy learning that week. A weekly differentiated spelling test is held each week.
Students may also be regularly set online tasks for both Literacy and Maths using Edshed. Students are encouraged to complete these activities as set by the teacher. They also are able to independently extend their learning at home using website or if youâd prefer on the Edshed app which can be downloaded for a small fee from the App/Play Store. Edshed is great for both maths and English foundational skills. All students have been issued with an Edshed log in through their class teachers.
At Home Tasks
Students may be given âAt Home Tasksâ to take home to further enrich their learning experience. This may be further questions to secure their learning or research based on their topic.
Listening to Stories
In addition, we would encourage all parents to read aloud to their children. Being read aloud to is greatly beneficial to children in increasing their vocabulary, comprehension, and understanding of sophisticated language patterns. It is also proven to develop their communication skills, build empathy and can help facilitate difficult conversations. Students may borrow books through the school library which they either read independently, or depending on the age of the student, we encourage parents and guardians to read to or with their child. Each class has a weekly library lesson where students are able to exchange their library books.
While it is important to encourage your child to complete the daily reading, spellings and âAt Home Tasksâ, students should never be forced. We believe it is important to maintain and support childrenâs love for learning at an early age. In order to do so, we must cater to the needs of every child. Some children are motivated to do âschool workâ at home and some are not. Both ways are acceptable and will not hinder their learning experiences.


The Henley report emphasised the value and importance of music making as a practical skill and how much this can enrich and aid the development of young peopleâs lives. What was lacking from the comprehensive survey was a detailed acknowledgement of the class music lessons themselves. How important is Western Art Music in the teaching of music before GCSE and A-level Music? Are we offering our pupils a rigorous subject based curriculum in music or is it just a series of practical activities that develop confidence in singing, playing and composing with a fleeting acknowledgement of the great works of music history? Exploring great works of the Western Art tradition should form an essential part of the music curriculum from the early years of education and create culturally aware pupils that not only have an understanding of the breadth and depth of âclassicalâ music but will feel confident in being part of the vibrant classical music scene on offer today. I hope teachers feel as I do that there is real value in exploring repertoire in detail and how it can be connected to music of today â including the value of using a particular piece of music as a âwindowâ into cultural, social, political and historical issues pertinent to the piece.
Music history needs to be a seen as an exciting trajectory of influences and not a hierarchy of styles or a progression of complexity. Pupils need to feel that their musical loves are acknowledged and respected and not to feel in some way inferior. However much oneâs training tells you that certain popular styles are less artistically pleasing that a Bach Cantata â for example â I think it is damaging to openly mock young peopleâs musical choices. What we need to do is to connect their interests with the past and bring âdeadâ music to life for them. There are exciting connections to make and we can chart a route through the dense â and perhaps often user-unfriendly â musical past that will spark interest in our students.
I am not one to see music education as a âmuseumâ of musical works but at the same time it cannot only be a disjointed array of practical activities that foster âconfidenceâ in playing, singing and composing. If music is to exert its identity as a rigorous and âacademicâ subject it needs to studied with the rigour of the other subjects that have a wealth of âtextsâ, such as English literature. Of course much of the repertory requires advanced technical skill and perhaps cannot be realised with the same ease that plays and other literature can be read. Nonetheless we need not ignore this vast history in favour of genres and styles that can be realised with ease and immediacy. Learning can take place and perhaps more than some teachers expect. We need to give our pupils a chance and take the risk of exploring Western Art music in real depth and recognise that this music lives today through a rich and vibrant music scene.


Special education teachers work each day to implement effective curricula to help students with disabilities receiving special education services reach grade-level standards. Recent research supports the need for implementing a comprehensive reading program that includes phonics instruction. With numerous curricula available, this action research seeks to inform educators of two methods of instruction that have a heavy phonics component that leads to growth in student reading skills. Two methods were evaluated: one method used multiple curricula to target all areas of a comprehensive reading program while the other method used a single curriculum that targeted all of the same areas. The study showed that both methods were effective in leading to growth in reading fluency, reading accuracy, and comprehension. However, the single curriculum demonstrated greater growth in two of the three target skills making it slightly more effective for instruction than the mixed methods approach.


Woodpeckers class is in the Lower School and is a Key Stage 2 class, the age of pupils ranges from 5-10 years old.
In Woodpeckers class, we aim to deliver a stimulating, broad, and exciting curriculum, which is tailored to meet the needs of the individual pupils in the class. We work hard on Literacy and Numeracy skills, and continuing to develop the communication skills of all our pupils is our top priority.
We have a different topic to learn about each half term and our activities are themed around this. Woodpeckers class focus daily on developing literacy skills through a Comprehensive Literacy Programme. We take part in a range or reading, writing, and words, letters and sounds activities each day. We use a range of PODD books, Makaton signing and electronic devices to support a total communication approach. We encourage the pupils to reflect on their own learning and share in celebrations of achievement.
We are a happy and energetic class who enjoy interacting with our peers. Our curriculum caters for this by encouraging us to be independent. We enjoy our creative curriculum and in particular our themed days and weeks. These can cover curriculum areas in English, Science, History and RE.
Here are some of the activities we enjoy in Woodpeckers:
Meet the Staff
Karen Paine Donna Scivier
Class Teacher Classroom Assistant
Donna Wood Clare Chierighini


Narbut was a painter, graphic artist and illustrator born in the Chernihiv region of Ukraine. His family had origins of ancient Lithuanian nobility. His first painting education was self-taught.
At about age 20, Narbut settled in Saint Petersburg from 1906 to 1917. There he studied with painters Ivan Bilibin and Mstislav Dobuzhinsky. In 1909, Narbut continued some of his studies in Munich, in the school of Simon HollÃ³sy. After his return to Saint Petersburg he joined the organization Mir iskusstva. In 1910-1912 Narbut was an illustrator of the fairy tales Hans Christian Andersen, the fables of Ivan Krylov, and folk tales.
After the February 1917 revolution Narbut returned to Ukraine and was appointed professor of the Ukrainian Academy of Arts, becoming its rector in February 1918. He laid the foundations for advanced art education in Ukraine and fostered the rebirth of the national style of Ukrainian art together with other contemporary Ukrainian artists, such as Vasyl Krychevsky.
During this time he created his Ukrainian banknotes, postage stamps and charters for the newly created Ukrainian National Republic.He created covers and graphics for post-revolutionary books and journals; graphic designs for the currency, postage stamps, seals and charters of the Ukrainian Peopleâs Republic; and bookplates, drawings and illustrations incorporating Cossack, Ukrainian baroque, and folk motifs. One of his finest works after 1917 is considered to be his gouache frontispiece for a 1919 edition of Ivan Kotliarevskyâs EneÃ¯da (Aeneid). Narbut also worked on the Ukrainian magazines: Nashe Mynule (Our past), Zori (Stars), and Sontse Truda (The Sun of Work) among others. He died of typhus in 1920.
Books about Heorhiy Narbut:
- Heorhiy Narbut. Catalogue. Kharkiv, 1926.
- Volodymyr Sichynsky. Narbut. Lviv-Krakow, 1943.
- Heorhiy Narbut in Kharkiv Art Museum collection. Kharkiv, 1973.
- Heorhiy Narbut. Album. Kyiv, Mistectvo, 1983.
- Platon Beleckiy. Heorhiy Narbut. Leningrad, Iskusstvo, 1985.


What provisions of the Sarva Shiksha Abhiyan are useful for your child?
What is the Sarva Shiksha Abhiyan?
The Sarva Shiksha Abhiyan (SSA) is a programme of the Government of India that aims to universalize elementary education. It seeks to fulfil the Constitutional right of every Indian to education, i.e., to make free and compulsory education available to ALL children between 6 â 14 years.
Note that the Right to Education (RTE) Act provides a justiciable legal framework, so that if ANY child is denied free and compulsory education, it can be challenged in a court of law.
What does Sarva Shiksha Abhiyan offer for your child?
A major focus group under SSA are Children with Special Needs. Under SSA, it is ensured that your child with challenges (CwC) is provided with quality education irrespective of the kind, category and degree of disability.
Note that under the Sarva Shiksha Abhiyan, a Disability Certificate is NOT required for admission to school.
What are the provisions under Sarva Shiksha Abhiyan?
Inclusion in the context of the SSA is seen in terms of physical access, quality of access and social access. Within each of these, the SSA has the following provisions:
- Mapping: SSA is responsible to undertake a drive to detect CwC at an early age through Primary Health Centres, Integrated Child Development Services, Early Childhood Care and Education Centres and other school readiness programmes.
- Assessment for Mapping of Needs: Assessment of each identified CwC is to be carried out by a team to ascertain the extent and type of the disability, developmental level of the child, nature of support services required, assistive devices required and the most appropriate form of special training to be given to the child.
- Educational Placement: CwC are to be facilitated to acquire skills enabling them to access elementary education as envisaged in the RTE Act. For instance, they may need mobility training, training in Braille, sign language, postural training, etc. Thus, school preparedness of CwC is ensured by providing âspecial trainingâ. This training may be residential, non-residential or even home based, as per specific requirements.
- Aids and Appliances: All children requiring assistive devices are provided with aids and appliances. The Headmaster of the school is to be contacted in order to receive the required aids and appliances.
- Removal of architectural barriers: Architectural barriers in schools are to be removed for easy access and inclusion of CwC. Accessible infrastructure is achieved not only through ramps, but also through accessible classrooms, toilets, playgrounds, libraries etc.
Quality of Access
- Support Services: A continuum of core essential support services is to be provided for the CwC. This includes specific accommodations like availability and upgrading of aids and assistive devices according to individual needs, technological support in the form of augmentative and alternative communication tools, audio-visual materials, communication boards, computer access etc.
- Teacher Training: Intensive teacher training is to be undertaken to sensitise regular teachers on effective classroom management of CwC.
- Resource Support: For resource support, specially trained special educators are appointed, particularly for teaching special skills to your child.
- Curricular Access: The curriculum is inclusive and it is ensured that the same curriculum be followed for children with and without special needs, but with adaptations such as small changes to learning content, learning friendly environment, appropriate learning approach, adaptation in learning aids, flexibility in evaluation, etc.
- Individualized Educational Plan: An Individualized Educational Plan or IEP is to be prepared for every child with special needs in consultation with parents and experts. Its implementation is monitored from time to time. The IEP reviews the effectiveness of various strategies and support services used by CwC.
- Building synergy with Special Schools: Special schools are to serve as resource centres for inclusive education and provide support to the same.
- Parental Training and Community Mobilisation: Parents of CwC are to receive counselling and training on how to bring them up and teach them basic survival skills. Strong advocacy and awareness programmes are a part of the strategy to educate every CwC.
- Peer Sensitization: Various programmes and curricular and cocurricular activities are designed for peer sensitisation like inclusive sports, tournaments, cultural programmes, inclusive exposure visits, etc
Note that under the SSA, an amount of Rs. 3000/- per annum is allocated for interventions related to education of a child with special needs. It should be borne in mind that the amount available is not for the use of the CwC, but is to be utilized for ensuring Inclusive Education activities.