You can watch a recording of this webinar here.
The third talk in our series provided an insightful discussion of challenges within multilingual education. Focusing specifically on The Gambia, Dr Clyde Ancarno (King’s College London) and Mr Momodou Jeng (Ministry of Secondary and Basic Education – The Gambia) discussed their Multilingual Education in The Gambia project. The project, running from 2018 to 2021, is funded by the Global Challenges Research Fund and King’s College London and is a partnership between King’s College London, the University of The Gambia, The National Language Programme and Gambia College. Their research focuses on an ‘unusual and innovative’ early parallel biliteracy programme which introduces literacy lessons from grade 1 to 3 in seven national languages (Jola, Mandinka, Manjako, Pulaar, Serahule, Serer and Wolof). This means that, since 2015, literacy lessons happen both in English and in national languages.
In The Gambia English is the only official language of instruction however national languages are also used, unofficially, in the classroom. Since 2015 national languages have been used as part of the early biliteracy programme. The overall premise of the programme is to improve literacy in English, in the national languages, and support content learning in general. This was launched in response to an Early Grade Reading Assessment in 2007 which revealed low literacy levels amongst Gambian children. A smaller pilot version of the programme showed positive impacts on literacy development which has led to rolling the programme out at a national level.
Ancarno and Jeng explained the rationale for this innovative bilingual approach to early literacy. Evidence shows that children learn best when taught through a language with which they are familiar. At the same time, however, in The Gambia (as in many contexts) there is a lack of support for the use of national languages in education, as there is a desire to see English being used in educational contexts. Earlier pilot programmes involving national languages were met with resistance from parents and from teachers, which has been a major factor in opting for a bilingual early literacy programme.
Discussing the data from their interview research, a key challenge area which has emerged during implementation of the national language biliteracy programme has been the limited literacy practices in national languages. Interviewees highlighted that there is a lack of literacy resources in national languages as they are not commonly read or written. Related to this teachers will, at times, have limited competency in the national language commonly spoken in the area in which they are posted. Another issue noted by interviewees is that there is a lack of theoretical knowledge and understanding of the national languages, and further work must be undertaken to develop content and orthographies for national languages.
These difficulties present a challenge for the development of resources for initial literacy in the national languages and for providing appropriate training for teachers to conduct the biliteracy programme. Ancarno and Jeng concluded by suggesting a number of other initiatives which would support the for the successful implementation of the programme. These include the development of materials in the national languages and ensuring more national language resources are readily available in school libraries.
For more information on the Multilingual Education in The Gambia project visit their website: https://megambia.wordpress.com/
You can also follow Dr Ancarno on Twitter @clydeancarno


Modular panels have become very popular in recent years. But this is not a new invention at all. Moreover, modular art has been around for centuries. The modular picture consists of several separate parts that form a complex composition: sometimes stable, and sometimes not – in some cases, the parts can be interchanged or even completely removed.
The founder of modular art is considered Jerome Bosch, who created, as you know, in the Renaissance: his triptych “Garden of Earthly Delights” is considered the first modular painting in history. This work served as the so-called “variable altar,” and the arrangement of the parts of the painting changed in accordance with the church holidays and the message that parishioners needed to send at certain times of the year. Continue reading
They say that the whole world is a canvas on which we all write. And revolutionaries are those who always write in broad strokes, without paying any attention to those who seek to limit them.
The revolutionary artist uses new color combinations, new styles, but does not lose respect for the basics, and ultimately brings a new sound to all areas of art. Such an artist was Henri Matisse: not just a painter, but a man who generously splashed paints on the whole world of art. Matisse was an innovator, full of ideas, but also actively rethinking the past. His ideas are still reflected in the works of new and new creators. We can say that for many he opened the door to the world of art.
Henri Matisse opened his piggy bank with ideas and showed them to the world at the turn of two centuries, at the time of the flourishing of Art Nouveau. The era of modernism sought to admire the object, to equate them with art, in contrast to the past, when the artist turned the object into art using his talent. Continue reading
Brute art or art brut is often confused with the so-called art of outsiders. But if art brut is rather “art of the crazy”, then outsider art is a broader concept.
It can be the art of people without special art education, the work of those who find themselves in difficult life situations. The term art – brut was introduced in 1972 by art critic Roger Cardinal. Similar phenomena are marginal art, naive art, visionary or intuitive art, folk art, new fiction.
Perhaps the main difference between the creators – “outsiders” from other artists, is the conditions in which they work. Diseases, loneliness, severe external circumstances, such as war, push artists – “outsiders” to amazing creative impulses. A striking example of outsider art, of course, are the work of Henry Darger. Continue reading


How Music Sculpts Our Brain
How does the process of learning music impact our brain? To what extent does it foster curiosity, attention and enhance memory?
How is it linked with reading, learning languages, or mathematical thinking? Does a child need a musical ear to develop musical ability and make progress in music? Is there an age limit for learning music?
At a time when music education is being drastically cut, in connection with a “back to basics” rhetoric spreading over the field of education, there is also a growing interest in demonstrating and experiencing the way music can boost literacy, fine motor skills, memory, but also social behavior, altruism and… happiness!
A world-renowned expert on music and the brain, Isabelle Peretz takes up the joint challenge of enlightening us on the main findings of more than thirty years of neurobiological research on music and education, and translating them, where possible, into actionable recommendations directly applicable to the music room.
Written in both lively and straightforward language, her book details the various ways in which music can transform our brain, for the better. It makes the main findings of the neuroscience of music accessible to all those involved in music education —aspiring musicians, professors, learning adults, parents, or educational advisors.
An indispensable guide to understanding and promoting best practice in musical education.
Dr Isabelle Peretz is a professor of Psychology at University of Montréal, where she holds a Canada Research Chair and a Casavant Chair in neurocognition of music.


Purpose of Study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talents and musician, and so increase their self-confidence, creativity and sense of achievement. It is a unique form of communication that can change the way pupils feel, think and act. It transcends different cultures, abilities and generations. Listening to and making music fulfils an instinctive human need for self expression and creativity. It stimulates responses both emotional and at intellectual levels. Music is a lifelong source of pleasure and is education for life.
Aims of the National Curriculum
The National Curriculum for Music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notation
Here at Brentnall we aim to teach exciting and interactive music lessons by bringing together great music from all musical periods and using modern teaching methods to ensure the success of our pupils.
We currently follow the Sing Up music curriculum that supports all aspects of music in school, including the new music curriculum.
Children also enjoy whole-class instrumental tuition through the MAPAS Wider Opportunities programme. They develop their performance skills throughout the year by performing for a range of audiences and at concert halls including the Lowry Theatre and at the Bridgewater Hall with the world-class Halle Orchestra.
We have a fantastic school choir for children of all ages which practises every week with Miss Wills. The highlight of the year is their participation in the Young Voices Concert with thousands of local school children at the Manchester Arena.
Singing assembly is held each week for all children from year 1 to year 6 where we learn to appreciate a wide range of musical artist and genres.
We have very recently pledged our school to work towards the Sing Up silver award in which will further develop our whole school approach to music and particularly our love for singing.


The Central Board of Secondary Education, also known as CBSE, is a special board for public and private education in the whole of India. With a well-structured curriculum, study books and publications are made for Centre Point International school as well as periodic examinations either termly or yearly at specific centers. For an easier understanding of how the CBSE syllabus works for various educational levels, you can visit any of their regional offices in your locality. You can also check them out online and even make book purchases online. With this, you get to have access to your child’s educational materials at your own comfort. This benefits both parents and students, especially when they do not have access to any CBSE office around them. It also saves time and extra money if you have to pick up a car all the way to any of their offices. Plus, all orders of books you place online are delivered to your exact address.
Bridging the gap of education
India is a country with a diverse culture. In reference to that, CBSE books have been designed to help students understand various subjects better. Before these systems were implemented, Indian education went through some resistance before now. A Bill for the right to education was passed in 2005. This was the second attempt by the government of India to put the education system on track.
Some provisions of the bill include:
- Free quality education up to the elementary level for children between the ages of 6 and 14.
- New government schools must be opened to handle the student population.
- An active school management association would be comprised of parents and teachers from both public and private schools. The association would handle school assets and supervise accounts as well as salaries.
- A National Commission for Elementary Education. So, grievances can be addressed and punishment allocated to people, organizations, and institutions that go against the Bill.
Professionally trained public school teachers to work full-time at Centre Point international schools.
There are past sample questions available online
CBSE online platforms have a list of various sample questions that students answer to prepare them for real examinations. This helps build your confidence while you partake in Centre Point international questions. It also reduces stress and helps you know how ready you are for the actual examination. You can also find guide books which explain details of a subject or concept from a complex state to a much easier state of understanding.
Seeing the outcomes work well
Overall, having very good grades is one thing, and understanding a course or subject is another. Why? Because some students don’t know how to practically implement the concepts or theories they memorized all over in order to pass their examination. But purchasing Centre Point international books online gives you the opportunity to have both on your side. You get to understand what you are learning and also score well on your final examinations. The CBSE syllabus online helps you prepare for your course lessons. You can also partake in some online classes in cases where you find yourself in a location where you can’t have access to a physical classroom. This also helps international students using the syllabus.
CENTRE POINT SCHOOLinternational has proven to be that unique school that keeps making it possible for parents to dream again of the best future for their children. This school is more about the children getting what they deserve and that is it.


FREE Interactive Louis Pasteur Quiz – Fun Science Quiz for Kids
Enjoy this Easy Science for Kids Louis Pasteur Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Louis Pasteur. You need to answer all the questions to be able to get your score. You can do this fun quiz about Louis Pasteur again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Louis Pasteur.
About the Louis Pasteur Quiz & FREE Online Quizzes
Our fun easy science quizzes are a free interactive online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Louis Pasteur quiz helps your kids learn fun facts about Louis Pasteur while enjoying this FREE interactive quiz for kids.
If your child is home-schooled by you, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5, doing this free and fun interactive science quiz on Louis Pasteur.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can limit the number of times they can read about the quiz topic, before they do the actual easy science quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Louis Pasteur quiz answer they think is correct, and at the end you get the Louis Pasteur quiz score. Your child can try again and again, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this interactive science quiz for kids about Louis Pasteur? Check out all our other fun FREE quiz questions for Kids and other fun science facts for kids. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " FREE Interactive Louis Pasteur Quiz – Fun Science Quiz for Kids - ." Easy Science for Kids, Oct 2020. Web. 31 Oct 2020. < https://easyscienceforkids.com/free-interactive-louis-pasteur-quiz-fun-science-quiz-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). FREE Interactive Louis Pasteur Quiz – Fun Science Quiz for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/free-interactive-louis-pasteur-quiz-fun-science-quiz-for-kids/
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Support and Adjustments
Support for students with learning difficulties
All students deserve an education that supports their learning needs.
Students with literacy or numeracy difficulties require sufficient intervention to enable these students to continue to develop their literacy or numeracy skills.
It is important that students have their literacy or numeracy skills assessed to allow for explicit, systematic and evidence-based intervention that targets their areas of difficulty.
While students are receiving intervention to support them developing their literacy or numeracy skills, adjustments can be made to allow them to access the learning in the classroom and demonstrate their knowledge in assessments.
What are adjustments?
Adjustments are changes made to planning, teaching, assessments & reporting, the environment and resources in order that students with learning difficulties can access the syllabus outcomes and content and demonstrate their skills and knowledge.
The Adjustments InfoSheets (see below) provide information about adjustments for classroom and homework, assessments, programming and intervention for students with literacy and numeracy difficulties. The Adjustments Infosheets outline the suggested adjustments and some best practice inclusive teaching practices to support ALL students with reading, writing, spelling and mathematics.
Disability Discrimination Act
The Disability Discrimination Act 1922 Cth provides that education authorities must make changes or “reasonable adjustments” to how a student with disability accesses an educational course, the course delivery and the assessment procedures.
The obligations under the disability discrimination laws are clarified in the Disability Standards for Education 2005. These standards provide more details about the obligations of educators when making adjustments for students with disability.
InfoSheets On Adjustments
Call the SPELD NSW InfoLine to chat confidentially to our friendly support team or for a referral to a tutor


By Nancy Brekke, Reading Interventionist, Guest Blogger
Everyone loves to eat, so why not use paired texts about food to help kids improve reading comprehension skills? In this two-part blog post series, I'll describe ideas to help your students practice important reading comprehension strategies with a fairy tale and a corresponding informational text. Part one will focus on skills that kids can practice with level J books. Part two will include tips to improve students' comprehension with leveled readers between K–L for your guided reading lesson plans.
Students love to talk about their favorite foods, including the foods their families eat at home. They all have plenty of prior knowledge in this area, so they should be very comfortable and eager to share! This will spark some great class discussions that will help your students’ oral language development and improve their vocabulary. They may even learn about different cultures through the discussions.
The Little Red Hen is an excellent level J fairy tale from Story World Real World that you can use to steer the discussion from food to teamwork. Discuss how everyone on a sports team has to work together for the final, and hopefully victorious, outcome of a well-played game.
In order to help kids think about responsibilities of each member of a team, use the following questions to introduce the theme of teamwork in The Little Red Hen: Do you know what teamwork is? Can you describe an example of when you worked on a team? Did your team work together well? Were there any problems?
After reading the narrative text, put kids in small guided reading groups practice the comprehension strategy of visualizing. To do this, encourage them to make a movie in their minds by predicting how the story would have been different if all the animals worked as a team. Then have kids in each group work together to act out their revised stories for the class.
A second comprehension strategy that you can help students develop is making real-world connections to the text. You can ask, Have you ever decided to not help in a group? Why? What was the end result? Have the students share their answers with a partner, and then discuss with the whole group.
To continue helping kids make real-world connections about the topic of food, you can introduce Different Kinds of Bread. This leveled reader's nonfiction text features, such as table of contents, photographs, and bolded glossary terms, will serve as great opportunities to enrich student learning as they read the text. First, have students take turns reading aloud each section in the table of contents with a partner. When you come to a bolded word as you're reading the text, give each pair of students an opportunity to discuss what the bolded word means, so that they can practice using the glossary.
Another comprehension strategy that you should model for students with Different Kinds of Bread is asking questions. This is a very important strategy for students to use as they read because questions help them understand the main idea of a story and make inferences. Ask the students, What is your favorite kind of bread in Different Kinds of Bread? Then have them tell their partner one fact from the text about their favorite kind of bread.
At this point, students should be able to answer the question, What is the same about The Little Red Hen and Different Kinds of Bread? If some kids struggle to come up with an answer, you should use chart paper to give visual support for determining importance.
Since the Story World Real World titles mentioned today are paired fiction and nonfiction books, you can have a discussion about text types. This discussion can be a great opportunity for kids to give details from the books to support answers to questions, such as Which book is fiction? Which book is nonfiction? Can you give me an example from the text that shows why you think this?
Using engaging level J books and the tips I described will give your students an advantage as they improve their reading skills, oral language development, and vocabulary. Visit our blog soon for part two of this blog post series; I'll share more fun ways to keep your students engaged about food with level K–L books.
Nancy has taught grades 1–6, ESL students, and Reading Recovery. She is also a Reading Interventionist and an author of several titles in our Kaleidoscope Collection.


Welcome back! We hope you all had a lovely holiday and are feeling refreshed and ready for learning.
This term we will be focusing on the following Numeracy skills:
* counting forwards and backwards accurately within 40 and beyond
* ordering, reading and writing numbers within 40 and beyond
* number stories to 10
* strategies for addition eg counting on from biggest number, using doubles, finger patterns, using numberlines
*making amounts of money to 10p
*counting amounts of money to 20p
A Numeracy Homework leaflet will be sent home next week to provide ideas of how you might support your child’s learning at home. Many thanks for your continued support. The P1 Teachers.


This is one of the best times of the year to get outside in Spokane, and your preschooler can enjoy the season with all their senses. Get yourselves bundled up and go for a nature walk to collect supplies for some fun autumn crafts. Remember to be careful and respectful of plants, animals, and other people!
- Try the classic crayon rubbing: Find several different types of dry, flat leaves, and spread them out under a piece of paper. Try rubbing with the tip of the crayon and the sides of the crayon, and see what happens when you press harder or more softly.
- Do a collaborative art project: Draw different types of animal faces and let your preschooler glue leaves around them to complete the picture. Try a hedgehog, a lion, a shaggy dog, or make up a leaf monster! Older preschoolers may want to draw their own characters.
- Make a leaf crown: You can use a strip of brown paper cut from a grocery sack as the base; wrap it around your child’s head, and tape it together where it’s comfortably snug. Then help your preschooler glue leaves all around it, however they’d like. Maybe they can make you a matching crown, too!
- Pine cones can be turned into fun little critters with some glue and any craft supplies you have laying around – paper and fabric scraps, buttons, beads, pipe cleaners.
- Pine cones are fun to paint, especially with GLITTER! If you paint a bunch of them, you can string them down from a couple of tied, crossed sticks for a pretty autumn mobile.
- Seeds: Collected seeds, acorns, dried flower heads, maple spinners, and other garden or trail remnants can be excellent items for collages and sensory exploration.
- Sticks: You can use sticks and twigs for string art, which is great for your preschooler’s fine motor skill development. They’ll love wrapping sticks in colorful yarn or ribbon, and older preschoolers can create stick sculptures by tying the corners together and weaving between them.
- Play dough: Many fall nature items have amazing textures. Try pressing leaves, sticks or pinecones into a batch of homemade play dough. Toss it out when you’re done playing, or bake and paint to turn it into a keepsake!
Books to check out:
Article Source: Spokane Public Library


Hobbies Playing Music How to Play in DADGAD Tuning Share PINTEREST Email Print Playing Music Playing Guitar Basics Tutorials Tab, Chords & Lyrics Music Education Playing Piano Home Recording By Dan Cross Dan Cross is a professional guitarist and former private instructor who has experience teaching and playing various styles of music. our editorial process Dan Cross Updated April 24, 2017 01 of 02 Learn to Tune Your Guitar to DADGAD DADGAD (pronounced "DAD-GAD") tuning is an alternate way of tuning most commonly used by folk and Celtic guitarists. Whereas more common open tunings like open D or open G provide guitarists with an ability to play basic major chords and accompanying riffs more easily, DADGAD (sometimes referred to as "Celtic tuning") is popular among guitarists because of it's ability to create interesting sounds beyond standard major and minor chords. DADGAD is tuned so that when all strings are strummed open, the resulting chord is a Dsus4. The tuning allows guitarists to experiment with unusual chord shapes, exploiting intriguing and unusual possibilities. Tuning Instruction in DADGAD Start by tuning your sixth string down a tone to D. Check the tuning with the fourth (D) string.Your fifth string can remain unchanged - it's already an AYour fourth string can remain unchanged - it's a DYour third string can remain unchanged - it's a GNext, tune your second string down a tone to the note A. Check the tuning with the fifth (A) string - the two notes will both be an A an octave apartLastly, tune your first string down a tone to D. Check the tuning with the fourth (D) string - the two notes will both be a D an octave apartCheck your tuning against this mp3 of a guitar tuned to DADGAD Once you've tuned to DADGAD, you can begin exploring the interesting sounds the tuning affords. You'll want to focus on playing in the key of D - since this allows you to use the open sixth and fifth strings as "drone notes". Since DADGAD sounds neither major or minor when strummed open, you can experiment with playing songs and chords in both D major and D minor. Tab of Songs in This Tuning... Kashmir - Led Zeppelin tune that makes effective use of the DADGAD tuning. Some really nice riffs to learn here. For the more visually inclined, check out the Kashmir lesson YouTube video. Poles Apart - Pink Floyd tune from The Division Bell which features some DADGAD playing from guitarist David Gilmour. This one might be tricky. For more help, here is a "Poles Apart" video lesson on YouTube. Amazing Grace - A pretty, short arrangement of the standard hymn in DADGAD tuning. This will sound impressive with practice. Man of Constant Sorrow - This is the song made popular by its inclusion in the movie "O Brother Where Art Thou?" The song is tuned to DADGAD but uses a capo on the third fret. Black Mountainside - Another Led Zep tune, this is guitarist Jimmy Page's uncredited interpretation of the Burt Jansch DADGAD tune "Black Waterside". Note that although the tuning intervals are the same as DADGAD, Page actually tunes the whole guitar down an additional half-step, making the final tuning C# G# C# F# G# C#. You can mimic this tuning, or play the whole thing in DADGAD - it'll still sound good provided you don't play along with the recording. For some visual help learning this song, here is the "Black Mountainside" video lesson. 02 of 02 Other DADGAD Resources Al Pereira | Getty Images VIDEO: Exploring DADGAD Tuning - This is a good start for beginners, walking through tuning, basic chord shapes, and some songs to play using DADGAD Chords in DADGAD - A wide variety of Dmajor, Dminor, and Gmajor type chords in DADGAD tuning. DADGAD Chord Shapes - More chords can be found on this informative DADGAD page. VIDEO: Phil Hare on DADGAD - This video should be inspirational for more advanced guitarists. A key takeaway here is Phil's focus on the major scale, combining open strings and fretted notes, to create a harp-like sound. Pretty stuff.


More-Less-Fewer are essential concepts for early maths skills and therefore, this pack will be particularly useful for therapists and teachers working with children at Foundation Stage.
The pack promotes basic understanding and expression of these concepts with less emphasis on counting and number skills.
The pages are set out as illustrated worksheets, with activities for children to complete. The activities are designed to provide multiple opportunities for reinforcement and repetition regarding the concept in question.
Formal research and anecdotal evidence clearly indicates that increasing numbers of children are entering Foundation Stage with poor language skills. (The Cost to the Nation of Children’s Poor Communication’ ICAN Hartshorne 2006. (https://bit.ly/Cost2NationICan) Therefore, many speech and language therapists and teachers are having to provide specific interventions and focused support to address this issue. The understanding and use of concepts is an important area of language development, as knowledge of concepts is essential for a child to be able to understand routines, follow instructions, learn new vocabulary and support literacy and numeracy skills.
Author: Helen Rippon
Age Range: Foundation Stage – KS 1+, 4years – 7years+.
Curriculum Targets: Early Years Foundation Stage Assessment Scales; P Scales; KS1 English; Maths.
Contents: 30 pages, a page of instructions and 29 black and white activity worksheets.
Format: PDF file. Available by download, 11 MB or on CD.


Herbert Bayer and Bauhaus
101 years ago, Bauhaus was founded in Weimar, german. Despite its short existence, it managed to influence the world’s aesthetic for a century.
The minimalist aesthetic we indulge in elaborating on, like Muji, Apple, with their clean, basic features, and even the classic Kubrick 2001 space odyssey, all took inspiration from what Bauhaus left behind.
“The refinement of combining fine art, architecture and decorative art into a total work of art with meaning for future civilizations was lost by the mid 19th century when industrial development and emerging mass consumption created a huge gap between the spiritual world and the material world. Gone were unified works of art like the medieval cathedrals, built by generations of artisans, craftsmen, and sculptors in the service of the church and its ideals. ”(212 Lerner)
In the 19th century, the architecture design of its time pursues the most luxurious and pompous decoration. The more spectacular it is, the more it ignores the real needs of the general public, and it becomes a symbol of inequality. Also, society have grown mature and rigid due to industrialization, and the human division of labor was clear. The rigid division of labor led to a separation between people and society.
Under this background, groups of artists, architects were starting to realize the problem of society.
They hated the hierarchical order left by the decadent system of the old empire. The hierarchy reflects in economics and society, also permeated in many fields such as architecture, art, and design. Their goal is to break the boundary between art and industry, create art that can meet the requirement of the modern age.
“An essential principle which formed the basis for the Bauhaus is expressed in a few words taken from Gropius’s statement in 1923: ‘…the old dualistic world concept which envisaged the ego in opposition to the universe is rapidly losing ground. In its place is the rising idea of a universal unity in which all opposing force exists in a state of absolute balance.’” (81 Pritchard) In 1919, with the purpose of cultivating a group of artists who can understand the concept above, the school of Bauhaus was created. And the unique way of education challenged the basic education system.
Bauhaus may have more influences on architecture compared to other fields, however, it did influence graphic design in some extend. Among all the graphic designers who took inspiration from Bauhaus school, Herbert Bayer is one of the most well-known ones. He was famous for designing the universal font, written on the Bauhaus school building.
I think that the Bauhaus movement should be in the textbook because unlike the former art styles that have disappeared in the modern days, Bauhaus is still influencing the design aesthetic today. The advocation of simplifying the complex, practical art style and concept made its products last, with no trace of age. Assumably Bauhaus will still inspire in the future.
Lerner, Fern. “Foundations for Design Education: Continuing the Bauhaus Vorkurs Vision.” Studies in Art Education, vol. 46, no. 3, 2005, pp. 211–226. JSTOR, www.jstor.org/stable/3497081. Accessed 16 Apr. 2020.
PRITCHARD, JACK. “GROPIUS, THE BAUHAUS AND THE FUTURE.” Journal of the Royal Society of Arts, vol. 117, no. 5150, 1969, pp. 75–94. JSTOR, www.jstor.org/stable/41370286. Accessed 16 Apr. 2020.


Talking about Death: A Dialogue between Parent and Child
||Grollman, Earl A.
||FAM034000, SEL010000, FAM014000
9780807023624, Related ISBNs: 0807023612, 0807023620, 0807023639, 9780807023617, 9780807023624
|Number of pages:
Synopsis: Why do people die? How do you explain the loss of a loved one to a child? This book is a compassionate guide for adults and children to read together, featuring a read-along story and answers to questions children ask about death.
Talking about Death is a classic guide for parents helping their children through the death of a loved one. With a helpful list of dos and don'ts, an illustrated read-along dialogue, and a guide to explaining death, Grollman provides sensitive and timely advice for families coping with loss. This redesigned and updated edition explains what children at different developmental stages can and can't understand about death; reveals why it's crucial to be honest about death; helps you understand the way children express emotions like denial, grief, crying, anger, and guilt; and discusses children's reactions to different kinds of death, from the death of a parent to the death of a pet.
LightSail includes up to 6,000 high interest, LexileⓇ aligned book titles with every student subscription. Other titles are available for individual purchase.
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*LightSail offers a 2,000 or a 6,000 title bundle with its student subscriptions. Other titles are available
for individual purchase.


Orton-Gillingham and the Science of Reading
Orton-Gillingham places a strong emphasis on systematically teaching phonics so that students understand the hows and whys behind reading.
What Is the Science of Reading?
The Science of Reading is a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more. The Science of Reading has evolved from a wide span of research designs, experimental methods, participants, and statistical analyses. This conclusive, empirically supported research provides us with the information we need to gain a deeper understanding of how we learn to read, what skills are involved, how they work together, and which parts of the brain are responsible for reading development. We can identify an evidence-based best practice approach for teaching foundational literacy skills called Structured Literacy from this research.
Science of Reading expert, David Kilpatrick stated, “We teach reading in different ways; they learn to read proficiently in only one way.”
The Science of Reading has demystified how we learn to read and offers evidence backed by science to confirm that there is one right way to teach reading. The Science of Reading helps us understand the cognitive processes essential for reading proficiency.
It describes the development of reading skills for both typical and atypical readers.
Where Orton-Gillingham Fits
Teaching students to read is the work of educators. Being a proficient reader has an impact on a student’s entire education. While some educators are well-equipped to take on such a significant task, others wish they were better prepared and supported to make an impact that could change a child’s life.
The Science of Reading provides the information that educators need to secure phonics as the primary approach to reading and, in turn, prepares students to become fluent and independent readers for life. The Science of Reading proves that we do not learn to read differently. With explicit, systematic phonics instruction, every student can access the same knowledge and skills to become a good reader.
Orton-Gillingham places a strong emphasis on systematically teaching phonics so that students understand the how’s and why’s behind reading. Word recognition is best taught through a phonics-based approach, wherein students develop knowledge and skills about how the alphabet works to become expert decoders. Children can then apply the knowledge they learn to decode and encode new words.
See Orton-Gillingham as a Part of Structured Literacy Training in Action
Structured Literacy can ensure that students are equally exposed to important foundational literacy skills in a sequential, systematic, and cumulative way.


For instance, a museum is traditionally considered an informal studying surroundings, as there is room for free alternative, a diverse and probably non-standardized range of subjects, versatile constructions, socially wealthy interaction, and no externally imposed assessments. It spans the interval between the sometimes common obligatory, major education to the optional, selective tertiary, “postsecondary”, or “larger” education of ISCED 5 and 6 (e.g. university), and the ISCED 4 Further education or vocational college. In India, for example, compulsory education spans over twelve years, with eight years of elementary education, five years of major schooling and three years of upper primary education. Various states in the republic of India provide 12 years of compulsory college education based mostly on a nationwide curriculum framework designed by the National Council of Educational Research and Training.
The network promotes U.S. larger education to college students all over the world by offering correct, comprehensive, and present details about opportunities to study at accredited postsecondary institutions in the United States. EducationUSA also supplies companies to the united states larger education group to assist institutional leaders meet their recruitment and campus internationalization objectives. It has been argued that Education Info top rates of education are essential for nations to have the power to achieve excessive ranges of financial growth. Empirical analyses tend to support the theoretical prediction that poor nations ought to develop sooner than rich international locations as a end result of they’ll adopt cutting-edge applied sciences already tried and tested by wealthy countries.
Polling suggests that schools that serve a majority of students of shade are far much less likely to have entry to the know-how wanted for distant learning. Only 66% of Black households in the us had house broadband service in 2019. Without entry to the web or a computer, Black mother and father are at a drawback in educating their children. The mental well being of students has been greatly impacted because of the pandemic.
A facet effect of the method of formalization is that the tutorial experience becomes more summary and more faraway from every day life. In this regard, more emphasis is put on grasping basic patterns as an alternative of observing and imitating explicit habits. Education could be characterised from the teacher’s or the student’s perspective. Teacher-centered definitions focus on the angle and role of the teacher, for example, within the type of transmitting knowledge and abilities while doing so in a morally applicable manner.
Dunn and Dunn focused on figuring out related stimuli which will affect learning and manipulating the varsity setting, at about the same time as Joseph Renzulli really helpful various educating strategies. Howard Gardner recognized a variety of modalities in his Multiple Intelligences theories. The work of David Kolb and Anthony Gregorc’s Type Delineator follows a similar but extra simplified method. The report confirmed some circumstances of profitable voucher where there was an oversupply of high quality non-public places and an environment friendly administrative authority and of subsidy programs.
Similarities – in techniques or even in concepts – that faculties share internationally have led to an increase in international scholar exchanges. The European Socrates-Erasmus Programme facilitates exchanges across European universities. The Soros Foundation supplies many opportunities for students from central Asia and jap Europe.
These are also identified as nursery colleges and as kindergarten, except in the US, where the time period kindergarten refers back to the earliest levels of main education. Kindergarten “supplies a child-centred, preschool curriculum for three- to seven-year-old youngsters that goal at unfolding the child’s bodily, intellectual, and ethical nature with balanced emphasis on every of them.” This is ISCED stage 02. Educational institutions, associations, data, and professional services corporations are in the business of imparting education, info, and advisory companies – more usually called the information industry. The knowledge industry has been in the midst of significant disruption over the previous few years and more recently because of unexpected occasions. Department of State community of over 430 international pupil advising centers in more than one hundred seventy five international locations and territories.
Descriptive conceptions aim to explain how the time period is actually utilized by common audio system whereas prescriptive conceptions attempt to specific what good education is or how it ought to be done. On theResource Documents Page, you find Resource Documents on Psychosocial Support , Mine Risk Education , INEE Minimum Standards and Attacks on Education. Our expertise helps you reimagine your business models, speed up innovation, increase agility, and navigate digital disruption. We use tech to elevate experiences by leveraging deep insights from the linked campus and intelligent platforms. In addition to full-text journals, Education Sourceincludes more than four,one hundred full-text education-related convention papers.


At Kedron State School, we have a Special Education Program (SEP) designed to support students with diagnosed disabilities that meet the Department of Education and Training’s Education Adjustment Program criteria – that is, they have a diagnosed disability and require significant adjustments in place in the school setting.
Students are supported by special education teachers and teacher aides on a daily basis as well as visiting specialists as required, including a Departmental occupational therapist, physiotherapist, guidance officer and speech-language pathologist. Advisory visiting teachers, who have specialist knowledge and experience in Vision Impairment, Hearing Impairment and Physical Impairments may also support the students with disabilities.
Students diagnosed with disabilities at Kedron State School spend the majority of each day in mainstream classrooms where they benefit, not only academically, but socially as well. However, all students with disabilities are provided with individualized programs to meet their specific needs. These programs may include academic support with an emphasis on developing literacy and numeracy skills, life skills, gross motor and fine motor skills, social skills, and/or communication skills.
If you have concerns about your child’s development, in the first instance contact their class teacher for more information.
'Fairness means that everyone receives what he or she needs. Fairness does not mean that everyone receives the same.' Lavoie


During the 2022 ALSC Institute, I had the great privilege of attending Marine Band Librarian Staff Sergeant Philip Espe’s presentation: Wake Up Your Musicianship for More Inclusive Storytimes!
Philip welcomed us with music and song from the moment we stepped into the room! As a former teacher and choir soprano, I appreciated how Philip scaffolded our learning using a variety of visual, melodic, lyrical and kinesthetic aids. Philip modeled how we can set the stage for all families to embrace their inner musician.
“Music making and music loving is for everyone.”
After taking us through tunes such as “Don Alfonso” and “Campanero” (a Spanish version of “Frère Jacques), Philip encouraged us to evaluate and curate our storytime music, similarly to how we evaluate and curate our storytime collections. Music is an expression of culture, and our communities deserve to hear music that reflects them – in the same way that our communities deserve to see themselves reflected in our collections and in the books we read at storytime. Musical experiences should be…
-from Culturally Responsive Teaching: Theory, Research and Practice by Geneva Gay
Philip also encouraged us to analyze song text. Where do the lyrics/melody come from? What is the history of the song? During the audience Q&A, I asked Philip to speak specifically to changing the lyrics of songs rooted in racist origins. Does changing the words but keeping the same tune “transcend” the original meaning, as Betsy Diamont-Cohen asserts in the updated Mother Goose on the Loose?
“Changing the words is erasing the history – you’re erasing the history of pain.”
Nothing about music (even “just” the tune) that was used to oppress and denigrate others is validating or empowering. The world of music is SO wide! It’s not hard to skip these songs in favor of music that celebrates our communities.
Here are some additional resources to help us do just that:
- Keeping the Joy in Storytime: Dismantling Racism in Storytime Songs by Meghan Klaus, Annie Lin, and Amber Moller and Juana Flores https://www.urbanlibrariansconference.org/wp-content/uploads/2021/05/Keeping_the_Joy_In_Storytime__ULU_2021_Conference_Presentation_1.pdf
- Mama Lisa’s World: International Music and Culture https://www.mamalisa.com/
- Melodic Racism: Children’s Songs & White Supremacy by Jacqueline Kelly-McHale https://www.youtube.com/watch?v=n1FqK0eF5Kg
- Songs with a Questionable Past compiled by Lauren McDougle https://docs.google.com/document/u/1/d/1q1jVGqOgKxfiUZ8N3oz0warXefGIJill2Xha-3X5nUY/mobilebasic?fbclid=IwAR1u7GThu-w89gZVRklq_X0GOgxUpjRxEQJ5c2a89nMBCwao-vvscCwWTVY
- “You Might Be Left with Silence When You’re Done” by Martin Urbach for the National Association for Music Education https://nafme.org/you-might-be-left-with-silence-when-youre-done/
How do you “set the stage” for all families to embrace their inner musician in storytime? Let me know in the comments below.
Guest contributor Jessica Fredrickson (she/her/hers) is a Youth Services Librarian for Arapahoe Libraries. For the past three years, Jessica has served on the Colorado Libraries for Early Literacy Steering Committee, spearheading the collaborative ALSC/CLEL Virtual Storytime Services Guide. Professionally, Jessica is known for advocating for accessibility and giving storytime flannels early math makeovers. Her favorite things include tea, mountain hikes and middle grade fiction. She is looking forward to attending her first ALSC Institute!
Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.


PRIMARY SCHOOL NOTES STD 3 ~ DARASA LA 3 TIE BOOKS
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PRIMARY SCHOOL NOTES STD 3 ~ DARASA LA 3 TIE BOOKS:- The term primary school is derived from the French école primaire, which was first used in an English text in 1802. In the United Kingdom, “elementary education” was taught in “elementary schools” until 1944
When free elementary education was proposed for students over 11: there were to be primary elementary schools and secondary elementary schools; these became known as primary schools and secondary schools.
Primary school is the preferred term in the United Kingdom, Ireland and many Commonwealth nations, and in most publications of the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
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If the titles of artworks in Barbara MacCallum’s Appropriating Science at the Jordan Schnitzer Museum of Art through Jan. 28 remind you of a movie called The Effects of Gamma Rays on Man-in-the-Moon Marigolds, as they do me, it’s because they are similarly titled after scientific investigations.
But MacCallum’s art isn’t about “mechanism for cloud spreading,” any more than the movie was about gamma rays or marigolds. The movie used a scientific experiment as a metaphor for how events affect people differently; MacCallum uses her scientist husband’s published papers as a medium for creating art.
In “Mechanism for Cloud Spreading in the DSMC Model I (Vest),” the artist rolled up pages of her husband’s papers and then assembled them to make a vest. The figure wearing the vest has outstretched arms and a long veil that flows when animated by a floor fan, but it’s missing a head and, for that matter, the rest of a body as well.
Suspended high from the ceiling, this work of art reads like a figure not quite human — more spiritual than earthly. And though the vest is made out of scientific papers, don’t expect to read it. The pages function as tightly wound fringe on a garment that can’t be read.
Each artwork, four figures total, is associated with an article of clothing or, in one case, wings. In “Mechanism for Cloud Spreading in the DSMC Model II (Wings),” the pages of scientific papers aren’t rolled up. They have been torn in pieces and fabricated into an elaborate winged torso.
This work is the only one that’s on a motor. The torso, like a top or a planet, is constantly revolving, and unless you’re willing to jog alongside it, reading any of the words is nearly impossible.
Even if the papers in the show weren’t rolled up or adhered to a motor and constantly in motion — even if you could read what was written on the pages — would you understand?
It’s often said that science has its own culture and language. So also with art, particularly contemporary art. Depending on your background, you may find one more approachable or easier to appreciate than the other.
Overall, the gallery where the exhibit is held looks less like a science lecture hall than it does a Vogue magazine layout. The space contains the makings of a high-end fashion shoot; lights throw dramatic shadows on the walls, a fan blows a long veil across the room and garments are displayed on elongated or fractured figures.
Appropriating Science is, according to the artist’s statement, a critique of how society values science more than art.
By appropriating the materials of science, MacCallum is “obliterating their usual function” and attempting to “reconfigure science into art.” The work evolved through a collaborative relationship with her husband. Casts of his body are incorporated as well as his papers, and I wonder how he feels having his body of work recycled out of existence.
I’m guessing he is fine with recasting it into art, since he was part of the process. But the question of whether our society appreciates art remains a complicated one.
On the one hand, a relatively small painting is sold at auctions for millions of dollars. On the other hand, art education is funded far less than science.
Our current moment, in which science seems to be devalued by our administration along with the arts, may bring about future collaborations between MacCallum and her husband, taking on the question of value where both art and science are concerned.


A focus on Nature
At Pioneer Springs, students live their learning, and what better way to do that than to be immersed in the most stimulating, organic, and inspiring learning environment there is: the natural world that surrounds us.
Cultivating a meaningful, lifelong connection to the natural world grounds students, encourages the kind of healthy risk-taking that results in meaningful learning, and allows kids an opportunity to discover that the wide world outside is not a place to be afraid of, but a place of discovery and growth.
In a world full of social networks, cell phones, game consoles and computers, today’s children are increasingly disconnected and isolated from the natural world. This disconnect has been termed by scholars as “Nature Deficit Disorder.” Studies have shown environmental education has both physical and educational benefits. By integrating nature, student engagement and achievement increases, while also reducing symptoms of stress, anxiety, depression, and ADHD. Environmental education also encourages physical activity and promotes emotional and physical well-being.
Most importantly, capturing student interest in the natural world fosters a lifelong love of learning. This focus in nature encompasses the entire school with cross-curriculum explorations of nature and meets the North Carolina Essential Standards for science. With an encompassing theme for each trimester, each grade explores a unique path of the theme. At the end of each trimester, the students celebrate their journey with their school community.
Pioneer Springs’ teachers find that learning opportunities arise spontaneously in nature. By embracing these opportunities when and where we find them, we can provide students with truly memorable, authentic, and lasting educational experiences. Being outside engages all of our senses, bringing our whole being into the learning process and allowing learning to take place on many different levels. Students are present, mindful, and focused.
Pioneer Springs is a member of both the Green Schools Network and Green Schools Alliance. In addition we have also partnered with the following organizations: NC Museum of Natural Sciences, NC State Cooperative Extension Service, UNCC Geography Department, Carolina Raptor Center, Project Learning Tree, North Carolina Wildlife Resources Commission (National Archery In the Schools Program), Green Teacher Network, and the North Carolina Arboretum Society.
"By combining a solid core curriculum with a focus on the natural environment, students’ senses are engaged on every level, compelling them to observe, discover, and problem solve, all foundational skills necessary to excel under new accountability standards, and in their future careers."


WEBINAR: The CRADLE Teaching Methodology: Developing foreign language and entrepreneurship skills in primary school pupils
In recent years, a consensus has grown across the European Union that the acquisition of transversal skills – including foreign language and entrepreneurial skills – are key competences for the success of learners across the world of work and their personal life. The CRADLE teaching methodology for primary school teachers is the first to foster both of these skill sets simultaneously. It employs a cross-curricular, activity-based, pupil-centred, exploratory teaching and learning approach based on a linear four-step process inspired by Design Thinking with problem-solving and designing solutions in mind. The two core design features of CRADLE are that (1) it relies on primary school teachers who are not foreign language teachers, but are taught to use their existing foreign language knowledge; (2) it is applied to cross-curricular projects that fit the primary school curriculum.
Join us for this webinar to learn more about the CRADLE methodology and its findings. Findings indicate that students increased
* Their motivation, interest and involvement in the lessons
* Increased their interest and attitudes for the foreign language
* Enhanced their fluency in speaking, vocabulary development, accurateness in speaking, ability to express, ability to answer questions, ability to understand instructions
* Developed their entrepreneurial skills, especially: self-efficacy, creativity, valuing ideas, taking initiative, planning and management, and working with others
* Gained more confidence. Teachers found the lessons to be
* More fulfilling and enjoyable
* Strengthened their profiles by acquiring a new teaching methodology
* Enhanced their foreign language and entrepreneurial skills; and
* Showed great satisfaction with CRADLE.
You can register here: https://register.gotowebinar.com/register/3809901655896215054 .


Raising a child does not come with instructions. As a parent, we want to make sure that our child is getting the best care possible so that they grow and develop healthily. While new parents may not know exactly what their child needs, the good news is that there are plenty of great parents who have successfully navigated this process and who have shared their knowledge and advice with the world. If you want to make sure that your child thrives in school and in life, here are five ways to help your child excel.
As a parent, you set the foundation that your child builds upon as they grow older. In order to make sure that they are more successful as they age, it is important that you teach them the skills that they will need both now and in the future.
For example, teaching them organizational skills and time management skills that will make it easier for them to adjust to the different responsibilities that they will encounter throughout their lives. You will also want to teach them self-discipline, healthy habits, and other such foundational skills that will allow them to thrive. Remember, school is important, but when it comes to life, you are their teacher.
There are some subjects that your child may understand without issues. However, it is only natural for them to encounter areas of their education where they may struggle to grasp the content. While you may be able to handle some of their problems, there may be areas where you are not sure about the subject as well.
Making sure that they are learning and receiving the support that they need is as simple as a tutor experienced in the area where they are struggling. For example, whether your child needs help with a class or is preparing to take a major test like the SAT or ACT, one great company to turn to is Zinc NYC. If your child needs tutoring, all you have to do is visit www.zinc.nyc to get started.
Your child learns various skills through play, whether that is play that they engage in electronically or play that they share with others. Although being an adult comes with a host of responsibility, make sure to carve out time to spend with your child so that you can play with them and bond with them over time. Even for older children, making sure to spend time with them that you can use to talk about their lives and see where they need further support.
Your child’s health contributes to their overall physical and mental well-being. If they are engaging in poor habits like eating unhealthy foods, not exercising, not sleeping enough, and spending little time engaging in activities that help them develop intellectually, it is going to prevent them from developing properly.
Make sure to provide them with a healthy diet, give them the tools they need to grow, and ensure that they are engaging in the right habits on a daily basis. Not paying enough attention to their physical health can have a major impact on their health as a whole.
Emotional intelligence and coping skills are not something that we necessarily develop on our own. As your child encounters new difficulties in their life, they may not be able to cope with them or could potentially develop mental health issues, especially if they run in the family.
If you find that your child is struggling emotionally, reach out to a child psychologist in NYC who can help them with their problems and teach them the coping mechanisms that they need to deal with these difficult emotions. Targeting these issues and helping your child work through them early will help them greatly as they move forward.
Put simply, your child’s success in life begins with you. If you want to make sure that your child excels in all areas of their life, use the tips above to help them work towards the quality of life that you wish to build for them.


A toolkit for music practitioners working with deaf students
Dr. Kathryn Mason
This Toolkit is a free resource for music practitioners and teachers working with deaf children. It has been designed following a 3 year Creative Futures project called ‘Sounding Out’, funded by the National Foundation for Youth Music, which involved working with deaf children in both primary and secondary schools.
Through this Toolkit we hope to inspire music practitioners and teachers to be bold in their music delivery with deaf children, and to ensure that deaf children have as much access to music and music-making as other children and young people.
"Our data suggests that the Sounding Out programme has been a success musically, with clear evidence of virtually all pupils achieving more advanced musical behaviours as their academic year progressed. This is very commendable and provides a solid evidential foundation from which to argue that all deaf pupils should have access to appropriate music education provision, whether in Primary or Secondary schools to support learning in and through music."
(Professor Graham Welch & Dr Jo Saunders, UCL Institute of Education, 2018)
SUPPORT AND TRAINING
If you would be interested in receiving any training or professional development linked to this Toolkit, in order to support you or your staff in the delivery of music-making for deaf children, please contact us and we will be happy to discuss a bespoke training package for you.
We’d love to know what you think of this resource so please do tell us in the comments below.


Developed and reviewed regularly by a team of early childhood specialists, the Cherie Hearts curriculum gives children autonomy to inquire holistically while growing and learning with us in their preschool years.
Conducive Learning Environment
A child’s learning happens at many levels. In learning to think and thinking to learn, children acquire skills, knowledge, and abilities. They begin to understand about emotions, friendships and working in groups. Learning occurs when a child is meaningfully engaged while investigating something interesting, or when searching for answers and solutions to questions and problems encountered. This is the crucial learning approach adopted by Cherie Hearts.
Our curriculum determines that our environments not only facilitate but enhance learning. Our children appreciate their immediate environment because our Centres are thoughtfully-outfitted, conducive and inspiring. As early childhood specialists providing reliable care, we value the importance of maintaining safe, stable and healthy environments for our children at all times. Regular audits ensure that Cherie Hearts Centres maintain exemplary standards.
Children growing up in multi-cultural, cosmopolitan Singapore are exposed to different languages and are therefore encouraged to learn more than their mother tongue when socialising in their communities. Cherie Hearts supports the learning of dual languages through our developmentally-appropriate English-Chinese programme – aligned with MOE’s primary school curriculum.
The success of our bilingual approach stems from a professional team of specially-trained dedicated staff who inspire our children to embrace Chinese literature and culture through positively joyful experiences. Cherie Hearts Chinese programme educators focus on building strong interest in the language by first engaging our children in a variety of fun and interactive activities. Focusing on developing our children’s peer interaction in positive ways boosts their confidence to converse in Mandarin. This lays the foundation for them to develop other essential Chinese language skills such as penmanship, comprehension, analysis and interpretation through listening, reading and writing.
The Child Approach
Holistic growth of a child is what the Cherie Hearts’ five-fold PIESL approach aims to develop: Physical, Intellectual, Emotional, Social, and Language development; with focus on aesthetic and creative expression, social and emotional development, language and literacy, numeracy, motor skills development, and discovery of the world.
Lessons are carefully planned with the individual child’s progress in mind. Our programmes begin for infants at 2 months old, and advance all the way to kindergarten. A progressive-approach facilitates continuous learning as each lesson is built upon the previous one. Cherie Hearts educators are trained to ensure high standards and optimum delivery of the curriculum in every lesson.
Real life, Real themes
Our curriculum revolves around real-life situations that children can relate to, such as understanding the world with their senses, and for the older children – primary school readiness. Value-added learning that engages our children throughout the day enhance our core curriculum. These involve our Reading Programme, Letterland phonics, and enrichment activities such as dance, art, speech & drama, to name a few.
FUN Start, MOVE Smart
“FUN Start, MOVE Smart” is a ground-breaking motor-skills development programme developed by the Singapore Sports Council that aims to instill in children life-long “physical literacy”. In adopting this initiative, our children not only get to physically exercise, but also learn specific movement skills such as throwing, jumping, dribbling and running that will predispose them to embrace specific sports disciplines in future. We recognise that developing our children’s fine and gross motor skills is just as crucial as teaching them cognitive skills, emotional resilience and social empathy.
Parents as Partners
At Cherie Hearts, we work closely with parents as partners in providing a holistic education for our children. Regular communication and feedback work both ways to enhance mutual understanding of our children’s needs. Parents can also check on their children’s progress through regular activities such as Parent Conferences, and by reviewing documented portfolios that showcase and evaluate their children’s work.
Click on the icons below to learn more about each stage of your child’s developmental journey with Cherie Hearts.


Early Musical Stimulation
Early Musical Education
Elementary Music Education (EME)
The Hoch Conservatory focuses on gifted young musicians, finding and nurturing talent. In the Elementary Music Pedagogy department, the Conservatory aims to discover the world of music together with children. Singing, speaking, clapping, running, moving, everything that children like to do, is used in the elementary music education to bring young musicians into contact with musical contexts. This also prepares the way for children to work with instruments. Making music for yourself, finding yourself in it, mastering it is the basis for later musical development. Children are taught in groups over progressive courses using play. Rhythmic feel, training of the ear and development of musicality are encouraged through singing, playing and dancing. Music becomes movement, pieces are created. The elementary musical education builds up systematically from course to course. The Conservatory's programme ranges from parent and child courses for children from 18 months, to early musical education, up to basic musical education for children from six years of age. Students of elementary music pedagogy also do the work placements that form part of their course in this department.
Further or parallel musical stimulation for children in the Conservatory, e.g., through instrument classes, ballet classes or music theory, is not just possible but actively encouraged.
50 minutes of class per week,
Groups of about 10 children.
The courses are continually managed by a team of lecturers that themselves teach, and lead and supervise the teaching of the students on the Elementary Music Pedagogy course.
The courses on offer can be attended regardless of previous knowledge of the children.
Early Musical Stimulation - Parents and children from 18 months
Duration of training - 1 year
The course for the later development of each child can be set at a very early age. Often infants lack rhythmic and musical stimuli, which we think can be best passed on with the parents. Our programme allows mother/father and child to move, dance and sing together to a musical accompaniment, and to play with objects and sounds.
Early Musical Education - Children from 4 years of age
The curriculum for the two levels of education are spread over 1 or 2 years
General sensitisation for musical feeling
Development of musical aptitude
Play and discovery at the Orff' Instrumentarium
Music, movement and dance
Singing and speaking of verse, poetry and song
Listening to music
Elementary music studies
Learning the musical parameters
Encounter with various instruments
Instrumentenwonderland (children from 5 to 6 years of age)
1st of April or 1st of October every year.
The registration deadlines are the 15th of February and the 15th of August of each year.


The Power of Music
Music is a powerful subject that is an intrinsic part of modern life. Therefore, the way to develop a love of all genres and styles of music is to capture imagination through modern technology. The music department at Rose Hill School offers a range of both traditional and modern ways of approaching music education such as clubs like MTech; Composing Club using Garage Band and Notation writing software; Battle of the Bands and Band Clubs.
Within curriculum time You Tube is used during most lessons to access content and starting points for lessons and sets of IPads are used to support independent keyboard projects; notation games and; for Garage Band for composition.
A way of inspiring a love of music in a digital world is to make the music and the stories of composers real and to put context behind the music. That way children engage with the period of time the music was composed and listen to the music with a different aural perception. Following that engagement, digital technology and keyboards can be used to create compositions based on classical music.
In many schools music is an area that is often subject to financial cuts and yet Ofsted are now focusing and placing value on breath of curriculum. Research shows the power of music of developing children in academic ability; developing a sense of wellbeing; developing social skills and developing individual skills and confidence.
At Rose Hill School we are passionate about the power of music and have regular wellbeing singing sessions; hymns; a huge number of extra-curricular clubs and instrumental lessons; Kodaly based music lessons for EYFS and a huge number of concerts, shows, workshops and events throughout the year. I challenge anyone to observe excellent music education in schools and not perceive the overall positive impact it has on school life and individual development!
Elisa Harrod, Director of Music
16 October 2020
With a good degree of yaw and pitch STEAM week got off to a flying start.
25 September 2020
Years 7 & 8 took full advantage of being outside in the sunshine on Monday with a day of team building activities.
09 September 2020
Rose Hill School has this September launched their new curriculum, Curriculum 2020. The new framework has been designed over the last 18 months using feedback from universities and the employment sector, international trends in education, a breadth of educational research findings and consultation with local senior schools.
13 March 2020
On Wednesday 11 March the Reception children went on a visit to the nature trail at Coolings Garden Centre in Knockholt. There was great excitement, even before we boarded the minibus in our salopettes, coats and wellies.
17 May 2019
On Sunday the senior part of RHS Motorsport had their first race in the V12 Warrior on the 2.4 mile Goodwood Motor Circuit.
15 May 2019
Many of us have heard tales of children who swipe left on the cover of a book, before they think to turn the page. Modern mythology aside, the advancement of technology in homes has certainly impacted pupils’ expectations of how they should absorb and communicate information at school.
07 May 2019
In the midst of the Easter holiday, three members of RHS Motorsport attended Greenpower Ford Airfield event with the Red Devil car.
03 May 2019
After coming first, second and third at the Regional Final for the Fly to the Line competition the whole of the Y5 STEM club were invited to attend the National Final at RAF Museum London.


While NAPLAN test preparation may first seem intimidating, your child will feel more comfortable on test day if they have sufficiently prepared. By perusing this information, you may help your child in preparing for this test.
Stress levels rise in Australian households as NAPLAN approaches. The ability to perform under test circumstances and exam technique play a prominent role in a student’s NAPLAN performance.
The NAPLAN is a long-term assessment of pupils’ knowledge, skills, and capacities. Unlike other standardised exams, the NAPLAN does not require pupils to study particular topics. Instead, it assesses pupils’ reading and numeracy skills. It may be tough to assist your kid study without any legal issues being examined. But this need not be the case. You may help your kid prepare for the NAPLAN in many ways.
This post will show you seven proven and practical tips to assist your kid to succeed in NAPLAN test preparation this year!
- Learn the NAPLAN exam structure and layout.
A NAPLAN practise exam is one of the most excellent methods to prepare pupils for NAPLAN. They don’t have to finish the practice exam, but they should read it to familiarise themselves with the questions and the format. This builds confidence and familiarity with the NAPLAN exams’ organisation, arrangement, and language, so kids don’t miss anything!
- Plan your time with your child and your responses.
Time management is a significant issue in exams. Poor time management is often to blame. Try going over the test with your child to check the total time they spent/have for each section. Review the implications for question time and what to do if stuck. Should they persevere or give up? What if they still don’t get it? Go back and reread the question before assuming the answer! Introduce the concept of eliminating answers from multiple-choice questions and have them practise it.
- Continue to practice topic ideation
Students must produce an informational, narrative, or persuasive essay for NAPLAN Writing. And this implies thinking about concepts in the test! While some students are naturally creative, many students struggle to think of excellent ideas during exams. Spend time with students before the Writing test discussing writing ideas in response to a practice question. The goal is to educate students in brainstorming to be more confident and ready to write when the test comes around!
- Get some rest
A good night’s sleep improves short and long term memory, concentration, decision making, arithmetic processing, and cognitive speed – all-important for examinations! Getting a good night’s sleep the night before may make a huge impact!
- Stick to your regular morning routine
Maintaining regular morning rituals can assist students (especially those who are nervous or overwhelmed!) feel more at ease. Be pretentious and do all the usual things to prepare. The less you can alter in the morning. The more calm and ready your kid will be!
- Process over product
Move the discussion from NAPLAN test preparation outcomes to the procedure. Instead of concentrating on the results (which may cause anxiety and affect test performance), talk about what your kid can learn from the experience. NAPLAN provides a chance to learn how to take better exams, cope with and overcome test anxiety, and discover strengths and areas for improvement!
- Create an optimistic outlook for your kid.
If your kid has a poor day on the first day of NAPLAN test preparation, encourage them and move on to the future. Ask them how they can enhance the next NAPLAN day. Do not dwell on the past but on what they can do now.
It’s also vital to provide perspective. What if they don’t perform well? What’s the worst that can happen? Talking about it may help them see things from a different viewpoint!


Humanities › Literature Somebody Loves You, Mr. Hatch Valentine's Day Picture Book Share Flipboard Email Print Somebody Loves You, Mr. Hatch, a Valentine's Day Picture Book. Paul Yalowitz/Eileen Spinelli/Simon and Schuster Literature Children's Books Children's Book Reviews Top Picks Authors & Illustrators Young Adult Books Best Sellers Classic Literature Plays & Drama Poetry Quotations Shakespeare Short Stories By Elizabeth Kennedy Education and Literature Expert M.S., Instructional Design and Technology, Emporia State University B.A., English Literature, Brown University Elizabeth Kennedy is an educator specializing in early childhood and elementary education who has written about children's literature for over a decade. our editorial process Elizabeth Kennedy Updated May 30, 2019 Summary of Somebody Loves You, Mr. Hatch Somebody Loves You, Mr. Hatch, a Valentine's Day picture book by Eileen Spinelli, wonderfully illustrates the power of love and friendship. It would make an excellent gift for a young child. The illustrations are by Paul Yalowitz whose whimsical, textured artwork adds greatly to the story of a lonely man whose life is changed by an anonymous gift, a change in attitude and the kindness of others. Somebody Loves You, Mr. Hatch is a book I recommend for parents to read aloud and talk about with their kids, ages 4-8. Mr. Hatch and His Lonely Life The main character in the picture book is a very lonely man, Mr. Hatch. The story begins with a description of Mr. Hatch's lonely daily life. He lives alone, barely knows or talks to anyone, works all day in a shoelace factory, buys a fresh turkey wing for supper each day, eats, takes a shower, and goes to bed. In his neighborhood and at work people say the same thing about Mr. Hatch, "He keeps to himself." Mr. Hatch's loneliness is illustrated with drab colors and by the way in which the artist depicts him: shoulders slumped, head down, manner subdued. A Big Change for Mr. Hatch All of this changes when the postman brings Mr. Hatch a huge, heart-shaped box of chocolates along with a card that says "somebody loves you." Mr. Hatch is so happy he does a little dance. Because he thinks he might meet his secret admirer, Mr. Hatch puts on a colorful tie and some old aftershave. He takes the box of chocolates to work to share. He even talks to Mr. Smith at his newspaper stand, notices he looks sick and offers to watch the newsstand while Mr. Smith goes to the doctor's office. Mr. Hatch continues to talk to others, to help those in need, and to share with his neighbors. In fact, Mr. Hatch bakes brownies and holds an impromptu picnic for his neighbors at which he plays his old harmonica for them. His neighbors enjoy being with Mr. Hatch and like him very much. The more Mr. Hatch is friendly and kind to his neighbors, the more they reciprocate. When the postman tells Mr. Hatch that the candy had been delivered to his house by mistake and that he doesn't have a secret admirer, Mr. Hatch becomes withdrawn again. The postman tells the neighbors what has happened. The neighbors get together and throw a big surprise party for Mr. Hatch, complete with candy, a new harmonica, and a big sign that said, "Everybody loves Mr. Hatch." My Recommendation This is a charming book with a powerful message. The importance of love and kindness comes through loud and clear. Even very young children will understand how good it is to feel loved and how important it is to help others feel loved. While this is an excellent Valentine's Day book, the story is one that children will enjoy year-round.(Simon & Schuster Books for Young Readers, 1996, Paperback. ISBN: 9780689718724) Other Good Books for Valentine's Day One of the children's books I particularly recommend is the special pop-up gift edition of Guess How Much I Love You, by Sam McBratney, with Anita Jeram's delightful illustrations and Corina Fletcher's well-designed paper engineering. You'll find more books on my annotated list of the Top Children's Books for Valentine's Day, which includes picture books, such as, Queen of Hearts Love, Splat and t, plus the beginning readers Too Many Valentines and Nate the Great and the Mushy Valentine.


St. Patrick’s Day is just around the corner. This free St. Patrick’s Day printable and the activities listed below are great additions to your upcoming unit study. In addition to the activity pages included in the printable pack, you’ll find science experiments, hands-on activities, and a book list full of St. Patrick’s Day goodies.
(Quick Note from Angie: This is a secular St. Patrick’s Day printable packet, and not part of the monthly feature of Saints Printables and Worksheets Packets.)
St. Patrick’s Day Printable
This free 25-page printable is perfect for learners in grades K-3. Inside, you’ll find the following activities:
- 4-part puzzles
- Skip counting puzzles
- Handwriting pages
- Writing prompts
- Coloring pages
- and more!
Hands On Activities
- Rainbow Jar science experiment – This science experiment allows your kids to pour a rainbow in a jar.
- Easy Gold Slime Recipe – My daughter loves making slime, and I know this metallic gold slime will be a hit!
- Build a Leprechaun Trap! – We have never tried to trap a leprechaun. However, after seeing this post, I’m thinking we will do just that.
- Mosaic Paper Shamrocks – Gather scraps of wallpaper, scrapbook paper, and wrapping paper to make one-of-a-kind mosaics.
- Make Rainbow Cupcakes. – How fun are these rainbow cupcakes?
- Simple Science: Green Daisies – Have you ever turned daisies different colors by soaking them in colored water?
- Easy Clover Cupcakes – These clover cupcakes would make great St. Patrick’s Day party treats.
- Lime Jello Playdough – Homemade scented playdough is so much more fun than the canned stuff from the store.
- Growing Shamrocks – Decorate your holiday table with these fun place cards.
- Shamrock Science for Kids – There are several fun shamrock science experiments listed here for your kiddos to choose from.
- Jamie O’Rourke and the Big Potato by Tomie dePaola
- That’s What Leprechauns Do by Eve Bunting
- The Night Before St. Patrick’s Day by Natasha Wing
- The Leprechaun’s Gold by Pamela Duncan Edwards
- Good Luck Bear by Greg Foley
- Ten Lucky Leprechauns by Kathryn Heling
- Green Shamrocks by Eve Bunting
- Happy St. Patrick’s Day, Curious George by H. A. Rey
- St. Patrick’s Day by Gail Gibbons
- St. Patrick’s Day Countdown by Salina Yoon
|Tara is wife to Matt and homeschool momma of three. Her children are 21, 16, and 11 – two boys and one girl. She is currently homeschooling her daughter – 6th grade. When she’s not blogging, Tara enjoys crocheting and snuggling up with a good book. She and her family recently moved from Texas to Ohio, and they’re having fun exploring their new surroundings. She blogs about homeschooling, motherhood, and family life on both of her blogs – This Sweet Life and Embark on the Journey.|
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Resources › For Educators How to Write a Philosophy of Education for Elementary Teachers Share Flipboard Email Print Ariel Skelley / Getty Images For Educators Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching Homeschooling By Janelle Cox Education Expert M.S., Education, Buffalo State College B.S., Education, Buffalo State College Janelle Cox, M.S., is an education writer specializing in elementary school education. our editorial process Janelle Cox Updated January 21, 2019 A philosophy of education statement, sometimes called a teaching statement, should be a staple in every teacher's portfolio. For elementary school teachers, the statement is an opportunity to define what teaching means to you and allows you to describe how and why you teach as you do at the early stages of learning. The following tips and philosophy of education examples for elementary teachers can help you write an essay that you'll be proud to have. A philosophy of education statement is an opportunity to define what teaching means to you, and to describe how and why you teach as you do. Articulating this statement in the first person and using a traditional essay format (introduction, body, conclusion) will help you craft an enduring and inspiring personal statement. Structure of a Teaching Philosophy Unlike other kinds of writing, educational statements are frequently written in the first person because these are personal essays on your chosen profession. In general, they should be one to two pages long, though they can be longer if you've had an extensive career. Like other essays, a good educational philosophy should have an introduction, a body, and a conclusion. Here is a sample structure. Introduction Use this paragraph to describe your views on teaching in a general sense. State your thesis (for example, "My philosophy of education is that every child should have the right to learn and get a quality education.") and discuss your ideals. Be brief; you'll use the following paragraphs to explain the details. Think about aspects of early education that are unique to elementary teachers, and introduce these ideals into your writing. Body Use the following three to five paragraphs (or more, if needed) to elaborate on your introductory statement. For example, you could discuss the ideal elementary classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions. Build on these ideals in the following paragraphs by discussing how you keep your classes aware and engaged, how you facilitate age-appropriate learning, and how you involve students in the assessment process. Whatever your approach, remember to focus on what you value most as an educator and to cite examples of how you've put these ideals into practice. Conclusion Go beyond simply restating your educational philosophy in your closing. Instead, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges. Philosophy of education documents for elementary teachers are very personal and unique to the individual. While some may have similarities, your own philosophy should focus on your personal approach to pedagogy and classroom management. Focus on what makes you unique as an educator, and how you wish to advance your career to further support elementary education. Writing Prompts As with any writing, take the time to outline your ideas before you begin. The following tips can help you craft your teaching philosophy statement: Brainstorm about your educational philosophy and your views of education, making notes on those principles you value most. This can help you articulate your philosophy as you organize your essay.Demonstrate how you have put your educational philosophy into practice in the classroom by citing specific examples and outcomes with students, parents, or fellow teachers and administrators. Reflect on your experience over your career. Most likely, your teaching philosophy has changed over time. Reflect on the opportunities and challenges that lie ahead, and how you intend to meet them.Connect with others and talk to your peers in the field, as well as mentors. Ask them about how they crafted their essays and ask them to review yours once you complete it. Having people who know you and your teaching style well review your work can help you craft a truly representative statement.Review a few sample essays to help you as you begin writing your own. Career Advancement Applying for a brand new job isn't the only time you need an educational philosophy. If you're seeking a promotion or are applying for tenure, you'll need to craft or update your educational philosophy statement. As time goes on, your approach to education and classroom management will likely evolve, and so will your beliefs. Updating your philosophy allows you to articulate your professional motivations and goals, as well as your approach to educating others so that observers can have a better sense of who you are, even without observing you in the classroom. Consider reviewing your philosophy every few years.


Regardless of which methods you use to teach music, movement figures into it, though perhaps in varying degree. Laban and Jaques-Dalcroze in particular have influenced the use of movement as an indispensable component of educating children musically. Though one could go into great detail about the various kinds of movement, four general types of movement are useful for music educators. These are, moving to the beat, moving for expression, moving to form, and moving to events. Each of these types of movements helps children understand, experience, and express the many facets of music.
Moving to the beat is perhaps the most frequently done movement. It is an integral part of Kodaly, Orff, Dalcroze and Gordon philosophies for music education. Early formal music training always includes moving to a beat, often using patsch, clap, walk and snap as primary movements. Of these, walking is particularly helpful because it includes a shift of weight with each step, and is a silent motion, so the beat is felt but not heard except in the music itself. Walking also leaves the hands and arms free to do rhythms or subdivisions of the beat. Earliest attempts involve the student performing a beat and then the teacher performing music to the child’s beat. This shows the child the relationship between beat and music, but does not require the child to determine the beat from music she is hearing, which is a more difficult skill. Later, the child learns to do this as well.
Movement to the beat when done in the arms leaves the feet free to move to the rhythm. Students can “walk the music” while keeping the beat with their arms. A more advanced version of this is to walk forwards for ascending pitches and backwards for descending pitches. Students can also do a predetermined motion whenever a specified event is heard, such as an accent, syncopation, or motive. For example, they might jump whenever they hear a staccato event in an otherwise staccato melody, or squat down whenever they hear a descending motif they had learned before. None of these movements make any sound, so listening to the music is unimpeded. This is important, because these movement activities are as much about listening (hearing ascending or descending contour, for example) as they are about keeping a steady beat. Movements that make sound, such as claps or snaps, add to the music, and should be used in situations where the sounds made are helpful to the students in achieving the instructional goal of the activity.
Movement for expression is very different. With this kind of movement, motions synchronized to the beat are avoided. Instead, students move to what they think or feel from the music. They might make smooth motions with the arms for legato, or jumpy motions for staccato. They might flick the wrists for an intervallic leap, or slouch forward for a dark or somber chord. As they do these motions, they bring out feelings of joy, or sadness, or agitation, or relaxation. The motions help the students discover how they feel when they hear the music, because the motions express those same feelings. Students can learn things about the music from their bodies by moving for expression. Having them move this way and then describe how they felt when they moved is a great way to start a discussion of what they already know about the music, before teaching them anything about it directly.
Movement for form requires students to listen for things that are repeated and listen to things that are new. It is a type of same-different learning. Students repeat a movement for things that are repeated, and create a new movement for things that are new. By tracing the pattern of same and different movements, students can learn the form of the music through their actions. As with stepping the music, where, as one of my students put it, they “become the notes,” when moving to form, the students become the form. Moving this way in a class also enables students to see the form as they watch other students make same or different patterns of movement. The specific movements can be pre-arranged for each theme or section, or they can be personal to each student. As long as each child is accurately showing same and different, they can use their creativity to use whatever movements they can imagine and do. Movement is important to understanding and experiencing music, and should be used often in our music classes.


This small booklet was among the many interesting objects, images and documents that Laura Varilek was kind enough to share with us. I don’t know anything about it. By 1919, Maplewood was set up pretty well schoolwise having just constructed a new, large high school a couple of years earlier.
I don’t know what purpose this small book served. Any guesses?
If you would like to have a look at much of what Laura has contributed to our historic record, here are the links.
That’s an impressive collection. We are in your debt, Laura. Thank you so much.
Doug Houser February 20, 2023
That seems to make sense Jeff. I think they made these up for themselves as a remembrance book.
I think “Departmentsl school” just means that it was part of the Missouri Department of Elementary Education system. I have heard schools in the early 1900s in St. Genevieve MO also referred to in the same way by my great grandfather and his sisters. This differentiated that school from the Catholic school that is also in that town. It would be similar to the use of the word “Public” that we are accustomed to hearing now.
Your supposition seems reasonable, Jeff. The unusual part of this mystery is that this is the only one of these small booklets that I’ve ever seen. Perhaps there were only a few of the classes that made one?