Reading A-Z resources organized into weekly content-based units and differentiated instruction options.
An effective RtI program requires a collection of resources that meets the instructional needs of students at multiple tiers.
No matter what tier of instruction teachers target, Reading A-Z provides research-based, high-quality resources to effectively meet the needs of their students.
Reading A-Z contains a host of helpful resources to provide research-based, high-quality instruction and progress monitoring to struggling students. Resources support differentiating instruction, tiered intervention, motivation, practice, and assessment.
1) Differentiated Instruction — For any student struggling to remain in the General Education environment, a critical success factor is having customized, appropriately leveled materials to make clear, measured gains.
2) Tiered Intervention — Tiered Intervention is about HOW the teacher interacts with the student. Use our projectable and printable resources to meet all three tiers of instruction: 1) Full class, 2) Small Group, 3) Individual.
3) Motivation — Have students choose Books for you to print and allow them to keep the books for repeated practice. Use our printable Student Reward & Incentives to help build students' confidence and help ensure students make progress.
For members of Raz-Plus, reluctant readers listen, read, and take quizzes for engaging eBooks. Each task earns students' stars to spend in the Raz Rocket.
4) Practice — Use tools such as Projectables for the whole class instruction and printed resources for individual students to ensure access to materials for practice.
5) Assessment — Assess students using our variety of assessment resources, including Benchmark Books & Running Records, Leveled Book comprehension quizzes, and other tools that measure foundational skills or track comprehension and reading rate.
Find out how the other Learning A-Z sites can help with Tier 1, Tier 2, and Tier 3 intervention.
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Facts About Neptune for Kids Video
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National Center for Education Statistics released a comprehensive report detailing changes in several key characteristics of the teaching force between the 1987-88 and 2011-12 school years, including the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force. The report focuses on how these demographic changes varied across different types of teachers and schools.
This report builds on and expands an earlier study by Ingersoll, Merrill, and Stuckey (2014) that analyzed SASS data to explore what demographic trends and changes have, or have not, occurred in the elementary and secondary teaching force since the late 1980s. This earlier study found considerable changes in the teacher force. Among the key findings were that the teaching force has become
larger—The teaching force dramatically increased in size, growing at over twice the rate of student enrollment.
less experienced—With increases in hiring there has also been a = large increase in the number of teachers who are beginners. In 1987–88, the most common teacher had 15 years of teaching experience. By 2007–08, the modal teacher was in his or her first year of teaching.
more diverse—The teaching force has rapidly become more racially/ethnically diverse. Growth in the number of minority teachers has outpaced growth in minority students and has been more than twice the growth rate of White teachers.
The objective of the Ingersoll, Merrill, and Stuckey study was to provide a broad overview of national changes in the teaching force and to explore some of the possible reasons for, and implications of, the changes discovered. It did not disaggregate the data, nor did it investigate how the changes differ by type of teacher and by type of school.
This recent study does explore the changes more closely. The basic findings remain undisputed, but a more clear picture is offered this time and, personally, the implications are clear as well.
Among the findings about changes in the teacher workforce over this 25 year period:
- The teacher work force grew by 46 percent between 1987-88 and 2011-12. Above average growth was seen among teachers of English as a Second Language, English language arts, math, foreign language, science, and special education. Below-average growth was seen in general elementary education, vocational-technical education, and art/music.
- The growth in the teaching force varied across different types of schools. The teaching force in high-poverty public schools grew by nearly 325 percent while the number of teachers in low-poverty schools declined by almost 20 percent. The number of teachers in private schools grew at a higher rate than in public schools. However, private school teachers still account for only about 12 percent of the teacher work force; and
- The teacher force became more diverse. While minority teachers remain underrepresented in the teaching force, both the number and proportion of minority teachers increased. Between 1987–88 and 2011–12, the number of minority teachers grew by 104 percent, compared to 38 percent growth in the number of White teachers. The percentage of teachers who belonged to all minority groups increased from 12.4 percent in 1987-88 to 17.3 percent in 2011-12.
This report utilizes data from the Schools and Staffing Survey (SASS), a large-scale sample survey of elementary and secondary teachers and schools in the United States.
What we are to takeaway from this report is that about which has been whispered for years, but there was no independent data backed evidence collected to bring the facts to the mainstream of education, educators, policymakers, administrators, and citizens. As the teacher workforce has grown tremendously, so has the numbers of ‘minority’ pedagogues entering service. However, that growth has not been randomly or equally/evenly distributed across school settings. Sure, there are more black teachers than ever, but there is still a great cultural mismatch between students and staff. New recruitment efforts to increase the workforce simply steered novice teachers into high-need schools, lower performing, high poverty, and fewer resources.
While the numbers of private school teachers rose exponentially, the numbers of students enrolled in these schools decreased. But this is where the most experienced teachers have gone, or they’ve moved to low poverty schools. In other words, in areas of greatest needs, new teachers are thrown in, and ‘master’ teachers leave to find greener pastures. Even though teachers are more diverse, there is a huge gap -83% white, 17%’minority’. Diversity among students overshadow teachers 2 to 1.
Is there really an achievement gap or is it more about a teacher, cultural and/or policy, practices and program access gap?


What is it?
Reading comprehension strategies focus on the learners’ understanding of written text. Students are taught a range of techniques which enable them to comprehend the meaning of what they read. These can include: inferring meaning from context; summarising or identifying key points; using graphic or semantic organisers; developing questioning strategies; and monitoring their own comprehension and identifying difficulties themselves (see also Metacognition and self-regulation).
How effective is it?
On average, reading comprehension approaches deliver an additional six months’ progress. Successful reading comprehension approaches allow activities to be carefully tailored to students’ reading capabilities, and involve activities and texts that provide an effective, but not overwhelming, challenge.
Many of the approaches can be usefully combined with Collaborative learning techniques and Phonics to develop reading skills. The use of techniques such as graphic organisers and drawing students’ attention to text features are likely to be particularly useful when reading expository or information texts.
There are some indications that computer-based tutoring approaches can be successful in improving reading comprehension (although the evidence is less robust in this area), particularly when they focus on the development of strategies and self-questioning skills.
Comparative findings indicate that, on average, reading comprehension approaches appear to be more effective than Phonics or Oral language approaches for upper primary and secondary students, for both short-term and long-term impact. However, supporting struggling readers is likely to require a coordinated effort across the curriculum and a combination of approaches. No particular strategy should be seen as a panacea, and careful diagnosis of the reasons why an individual student is struggling should guide the choice of intervention strategies.
Studies based in Australia and New Zealand have found reading comprehension strategies to improve students’ motivation, literacy outcomes and academic achievement.
How secure is the evidence?
There is extensive evidence in this area from a range of studies over the last 30 years. The majority of studies are from the USA and focus on students aged between 8 and 18 who are falling behind their peers or have difficulties with reading.
In the UK, recent evaluations of programs that have included a focus on teaching reading comprehension strategies have not found such an extensive impact, though there is evidence that children from disadvantaged backgrounds may benefit more .
What are the costs?
Costs for materials and professional development are estimated at $2,000 per teacher or $80 per student and therefore as very low. The costs associated with these approaches arise from the need for specific resources and professional training. Evidence suggests that the effectiveness of different approaches is related to the student's current capabilities in reading, so it is important that teachers receive professional development in effective diagnosis as well as in the use of particular techniques and materials to develop reading comprehension.
What should I consider?
A key issue for teachers is identifying the level of difficulty for comprehension activities that is required to extend students’ reading capabilities. How will you ensure the texts used provide an effective challenge?
Effective diagnosis of reading difficulties is important in identifying possible solutions, particularly for older struggling readers. Students can struggle with decoding the words, understanding the structure of the language used, or understanding particular vocabulary, which may be subject-specific. What techniques will you use to identify particular students’ needs?
A wide range of strategies and approaches can be successful, but they need to be taught explicitly and consistently. How are you going to identify the strategies that will meet the needs of your students and how will these be reinforced?
How can you focus learners’ attention on developing comprehension strategies that they can apply more widely?


KIN STORIES | LEGAL | CARE
Getting Education Right
Freedom leaves us with a responsibility. The South African landscape has seen monumental changes over the last number of years. The future of a generation is cradled in what we do with our freedom. One of the pillars of society is education.
The right to learn, the responsibility to teach
- Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- Parents have a prior right to choose the kind of education that shall be given to their children.
Article 26 – UN Universal Declaration of Human Rights
It is one thing to have the right to education. It is another thing to have the means to exercise that right. Many vulnerable children do not necessarily have the support structure of a functional family or nurturing community. Without this network of care and support, a young child will struggle to benefit from this basic human right.
In the light of Human Rights Day, it is important to also think about the responsibility we have towards these children.
If they have the right to learn, we have the responsibility to teach, and to do what we can to provide an environment within which they can benefit from their basic human right to education.
It is one of the hopes we have at KinCulture. To be able to provide a nurturing environment for vulnerable children where they have the support they need to benefit from their basic human rights, especially also their right to education.
Read more on how you can join is in taking up our responsibility to secure their rights.
Without this network of care and support, a young child will struggle to benefit from this basic human right.


This mega science kit is part of Timberdoodle Kindergarten Kit.
We start experimenting right after my girls got done with school, they love these fun kids activities.
Here is how this science kit looks inside the box.
Science for Kids
I love how everything is labeled with words and numbers. It makes each science for kids experiment easy to follow and do.
Plus, Boom Fun with Science Kit comes with a guide book with over 60 mega science experiments and fun kids activities you can do using this kit.
One of the things I found super helpful, is how in the guide book there is explanation for everything.
Explanation of how every science experiment works and why it works this way, using real life pictures. It made my job easier answering kid’s questions about each science experiment.
One of the science experiments, we had fun doing is called Flying Helicopter. The science kit provided all of the materials needed for this project.
You blow up the balloon and attach propeller blades, when you let go of the ballon, it flies up just like a plane.
When the helicopter flies it makes a blowing sound, which girls found it super exciting.
Girls enjoyed this fun activity as you can see from the picture above. 🙂
Will the Car Go
Second experiment we tried, was called Will the Car Go.
A ballon is attached to the car, you blow up the ballon and let it go and see how it was driving across the table.
Girls were taking turns racing a car across the kitchen floor to see whose car drove the longest.
Slime is my girls favorite kids activity. When they saw it in Boom Fun with Science Kit they got so excited. They love everything about it, the mixing, combining and squeezing.
Boom Fun with Science Kit came with mixing tubes, measuring scoops, glue and borax mixture.
After measuring and combing few ingredients you end up with a slimy and squishy slime.
My girls enjoyed 3 of these science activities from Boom Fun with Science Kit.
They can’t wait to try the rest of the experiments like Growing Crystals, Volcano Eruption, Lava and other fun activities.
I would highly recommend this science kit for summer break or as a Homeschool Curriculum.
Do YOU like this Timberdoodle Review?
Please let me know in the comments below, I would love to hear from you!
Huge Thank You goes to Timberdoodle
Check out more fun Timberdoodle Reviews:
- Ready Set Bodies
- DIY Electro Dough Kit
- Thinkplay STEAM JR Kit
- A to Z Magnatab Fun Tablet for Kids
- Pajaggle Chaotically Fun Puzzle Game
Hope you enjoyed this review and get to check out other fun kids activities that I listed above.
Have an amazing day!


By Rachel Butler, COTA/L
More and more research is being published that shows the benefits of movement for learning. As a result, elementary school teachers are incorporating movement breaks into their schedules and some middle schools are bringing back recess. Preschool children seem to be constantly moving, so why incorporate more movement into their classrooms? Isn’t that already build in naturally during free play, outdoor play, and transitions?
From birth to age three, young children are constantly taking in information from their world and their bodies. During the preschool years children are categorizing, refining and expanding on all of that information that they have absorbed. Just as they are learning to sort colors, shapes and letters, and navigating relationships with their peers, they are also learning more about what their bodies can do and what makes their bodies feel good. Teachers report a rise in the number of children in preschool classrooms who seem to lack foundation self-regulation, motor, and postural skills necessary to feel safe in their bodies, follow classroom routines, and play appropriately with their peers.
What would be the value of adding a movement-based activity corner?
Many preschool classrooms are filled with activity corners for imaginary play, art, block building, reading, and life skills such as kitchen play. Providing a movement center in the classroom, with specifically designed movement activities allows children to choose the types of movement that make them feel good as well as to practice new activities and challenge themselves. For children who seek movement, which is an ever-increasing group, they have a designated place in which to satisfy that need. For children who don’t naturally initiate movement, they have the opportunity to observe their peers engaged in specific movement plans, giving them multiple demonstrations and new ideas. For children who avoid or have difficulty with movement activities, having a specific curriculum of movement activities in the classroom helps teachers to track their progress with regard to motor development while creating teacher opportunities to facilitate guided participation.
If designed and presented well, the inclusion of movement centers into preschool classrooms can be a wonderful addition to more traditional classroom management techniques. When children are provided with avenues to move their bodies in safe and organized ways in the classroom, they often naturally seek these activities on their own. Teachers can also encourage children to use movement activities when they see children demonstrating a need to move their bodies.
For a child jumping up and down when talking to a friend, the teacher should say: “Oh, it looks like your body want to jump, let’s go together to find the jumping spots”. For a child throwing toy blocks, the teacher could say “It looks like you feel like throwing things. Lets go find the bean bags and throw them in the basket”
Simple Ideas for Movement Center Materials include:
- Stepping Stones
- Bucket Stilts
- Spin Disks (aka sit and spin)
- Jumping dots
- Rocking Chair
- Yoga mat with picture cards/Kids Yoga Book
- Taped line for walking (with bean bags to balance on head – or tray to cary with ball to balance)
- Rolling pin with taped line in center to roll on a taped line on the floor (match lines- child crawls or bear walks)
- Basket (against wall) to throw bean bags or beanie animals into. 1-3 taped lines on floor at different distances so children can challenge themselves.
- Cars to drive on a tape “road” to facilitate crawling for shoulder stability while pushing cars)
Depending on availability of space in the classroom, all activities can be out at one time or they can be rotated throughout the school year. Prior to use by the children, activities should be demonstrated by a teacher (either to a group or individually) to set expectations for safe use and ground rules should be set for how may children can use one material at a time.
Unsure if a movement center is right for your classroom?
Try introducing just one activity at first and observe how the children use it and what children are drawn to it.
Not sure what to introduce?
- Make a list of the types of movement the children are naturally seeking throughout their day. Start where you see the greatest need.
- Don’t be discouraged if the first activity that you introduce is not automatically a big hit. Take time to assess the make up of your classroom and try again.
Establishing a movement curriculum in the classroom may take time, but it will be worth all of your efforts when you start seeing the children choosing and enjoying these activities throughout their day to support self-regulation, motor skill development, and organized movement.


Literacy and numeracy support for all students continues to be the focus of the school district for the upcoming school year.
“We will continue our focus and expand our efforts and programs to support literacy (reading and writing) and numeracy,” reports Director of Instruction Carl Cooper.
“Every day in schools these skills are taught. From the first day of kindergarten when students start to recite the alphabet to grade 12 when students may be reading Shakespeare, preparing an in-depth research project about social justice or demonstrating sustainable environmental practices.”
Kindergarten starts with counting, building blocks, patterns and leads to financial planning, statistics, calculus, and even calculating distances and angles in prefabrication and assembly for a trades project.
“When our students graduate the need to be literate and numerate is critical to life success. Our team of teachers, CEAs and principals/vice-principals are working hard to provide all our students a strong foundation of literacy and numeracy skills,” he comments.
“Some of our students need assistance to get to grade level and these students may be helped by a certified education assistant (CEA), Aboriginal education worker (AEW) or an itinerant support teacher,” he adds.
Cooper notes the district has expanded its literacy intervention program to a seventh school for this coming year. “The program has highly trained teachers who work with some of our most vulnerable learners in grade 1 to ensure we ‘catch’ our students at a young age to get them on track.”
This September will mark the second year of the numeracy helping teachers who are providing support to their teachers in their school through sharing best practices, collaborative lesson planning and this year will also be providing direct service to individual students.
“This year we are excited to have six numeracy helping teachers in six schools working with all teachers to improve learning in math,” notes Cooper.
Individual schools have implemented programs to help students improve in literacy and/or numeracy. One example is at Shuswap Middle where the learning resource team, certified education assistants, the administration team and the district literacy teacher, are all working together to provide an intervention program for grade 6 and 7 students to boost them up to grade level. In Armstrong – Len Wood Middle, Armstrong Elementary and Highland Park are all working together to collect educational data and information on all students. They are also working together on teaching strategies for specific student needs, and ensuring all students are assessed and then provided the best interventions and supports to ensure student success.
The District Numeracy Team is now in its second year and has already developed a district wide ‘big math idea’ which students should know in every grade.
The team has also developed weekly levelled problems for every grade and school.
Cooper explains the weekly problems use math to solve real world problems, including applying math thinking, solving (computation), analyzing and checking solutions and finally communicating mathematically.
“Problem solving also encourages the important skills of perseverance and creativity.”
He notes this year identifying a district wide standard numeracy assessment is a priority as they work to monitor the progress of all our students. “This year is also the first year of the Provincial Numeracy exam and our numeracy team will be providing workshops, and support to all our teachers as we work to support our students in numeracy success.”
“I’m also looking forward to the Middle School Math Olympiad. Thanks to Val Edgell for her leadership of our district numeracy initiatives.”


On Wednesday, March 16, 2016, students at North Chevy Chase Elementary school gathered for an unusual day of classes. Math, reading, science and other subjects were put on hold. Instead of practicing the three R’s or preparing for standardized testing, the students of NCCES made art.
Artists, museum educators and designers led students in drawing and painting lessons throughout the day in an event called the "Big Draw." All students in grades 3-6 had the opportunity to participate. Fourth grade teacher Jacqueline Moore first developed the Big Draw for her class in 2008, and it quickly became a school-wide event. Plaza Artist Materials has been a proud supporter of the Big Draw over the years. This year we donated approximately 400 sketchbooks that the students used during the day’s many drawing activities.
“The Big Draw helps our kids hone their powers of observation and it demonstrates how they can apply artistic skills across several different disciplines,” says Moore. The event also teaches kids how to work in different modes of creativity and to appreciate the works of others by recognizing the effort and skill required to produce different types of art.
Art education is vital, but it is often an afterthought in many schools. Art classes allow students to learn life skills that aren’t necessarily learned in other classes—skills that help reinforce proficiency in other subjects and translate into professional careers. When times are tough and funding is cut from school districts, subjects like art and music are always the first to feel the squeeze. Events like the Big Draw are important learning opportunities because there isn’t enough educational time allotted to the arts in most schools. More schools should hold events like this, and hold them more often.
The students of NCCES are very lucky. The inspiration of teacher Jacqueline Moore, along with the cultural wealth of Washington DC, has allowed these students to have a unique learning experience. Each year during the Big Draw, museum educators and professional artists lead students in activities to develop the whole child. Participating museums have included: the National Building Museum, the National Postal Museum, the National Portrait Gallery, the Smithsonian American Art Museum, the Center for Folklife and Cultural Heritage, the Museum of Natural History and the National Museum of Women in the Arts.
Read on below for photos and summaries of the day’s events. If you are an educator, maybe you will get some ideas for lesson plans of your own! All photos courtesy Ms. Moore.
Steven Harris, the assistant property master for House of Cards, led 3rd graders in a lesson on contour and elevation drawings, with bell peppers and tools donated by Chevy Chase Supermarket:
Motoko Hioki and Debbie Bartels of the National Postal Museum led students through the process for designing postage stamps:
Alice Tangerini of the National Museum of Natural History showed students how to use tracing and stippling to create botanical illustrations:
Fine artist Atousa Raissyan of Soulystic Studios taught 6th graders how to use eye droppers and acrylic paint to create beautiful abstract images:
Vichai Malikul, an entomological artist from the National Museum of Natural History, taught the concept of symmetry by leading 5th graders in a butterfly and moth drawing lesson:
Additionally, the students had sessions in architectural drawing, typography, book making, self-portraiture, conceptual music, eco-art, Chinese brush painting, calligraphy and one-point perspective, figure and gesture drawing (string bean people drawing pictured below):


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Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?
International Journal of Educational Research Volume 67, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
This study examined the activation of teachers’ tacit knowledge of reading comprehension strategy instruction as part of a teacher professional development course. Although studies have examined professional development courses that inform teachers about research-based knowledge, there has not been much research on courses activating teachers’ tacit knowledge, as is the case with the present study. This qualitative study analyzed 21 upper secondary teachers’ instructional design; which strategies they promoted, how these differed across subjects, how their instruction was made explicit through professional development, and how the course contributed to the activation of tacit knowledge. This study demonstrated teacher learning over time, where implicit practices were made explicit through written narratives and increased metacognitive awareness.
Brevik, L.M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?. International Journal of Educational Research, 67(1), 52-66. Elsevier Ltd.


This month is National Bullying Prevention Month. As a principal, have a zero-tolerance policy for bullying. I decided to address this issue because parents need to be aware of bullying and the devastating impact it can have on children.
HERE ARE A FEW TIPS TO COMBAT BULLYING
- Have a serious conversation with your child about bullying. Physical bullying increases in elementary school and peaks in middle school. If your child is being bullied he/she should report it immediately to the principal or assistant principal. It is imperative to correct the situation before it gets out of control.
- Students love to quote the phrase, “Snitches get stitches.” When someone is planning to cause harm to another person it needs to be reported immediately. This is not snitching. This is saving someone’s life. Teaching students to discern when to tell and when not to tell can be challenging. They need to know that they are helping a victim in a situation that could result in tragedy.
- Cyberbullying is when kids bully one another through electronic devices. The bully posts mean messages, emails, spreads rumors, and posts embarrassing pictures of the person. If this is happening to your child, document the activity and print all messages. This documentation will be necessary when you report the offense to the proper authorities.
- The effects of bullying can be traumatic. Students who are bullied are at risk of suicide and it is important for them to obtain support. According to the Centers for Disease Control, students who are bullied are more likely to experience low self-esteem and isolation, have few friends, perform poorly in school, have headaches or stomach aches, experience anxiety, suicidal thoughts, and depression. There are children who have committed suicide which is why it is important to have a great level of communication with your children.
- Teach your child compassion and empathy. Talk to them about the way they like to be treated and how they like to feel. Then discuss how they do not like to be treated and how that feels.
- If your child witnesses bullying they should not laugh or escalate the situation. Bystanders are either a part of the problem or a part of the solution. They have the power to use problem solving strategies to stop bullying.
- If your child is the bully, examine what is going on in your home environment or try to find the root cause of why your child is behaving this way. Think about your actions and how you communicate with people. Parents are their child’s first teacher and they are watching what you say and do. They need to know the seriousness of the situation and know that consequences will be given for their behavior.
Parents, please be sure to ask your child about their day and be specific about asking if someone is bothering them or making them feel uncomfortable. No child should live in fear while attending school.
Shanessa Fenner is an elementary principal and has also been a middle school principal. She holds a bachelor’s degree in elementary education, two master’s degrees in elementary education and school administration, and a doctorate in educational leadership. She also received the North Carolina Principal Fellows Scholarship. This piece originally appeared with Education Post.


FINA1109 Managing Your Personal Finance
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- The area of knowledge for this unit is Management and Commerce
- Category B broadening unit for students
- Level 1 elective
- This unit highlights the importance of financial literacy in personal financial decision making. It reflects the increased financial responsibility that students face in areas including debt accumulation, financial product selection and retirement savings decisions. Students explore a range of topics including the impact of behavioural biases that are a natural part of decision making, with a view to exploring the impact these biases can have on financial decisions. Students are introduced to time value of money, with examples of the dramatic impact of compounding on both debt and equity. This introduction includes analysis of the cost of credit card debt, loans and mobile phone contracts. Students critique the concept of human capital, with a view to identifying their own human capital and understanding the part that education plays in creating this capital. They explore the interaction between consumption smoothing, debt and investing, along with planning for retirement within the present Australian superannuation system. Students create their own personal balance sheet and a simple plan for their financial future and write a reflective journal concerning this task as part of the unit.
- Students are able to (1) demonstrate an understanding of the impact of the time value of money for borrowing and investing; (2) identify the role of biases that can adversely affect their financial decisions; (3) contrast the roles of human and financial capital in spending, saving/investment and borrowing behaviours; (4) explain the concepts of consumption smoothing and evaluate the role within a financial plan; (5) identify the role of long term savings (e.g. for education, housing, retirement); (6) develop written communication skills with the completion of a reflective journal; and (7) identify the steps in the financial planning process and components of a financial plan.
- Indicative assessments in this unit are as follows: (1) participation (20%-25%)
; (2) group assignment; and (3) examination (55%-60%). Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Professor Paul Gerrans
- Contact hours
- lectures/tutorials/seminars/workshops: up to 3 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Students in South Prairie Elementary’s third grade dual language classroom in January have been learning about equity and fostering productive conversations with people who may have different viewpoints than their own. With the support of our Artist in Residence, Leeauna Perry from Bay City Arts Center, the students in Mr. Chun-Sajqui’s class made equality posters featuring civil rights activist Martin Luther King, Jr. Half of the poster was completed in English and the other half in Spanish. Students celebrated the idea that all different backgrounds, no matter the race or religion. deserve equal rights.
The Artist-in-Residence program has been supported by a variety of grants, receiving an initial grant from Trust Management Services, and received additional grants from the Autzen Foundation and Oregon Arts Commission’s Arts Builds Communities to continue the project into next school year. The program is a supplemental art education program partnership that began in September 2019 between the Bay City Arts Center and local Tillamook School District #9 to provide supplemental art education within the school district. “We are providing daily contracted art education within the regular school day to 2nd and 3rd grade students at South Prairie Elementary School,” explains Leeauna Perry. She continued, “The art is structured to supplement the core subjects of math, science, humanities and social studies. Teachers provide a focus area of study each week and then I create custom art projects for each class individually. This has been a blossoming partnership that is proving critical to the development and educational advancement of our students.”
The quote on the artwork is by Dr. Martin Luther King, “Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”


Denissa Rodrigues November 13, 2019 Coloring Pages
Yellow is the most joyful color on the color scale. It represents wisdom and kindness. It radiates warmth, joy, enthusiasm, fun and inspiration. Its effect is not as severe as red’s. Yellow is relatively a lighter color and as such it has a refreshing effect.
In Nine MSN Dr. Pearson further explains, “you have to look at the shape and size, you have to look at the edges, and you have to pick a color. It should occupy the same parts of the brain that stop any anxiety-related mental imagery happening as well.”
Improve Motor Skills – Fine motor skills help children to write and manipulate small objects. The actions, motions, and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Some or all of the edible part of accessory fruit is not generated by the ovary. Accessory fruit can be simple, aggregate, or multiple, i.e., they can include one or more pistils and other parts from the same flower, or the pistils and other parts of many flowers.
Some fruits have coats covered with spikes or hooked burrs, either to prevent themselves from being eaten by animals, or to stick to the feathers, hairs, or legs of animals, using them as dispersal agents. Examples include cockle and unicorn plant.
Coir fiber from coconut shells is used for brushes, doormats, floor tiles, insulation, mattresses, sacking, and as a growing medium for container plants. The shell of the coconut fruit is used to make bird houses, bowls, cups, musical instruments, and souvenir heads.
Tag Clouddeer pictures to print for free rabbit pictures to colour and print tadpole pictures to color cute animals to colour coloring book panda coloring sailor moon savanna animals coloring pages cute animal pictures to print seahorse for coloring kawaii cat colouring pages outline pictures of animals for colouring lizard colouring farm coloring book printable coloring pages animals hard puppy coloring pics baby cat coloring animal jam coloring pictures super coloring animals national geographic kids coloring pages tortoise coloring sheet cute rabbit colouring pages puffer fish pictures to color outline pictures of birds for colouring humpback whale pictures to color pet care coloring pages dog valentine coloring pages coloring lol pets outline of birds for colouring animal kaleidoscope coloring pages cute hamster colouring pages cute animals pictures to color zebra colouring images digimon coloring sheets toucan coloring page printable polar bear outline printable penguin coloring images domestic animal pictures to print printable gummy bear pictures baby elephant coloring pictures


In response to Aristotle, ‘training is the process of creating sound mind in the sound physique’. PESA promotes analysis and instructing in philosophy of training. Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a greater society and worldwide democracy. Democratic training is a concept of studying and faculty governance by which college students and staff participate freely and equally in a school democracy.
Whereas these matters actually can be, and have been, mentioned with due care, typically they’ve been pursued in unfastened but spectacular language where exhortation substitutes for argumentation—and hence generally they are mistaken for works of philosophy of schooling.
We will discover philosophical aspects of the concepts of freedom and equality, the perceived tension between these concepts in political philosophy, and the tutorial ideas associated with different ways of serious about individual freedom, social justice and equality.
Some people work immediately on issues of classroom practice, others establish as a lot with fields corresponding to academic policy evaluation, curriculum theory, instructor schooling, or some particular subject-matter domain resembling math or science education, as they do with philosophy of training.
This differed from Locke’s ‘ tabula rasa ‘ in that it was an lively course of deriving from the child’s nature, which drove the kid to study and adapt to its environment. Plato’s writings contain among the following concepts: Elementary education can be confined to the guardian class till the age of 18, followed by two years of obligatory army training after which by increased schooling for those who qualified.


Our curriculum provides for all areas of development – social, emotional, cognitive, and physical and our standards are consistent with the PA Dept. of Education content standards for EARLY CHILDHOOD LEARNING.Our programs are based upon Developmentally Appropriate practices. Therefore, our activities are child-centered and child-initiated supported by teacher intervention to ensure the quality of play. This we believe is the best environment to promote and encourage THINKING AND PROBLEM SOLVING. This is also the best environment to capitalize on the child’s unique interests and abilities.
Children may work cooperatively or independently in our classroom. Messes and spills and laughter are EXPECTED. We have an outdoor play area complete with slides, climbing equipment, musical equipment, rubber mulch and a colorful kid-size wooden train! We also maintain a Butterfly Garden, a currently occupied Bluebird House, and pavilion. We have a large indoor play area where our Music & Movement program takes place twice a month, and children can play in inclement weather. Our hands-on Science Program is a place where children are encouraged to touch and experiment. Themes in this room change monthly and include rocks and minerals, machines, and water activities to name a few. Field trips include visits to the Pumpkin Patch, the Apple Orchard, Frances Slocum State Park, and the Back Mountain Library.
Children in our Four Year Old classes go to Learning Lab once a week. In Learning Lab the same skills we are developing in the regular classroom are reinforced in a more structured environment. Learning Centers focusing on a set of themes – a letter in the alphabet, a color, a shape, a skill (such as cutting, left/right, etc.), writing activities, an “opposite” (such as over/under, full/empty) and a reading center are completed by each child. In this environment our four and five year olds can build confidence in their abilities, and prepare for the next step in their education – Kindergarten!


Visual & Performing ArtsPosted On : 01-Sep-2019 Posted By : Admin Jhalamand
The importance of visual and performing art classes that provide art education has been debated for several of years. Many feel that art education has no actual use and is a waste of time for those involved. But in reality, for very young children, making art -- or just talking about it- provides opportunities to learn words for colors, shapes, and actions”. It is vital for a child to learn the importance of art early in their life so that they can choose whether or not they will be dedicated to pursue a career involving art skills. Learning about these basic forms of art at an early age gives children more insight in preparation for their educational life.


Students who produce their own ART experience the intense satisfaction of making their own artwork, one that reflects their learning, patience and ability.
The goal of the art program at PRM is to heighten awareness in students of the visual arts in the world; past and present. This is accomplished through the study of art history, the work of various artists, and hands-on studio work in many different media; drawing, painting, clay, fiber art, collage and sculpture.
Students create artworks which demonstrate a growing understanding of materials, processes, tools, media and techniques. They develop in the use of art elements, principles and images to communicate their ideas.
Kindergarteners are introduced to the elements of line, shape, color and texture through the life and work of important artists and they use the knowledge they acquire, applying it to their own original artwork. Fine motor skill development is facilitated through drawing, painting, coloring and cutting.
6 – 9 students continue building their skills through drawing, painting, modeling clay, mask-making, weaving and soft sculpture in two and three-dimensional works.
9 – 12 students learn to recognize and describe visual art forms and artworks from various times, places and cultures. Students explore different periods of art history, from cave paintings to contemporary art.
Families are invited to create artwork together at family art nights throughout the school year. During family art night, the art room is opened with projects and materials so families can create together.
Art holds a special place in the curriculum. One of the great beliefs of an art education is that the teacher can guide the students into making their own artworks. This requires both imitative skills and creativity. The student moves from the process of copying a model into the production of something more original and personally expressive.


Keeping it Real Writing Strategies: 4th Grade Test Prep for Opinion & Informative Writing is a supplemental writing program aligned with the Common Core/ ELA Standards. The program has 16 weeks of lessons that are simple to follow and filled with pictures, sample anchor charts, templates, and much more! It also includes reading articles that integrate science, social studies, and reading standards along with sample prompts.
What makes this writing program DIFFERENT than anything else out there is the use of mnemonic devices and multiple intelligences to help students better understand the writing process. Students will be engulfed in writing lessons that are full of visual/spatial, musical, and bodily/kinesthetic activities!
So, what does the program include?
*8 Weeks of Engaging OPINION Writing Lessons
*Opinion Writing Monthly Calendar
*Opinion Planning Graphic Organizer
*Opinion Writing Kid-Friendly Rubric
*4TH Grade Reading Level Opinion Articles Integrating Science, Social Studies and Reading Standards
*Sample Opinion Prompts
*Opinion 2-Part Prompt Example & Lesson
*Opinion Writing Checklist
*8 Weeks of Engaging INFORMATIVE Writing Lessons
*Informative Writing Monthly Calendar
*Informative Planning Graphic Organizer
*Informative Writing Kid-Friendly Rubric
*4TH Grade Reading Level Informative Articles Integrating Science, Social Studies and Reading Standards
*Sample Informative Prompts
*Informative 2-Part Prompt Example & Lesson
*Informative Writing Checklist
*Mini Lessons on Purpose, Focus, & Organization
*Mini Lessons on Evidence & Elaborations
*Mini Lessons on Conventions
*Scaffolding Techniques with Pics For Struggling Writers
*Home-Practice That Involves Parents
*Numerous Mnemonic Devices to Help Students Remember the Writing Process
I have been teaching for 17 years. I have a BA in Elementary Education and a Master's in Reading K-12. The majority of my teaching has been in inclusion classrooms in Title I schools. I use this program with my students along with many other teachers in my school and district. Your students will benefit very much from this simple, yet rigorous program! I know you and your students will love it!
Have FUN with your Kiddos! :)
P.S. I am unable to upload the additional reading articles to this file. Please email me once the product is paid in full and I will send you the file with the missing articles. Sorry for the inconvenience.


Novel Study – Alternate Story Ending Worksheet
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A task to use when teaching your students reading comprehension strategies.
A set of comprehension task cards to help students understand sequence when reading.
A comprehensive resource pack to help students understand the concept of sequencing.
A worksheet which encourages students to write an alternate ending to a shared class story.
A worksheet to use when teaching students how to understand sequence when reading.
A worksheet to use when teaching students how to sequence important events when reading.
Celebrate National Poetry Month in the primary classroom with this planning guide and set of resources.
Use this weekly poetry guide to celebrate National Poetry Month in your primary classroom.
A poster providing a definition and example of a simile poem.
A set of 12 literature study task cards for lower elementary students to use when analyzing children's literature.
A poster to use with young students when teaching similes.
Choosing your country and state helps us to provide you with the most relevant teaching resources for your students.


We are all familiar with the benefits of music education. From language development, encouraging a sense of spatial intelligence, developing creative skills, exposure to social empathy and problem solving, the benefits are countless. I wholly believe that music makes humans happy, emotional, excited (and sometimes angry), stirs memories, brings us together and allows us to communicate in a way only possible to humans. Life and a world without music are quite unthinkable. The ability to physically and mentally be part of a music learning and music-making process is something that enriches lives and the benefits are carried with one throughout life.
To find out more about why music education is beneficial you can read this very interesting article by Dr. Carolyn Phillips author of the book "Twelve Benefits of Music Education".


Millions of young children are being left behind because of who they are, what they have or where they live. Poverty, stunting, and lack of cognitive stimulation mean that nearly half of 3- and 4-year-old children in low- and middle-income countries are unable to achieve their cognitive, socio-emotional, or physical potential.
Estimated proportion of children with low development per early childhood development index (ECDI)
Evidence of these relationships abound:
- In Afar, Ethiopia, poverty means that a six-year-old child from a low socio-economic status family is predicted to have the same developmental level as a four-year-old child from a high socio-economic status family.
- In Bhutan, rural populations that have less access to the public services that aid early childhood development, such as including nutrition, healthcare and preschool, mean that rural children lagged n early 5O% behind their urban peers.
- In multilingual sites in Vietnam and Laos, children from families who do not speak the majority language of the country must learn in an unfamiliar language and fall behind, especially in language and literacy development.
- In Jordan, refugee children have access to scarce – and when present, short – early childhood care and development (ECCD) indicating a combination of home and center-based supports might best promote their healthy development.
Equity for all children must start early
These examples use our International Development and Early Learning Assessment (IDELA) data and promote a focus on improving outcomes for every last child.
Ensuring healthy development for the most marginalized children is the surest route to fostering a more equitable society for all. Solutions to meet their needs require testing and measurement to ensure they work at achieving this goal. We have begun this process in our new report, Windows into Early Learning and Development.
This analysis of Save the Children’s ECCD evidence to date found that:
- To reach the most vulnerable children, we need to go beyond preschools.
- Caring and stimulating environments – at homes and in centers – improve child development.
- Serious focus and investment is needed to close the early gaps for the most vulnerable young children.
- Interventions to support children’s development and learning should start as early as possible.
Global evidence tells us that early positive experiences in relationships with caring, responsive adults build strong brain connections; that warm, responsive, and stimulating caregiving can effectively promote development even in the presence of poverty and malnutrition; and that things as simple as talk can influence toddler vocabulary, which in turn predicts early grade reading. In short, children’s early childhood experiences are critical to lifelong success.
4 recommendations to improve early childhood development
This evidence and our own findings show that we need to:
- Test strategies that are alternative and/or complementary to center-based work while governments work towards universal preschool coverage.
- Promote high quality caregiving and interactions both in homes and in centers to build strong foundations for young girls and boys.
- Create interventions that support early learning and address risk factors related to social protection to realize ECCD’s equalizing potential.
- Leverage preschool-focused work to foster dialogue about starting earlier, targeting children under the age of three and their parents.
Early experiences and relationships shape children’s lives no matter who they are, what they have, or where they live. Evidence from Save the Children’s Emergent Literacy and Math toolkit has proven this in Ethiopia and Rwanda, where the development gap for the poorest children was closed within a matter of months. And we know that governments, NGOs, corporate, and academic partners are actively testing more solutions.
Together we can ensure that more children reach their full potential and that is why Save the Children is currently developing an IDELA website, set to launch this year, that brings together the voices of those who are working toward a world where every last child has what they need to learn and grow.
We invite partners to share their results and impressions to IDELA@savechildren.org.


The Music Together® curriculum includes a mix of original songs and traditional tunes from the folk, jazz, and world music traditions in a variety of tonalities and meters. By presenting a range of musical styles from lyrical to blues, from folk to boogie, Music Together provides children with a rich music experience that stimulates and supports their growing music skills and understanding.
Music Together's nine song collections-each identified by its own color, instrument name, and graphic-are presented in a three-year cycle of three semesters per year. They are non-sequential, so a family can join at any semester and attend class for three full years before cycling back to repeat their first collection. Our former Summer collections have been renamed to Harmonica, Banjo and Kazoo - these collections remain the "Best of Music Together"
Music Together CDs/downloads have outstanding arrangements that are fun, sophisticated, and loved by children and grownups alike. The music is pitched in just the right range for children's voices and includes songs, rhythmic rhymes, tonal and rhythm patterns, and instrumental play-alongs. All of the songs are suitable for mixed-age groups, perfect for childcare centers or families with children of different ages.
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Each semester, families receive a CD and a code to download the music on any listening device. This download code also gives you access to Music Together's Family Music Zone where you can read articles on early childhood music development, print off coloring sheets from the songbook, craft ideas that go along with the songbook and other fun activities to do at home. You also take home an illustrated songbook that's filled with music-making ideas as well as another book to add to your expanding literary collection. Using your songbook helps you and your child to not only recognize what music looks like, it also aids in your child's pre-literacy development like the many other books in your expanding library of children's books! In addition, families new to the program will receive a parent guide DVD and the booklet Music Together at Home: Helping Your Child Grow Musically.
Copyright 2018 Twinkle Together, LLC | All Rights Reserved


Music is a big part of our lives. Whether you are listening to music while working out, at work, or in the film it can bring up your mood. It has touched cultures throughout the world since early times in human history. Everyone one has a different taste of music, but all the types will bring a lot of benefits to you. Below are some of the health benefit associated with music.
The most common things that interfere with sleep are anxiety and stress. Music affects both of these positively. Listening to music at different times, therefore, promotes better sleep patterns and more restful sleep. In situation, it can effectively treat insomnia.
Keeps the Brain Healthy
Playing or listening to music in old age helps to keep the brain healthy. Listening to music acts as an exercise for the mind so you can expect it to benefit the mental sharpness and memory. People with some form of brain damage may regain full or partial access to memories by listening to music. The rhythm and sounds of the music stay in your mind for long hence listening can help draw old memories and neurological patterns.
Boosts the Immune System
The stress hormone cortisol is known to weaken the body’s immune system. This leads to interference with memory, blood pressure, increased risk of heart disease, and low bone density. Music reduces the level of this stress hormone. Listening to uplifting music also increases the level of antibodies in your body. It is vital to listen to music that you enjoy to have this overall physical effect.
Improves Verbal and Visual Skills
Studies reveal that music education at the early stages of life stimulates the kid’s brain in various ways which will enhance communication, visual and verbal skills. Kids between the age of four and six who are subjected to musical training in pitch, voice, melody, and rhythm develop the ability to understand and explain words. Children who participate in music lessons with their parents tend to have the ability to communicate frequently.
Blood pressure and Pulse Rate
Music strengthens the heart and also improves the recovery time of people who were suffering from heart disease. Irrespective of the genre of music, listening to your favorite music will release endorphins in your brain. This helps to improve vascular health. Patients who listen to music immediately after cardiac surgery become less anxious and have less pain than those who rest quietly.
Heart patients who listen to music for thirty minutes tend to have slower heart rates, less distress, and low blood pressure as compared to those who do not.
Besides making you happy and reducing anxiety and depression, these are some of the main benefits that you will get from music. It is, therefore, necessary to always listen to your favorite music.


What Makes Learning Math Fun?
In the midst of writing lesson plans, my students were asked to respond to the "big" question: What does it mean to make mathematical learning fun?
In addition to personally reflecting/responding to the question, they posed the question to six university students (no math majors), looking for any insights/common responses.
Consider (and learn from) these selected responses:
Sorry for including so many responses, but each was chosen from a larger number because it added a new element to consider. Wouldn't it be a "fun" challenge to have all of these students in a common class?
- "I got to rap about sine, cosine, etc. in high school..." (English major)
- "I loved when we would do multiplication wheels in 2nd and 3rd grade. Making a competition out of it encouraged me to study so I could win, not necessarily to just get a good grade or be good at math. the satisfaction of competition...." (Speech/Hearing major)
- "...likes it when the mathematics is put in context, in applicable way. But....it would be impossible to make it fun." (Spanish major)
- "Honestly, I can't say I have had an experience when I thought math was fun. In high school I barely made it through and I hated my math teachers. I only made it to algebra. I would imagine it would be more fun if it was easier." (undeclared community college student)
- "Well, I have always been pretty good at math... I know I liked it. I am having a hard time thinking of whether I thought it was fun though. I guess I enjoyed it because I was good at it. Isn't that usually the case? People tend to enjoy things they are good at...." (Electrical Engineering major)
- "Pythagorean Theorem...peering back into the origins of modern mathematics." (Physics major)
- "I don't normally put math and fun in the same sentence but I guess it can be fun since it is like a puzzle. It's up to you to get all your puzzle pieces (equations, symbols, and numbers, etc.) to work together and find a solution." (English major)
- "...when you give the learners the encouragement and confidence that they can do math, and celebrate when they accomplish the learning...." (Business major)
- "...means making everything a puzzle. Having students have the aha moment and giving them something they can hang on to and build off of." (Physics Ed major)
- "...being able to apply it to real life. How does knowing this enable me to be successful in my life? And if I must learn it and it's not applicable to real life, then I suppose some kind of visual with an elephant, a kangaroo, and an antelope would be acceptable." (Business major)
- "...when I find deep connections between seemingly disparate fields. Also, all the beauty I perceive in math all the time, be it a beautiful proof or a pleasing picture, etc." (Math/Economics major)
- "...when she gets to use her hands....using manipulatives and having tangible experiences with mathematics...being able to talk with peers about the mathematical concepts they are learning..." (Elementary Education major)
- "Math isn't fun. Personally I like math, but it's by no means fun...." (Engineering major)
- Unlike an English essay I can't B.S. my way through it." (Computer Science major)
- I really like when my teacher is enthusiastic, if they are having fun that helps me have fun." (Psychology/Sociology major)
- "I don't know if you can make math fun...math sucks. But I really appreciate a thorough explanation so I can understand it. I hate all those stupid activities teachers try and give you, thinking that you're gonna have fun. I'm not a hands-on learner. I like to see problems worked out so I can watch how its done." (Fashion Merchandising major)
So, what is your answer as to what makes learning math fun? Is it the mathematics itself that is fun….or the way the learning experiences are orchestrated that makes mathematical learning fun?
Could “unfun” math be learned in a fun way? And, could “fun” math be learned in a “unfun” way…? Plus, what are examples of "fun" math and "unfun" math?


Never Get Lost Between the Music and Keys!
1. Place our key guides behind your piano keys and enjoy learning how to sight-read music.
With our guides, you will develop musical skills, much faster and in a more reliable way, regardless of your age..
Don't miss also:
Piano Key Map in ABC:
Green stripes represent Treble Clef and brown stripes the Bass.
Piano Key Map in Do Re Mi:
2. Practice learning to navigate with our essential software:
The Gentle Piano module for Windows or Mac. You will be able to learn or teach with it. This module requires MIDI connection between the digital piano/keyboard and your computer. For any age from 2+
Note Duration module for Windows/Mac.
You will learn the duration value of every music note by interacting with a music score through the computer keyboard key. It doesn't require a piano+computer connection.
For any age from 2+
Note Alphabet module for Windows or Mac. This is a short version of our theory algorithm that teaches the order of music notes and piano keys. It doesn't require a piano + computer connection For any age from 2+
Treble Staff Puzzle module for Win/Mac teaches any beginner to recognize any music note of the treble clef quickly. It doesn't require a piano+computer connection. For any age from 3+
Attention: this is a short version of our program.
Use our visual and interactive aids for your music education!
Why would any beginner have to start with this package?
FAVORITE SECRET OF TRUE PROFESSIONALS
The leading music professionals prefer this simple and convenient way to teach notes and keys to their beginners. Our materials are popular among students and educators in 60 countries.
SAVING YOUR TIME AND MONEY
These materials will be of great benefit to you because a picture is worth 1000 words. You will always be able to see how the keys and notes are interconnected.
LONG LASTING EFFECT
There is nothing more reliable in training than direct practice. Using these materials will help you remember the location of notes and keys forever. The interrelation between them will be embedded in your mind.
We will always be with you 24 hours a day, no matter what.
Our training materials guarantee the quality of your learning or teaching.
Our new, visual and interactive approach is recognized by leading experts and schools of the world.
Visual and Interactive Learning Works Better!
The students of the Herzen University (Russia) are practicing the piano with the help of our aids.
Are you ready to get started?
SOME REMARKABLE REVIEWS:
"Soft Mozart is a great find for children, parents and teachers. From the very first lesson, it enables a student to actually start playing the piano. This is as true for a child as it is for an adult, who has dreamed of playing the piano, but was unable to do so in childhood!" Lubov Yanpolsky, Orangefrogisrael Piano Studio, Israel
Can I use an iPad to download and use your package?
When I will receive my order?
After the transaction, you will receive access to this package via email.
I don't have a digital piano or a keyboard. Can I still use the materials?
Yes! Most of the materials are PDF files and software just for your computer.
How long will these materials last?
These materials will last forever.
I am taking traditional piano lessons. Will this materials conflict with my regular practice?
Absolutely not! Your experience will be enhanced by our aids.
I want to learn more about your remote school. What is the best place to start?
Hellene Hiner and "Soft Mozart" team
+1 713 443 8984
Music Vision International
15131 New Hastings Dr.
Houston, TX 77095 USA


Inconsistency in music education is often seen and found with many beginners. Most of the music education, enthusiasm ends within few months or dies permanently. The fact is majority of substantial music initiatives fails due to lack of understanding and proper counseling. It is due to overlooking many factors that holds the reason for maintenance of child’s interest and long lasting relationship with the music instrument. The parents should consider the following points while beginning music education to their child.
1) Know the child’s taste before teaching him/her an instrument. Parents should not impose their own taste and choice of instrument to the child. Sometimes it’s better to let the child explore different instruments and hold them. It gives a better choice.
2) Parents should not consider music as a part time activity. It is also one of the reason they can’t see their child’s growth and development. It can be best if the classes are regular as young kids don’t feel motivated without result and they don’t practice. Discipline is the key if parents can’t themselves sit with them for practice.
3) A child needs encouragement and guidance from its family members to learn instrument. One must also not forget the reasons behind maintenance of child’s interest, motivation to learn instrument. They are –
Choice of Teacher – The correct teaching of Music basics is the essential prerequisites and the building blocks of child’s future growth and adaptivity. It’s sometimes very unfortunate that poor teachers working with the syllabus could not help in child’s positive growth but on the contrary they reduce child’s potentiality. The points to be considered while selecting a teacher: –
- A teacher should offer a course schedule/plan to the parents.
- Parent need to listen to the demo performance of the teacher initially. He need not to be an all rounder but has to be convincing.
- A teacher needs to be organized, disciplined, committed and should possess good communication skills, expressibility and adequate knowledge of music with strong command on the basics.
- Parents should ask the teacher about his method and way of teachings to the student. Parents can also have a demo class in front of themselves.
- Parents should not change the teacher frequently particularly in the case of teenagers and more in the case of kids as every teacher has its own individual style, which could be entirely different from the new teacher. (This is why teacher selection is the key). The kids may find it difficult to cope up mentally with the new teacher and his teaching style. So they must look for a regular and committed teacher.


Numeracy Skills Framework
The Numeracy Skills Framework provides teachers with the numeracy skills required by students at each stage of development across all syllabuses. The framework supports the successful integration of numeracy across the curriculum.
The range of numeracy skills from preschool to year 10 allows teachers to identify stage skills and assess students’ prior learning. Strategies for the successful integration of numeracy within each key learning area have also been included. This information is essential for devising lessons with appropriate differentiation strategies.
Click here to download the Numeracy Skills Presentation (Powerpoint).
Numeracy Across the Curriculum Videos


Research has shown some benefits of music education and can help your child in a different way just than learning the ABCs of music.
More Than Just Music
Learning music is more than you think. At a time a person is busy to use his several parts of the body like ears, eyes, hands and some small muscles.
One of the important benefits of music education is that it is good for language development. When a child comes to this world he/she is ready to decode words and sounds by default but music helps the child to learn more quickly by enhancing the natural abilities of the child. According to research the effect of music has been seen on a child’s brain as musical training can help to develop a part located on the left side of the brain.
It has been proved by the research the music can increase your IQ level as it has been tested that those children who are taking a music lesson are more intelligent than who don’t take.
The Brain Works Harder
Those children who are involved in the music activity, their brain works better than those who haven’t involved with music education; moreover, their neural activity is also better. According to research those who are involved in music education, can perform better tasks related to the brain.
Improved Test Scores
According to a test study students with superior musical education performed better than the other students with the low-quality education program and scored 22 percent higher in maths and English.
Music is important and you will understand after a Pruett saying that Music makes your kid happy and interesting and later he will become smart as well. Music increases the desire of getting those things that make you happy. The motive of the musical education to your kids is to help them to gain all aspect of music, to become more musical, to learn all the know-how of singing and music.
If you are in Dubai and want your kid more bright and optimistic in terms of music education, enroll in one of the Melodica’s branch. Our teachers know how to shine their students. Come and visit Melodica and book a free trial class today.


This study was a qualitative investigation into the literacy learning of a student diagnosed with autism and included in the general education classroom for literacy instruction. Participants in this case study included the student, his guardian, his aunt, and the educators who provided services to the student through the school district. Through interviews, classroom observations, and document review, this study examined the interrelationship of environment, instruction, and family support and their effect on the literacy learning of a student with autism included in a general education setting.
Findings indicate that the student was involved in a variety of literacy experiences throughout his schooling, including the same experiences as his nondisabled peers and supplemental experiences. Findings also indicate that the school district provided inclusive support to the student through district inclusion initiatives, an accepting school climate, appropriate resources, high expectations, and teacher support. The findings also recognize the challenges of teaching a student with autism because of the disability characteristics and the struggle to measure performance. Last, the findings show that the family provided support through high expectations, opportunities for language and literacy development, access to educational materials, and homework assistance.
Teaching implications from this study suggest that (a) educators should continue to focus on matching methods and materials to student needs and providing a variety of approaches; (b) educators need to consider providing developmentally appropriate literacy instruction to and having high expectations for children who appear not to have potential so that they may experience success; (c) schools need to embrace diversity and prepare for the success of all students; (d) all educators need to know about the characteristics of autism spectrum disorders so that they can plan instruction to meet student needs; (e) literacy educators need to look for ways to assess students and accept various ways of knowing; and (f) families and caretakers of children with disabilities need to provide them with the same literacy opportunities as typical children and to maintain high expectations for their literacy development.
|Commitee:||Richgels, Donald, Roberts, Christy|
|School:||Northern Illinois University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||Special education, Literacy, Reading instruction|
|Keywords:||Autism, Autism spectrum disorder, Inclusion, Literacy, Reading|
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Anthropology is the study of what makes us human. It focuses on understanding people past and present, both culturally and biologically. Anthropologists study the past, through archaeology, to see how human groups lived hundreds or thousands of years ago and what was important to them.
Anthropology courses are listed under the four-letter rubric (course prefix)
Taking anthropology classes at Brookhaven College is an affordable way to get started on a path to a brighter future. Whether you’re taking classes to transfer to a four-year college or university, or for personal enrichment, our curriculum will give you the foundational skills you need.
Are you interested in anthropology?


At Holy Family and St Michael’s we strive to ensure all students realise their potential. We aim to teach children the skills to become fluent and confident mathematicians as we believe that numeracy skills are fundamental life skills. We do this through high quality teaching and learning, by giving children daily opportunities to develop their fluency, reasoning and problem solving skills in a range of contexts. We support the life-long learning of our children and understand that all teachers and support staff have a role to play in supporting children’s progress in numeracy.
Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data is gathered by counting and measuring and presented in graphs, diagrams, charts and tables.
We aim to deliver a consistent approach in the teaching of numeracy to ensure that all children are equipped with secure written and mental maths skills for the future.
- To deliver the National Curriculum 2014 in purposeful ways to equip children with skills for life.
- To ensure all children are able to calculate accurately and efficiently.
- To introduce a range of calculation methods, both mental and written.
- To ensure children, teachers and parents use the same calculation methods.
- To develop the use of mathematical language and understanding.
- To enable children to build confidence to tackle a variety of mathematical problems.
Year Group Curriculum Overviews:


The aim of this study is to reveal a new and unique technique that can be used in music lessons and other courses and to determine the impact of the Enriched Creative Activities Program with the Aytürk Technique, which was developed by Ertürkler, on the creative thinking abilities of students. The study was designed according to a pretest-posttest experimental model with a control group. In the spring semester of the 2017-2018 academic year, two of the fourth-year classes of Hasan Akan Primary School were randomly selected as study groups. The two classes were assigned as an experimental group and a control group. As a measuring tool, Raudsepp (1983)’s “How creative are you?” creativity test was used. While the control group continued with their ordinary music lessons and school education, the experimental group students were supported with the Aytürk Technique and Enriched Creative Activities Program in addition to the music lessons they attended at the school. In this context, in addition to the use of teaching methods and techniques in the literature, a new technique, which is not included in the current literature, was implemented in the learning process. It was aimed to have a participatory, creative and interactive educational environment in the activities applied to the experimental group and to give students the opportunity to imagine, create, and to express themselves. The Rhythmic Table, on which the technique is based, was used in each activity and rhythmic products or musical products were obtained. The students produced creative ideas for the intended objectives during the study and created permanent products related to the subject by using the new technique. At the end of the activity, the activities were exhibited by the students. At the end of the 10-week experiment, the experimental group students were observed to be more successful compared to the control group students.
Key words: Creativity, music education, drama, new approaches in music education, new education techniques.
Copyright © 2020 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0


UK Astronaut Tim Peake KG5BVI reports that on July 1, 2014, the UK Space Education Office (ESERO-UK) is holding a free conference at the National Science Learning Centre in York.
It is ideal for primary teachers and teaching assistants who are interested in using space as a exciting context for learning.
The conference will introduce Tim’s upcoming mission to the ISS and how space can be used to enhance children’s learning across the primary school curriculum.
Tim is currently training for his 6 month mission, Expedition 46/47, to the ISS which is scheduled for November 2015. The UK communications regulator Ofcom has agreed in principle to issue the permanent Special Callsign of GB1SS to the ISS and it is expected Tim will use that callsign when operating the amateur radio station in the ESA Columbus module.
More information at http://www.esero.org.uk/news/esero-uk-space-conference—the-primary-frontier
The UK’s first astronaut was Helen Sharman GB1MIR who launched into space 23 years ago on May 18, 1991, see https://amsat-uk.org/about/history/first-uk-astronaut-helen-sharman-gb1mir/


Nebraska Children’s Vice President of Early Childhood Programs, Amy Bornemeier, once spoke to the Intergenerational Poverty Task Force about early childhood programs like Sixpence and their role in the task force’s goal of breaking the cycle of poverty. Her words still resonate today.
Amy’s message was one of empathy, inviting attendees to put themselves in the shoes of a parent who can’t make ends meet. Where would they find support? How would they know it was the right kind of support? And what if their only source of good information and support was in another county, city, or state?
It’s easy to see how living in poverty can perpetuate a cycle of children starting life further and further behind the curve compared to more affluent families. And that’s where the Sixpence Fund comes in.
Identifying the Problem
Science has shown that during the first 5 years of life, 700 neural connections are being formed every second, creating circuits that serve as the roadwork brainwaves will travel on for the rest of the child’s life. When those neural circuits are strong and robust, children are better able to acquire and master the skills they’ll need to thrive in school and in life. According to neuroscientists, the strength and resiliency of these connections depends on the quality of children’s early learning experiences. For example:
- Infants and toddlers who experience strong, loving relationships with adults and stimulating, supportive early environments are more likely to develop the foundational skills that support a lifetime of learning.
- At-risk children who lack quality early learning opportunities are more likely to begin school behind their peers developmentally, and remain behind throughout their time in the K-12 system. These children are statistically less likely to graduate from high school, and more likely to enter the criminal justice system later in life.
- Approximately 30,000 of Nebraska’s infants and toddlers are at-risk, meaning they live in households where parents struggle to provide consistent, high-quality learning experiences during this crucial developmental stage.
Building on what we knew about brain research and the opportunity gap, Nebraska state legislators did something innovative, something remarkable, and established the Sixpence Early Learning Fund in 2006.
Here’s how it works: Every $1 private contribution is matched by $2 from the public sector. That $3 investment is then matched by the local community that receives the grant, resulting in a $6 investment for every $1 of private donations. This public-private partnership is a sustainable model funded with $40 million from the state and an additional $20 million from the private sector. The earnings are used primarily for grants to school districts to provide high-quality early childhood services for infants and toddlers who are most at risk of school failure.
Sixpence in Action
A Sixpence program features both home- and center-based support for parents through a variety of methods:
- Proactive home visitation
- High-quality early childhood education
- Parenting classes and Circle of Security Parenting
- Community-based socialization and education opportunities
- Access to health services, including mental health
To qualify for the Sixpence program, children must be between the ages of birth to three years, with at least one of the following risk factors: low family income, premature birth or low birth weight, primary language other than English, teen and/or single parents, and additional risk factors as appropriate. You may access a comprehensive, up-to-date report on Sixpence’s outcomes here.
Individual Sixpence programs represent a strong partnership between school districts, early childhood service providers, and most importantly, parents of at-risk infants and toddlers. Sixpence funds support combinations of center-based child care, voluntary home visitation programs, and other services that are designed to strengthen the capacity of parents as their children’s first and most important teachers, individualized to the community’s needs.
Think of how much better children’s outcomes could be with these kinds of support systems in place for parents! That’s Sixpence’s goal – to lift up families struggling with generations of poverty and give them a chance to level the playing field for their kids, so that they can break the cycle of poverty that holds them back. And thanks to your help, outcomes are improving every day – but there’s always more to do.
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Sasha Judelson, Director, Great Lakes Music Together
The effects of music on children are magical. Music can be both energizing and calming and it can enhance bonding as well as helping with transition.
Our classes are playful, rich and engaging, from Piaget to Montessori there’s a host of early childhood research that supports children learning through play. There’s no pressure in our classes to perform, quite the reverse, so if your child is a mover or a sitter or anything in between they will fit right in! We know that kids learn in a variety of ways and plan the classes to meet each learning style, playfully.
We have all made numerous lists of what we need to do as parents to engage our kids! Kids love to make music and that’s because it’s a natural activity for them, in fact we’re all born with a musical intelligence strand – that’s what we’re tapping into in each class. Our classes support the development of that musical intelligence through singing, instruments, drumming, movement, imaginative play and much more.
3. Developmentally Appropriate
Your baby is a natural-born music-maker, alert and responsive to musical sounds, growing into a toddler learning by playing, experimenting and watching others. Child development researchers have known for a long time that the natural family-style environment of mixed-age classes is the best way for young children to learn. In our experience, it works! Our classes provide the opportunity for kids to participate in their own way and in a way that feels right to them, some move constantly and others watch and absorb from their own spot in the room. The relaxed and no-pressure environment in our classes lets all kids learn at their own pace.
Kids love to watch, learn and imitate. They like to be leaders and they like to be followers. In class we explore songs and music that provides a springboard of discovery for your child to continue that exploration outside of class. When kids of multiple ages play together their focus shift from completing for limited resources (like toys and attention) to having fun together. Children have more chances for deep imaginative play, for exploring new ideas and working together in novel ways.
5. Supportive of all Learning
In our research-based Music Together® classes the benefits of learning music for children include learning how to sing in tune and how to keep the beat. Another important benefit is that it can allow your child’s creativity, self-expression and confidence to grow. When your child starts Music Together® as a baby you are supporting their brain development, as they grow we’re continuing to support their language and emerging literacy development, their social, emotional and cognitive development and we’re showing them a variety of approaches to learning. All that moving around supports their physical and motor development too. Skills they will use as they grow into school and life.
Come and join us in our research-based classes, help your child discover their inner-musician and more and have fun yourself too!
Find out more at www.greatlakesmusictogether.com and contact us directly at email@example.com