Guided by artist Lucy Hill, experiment with everyday stuff from your kitchen to make your own paint, brushes and exciting new artwork at home.
Exploring everyday materials from your kitchen cupboards, such as flour, coffee, turmeric, salt, vegetable oil, leaves, soaps, hand sanitiser, find out how all this different stuff interacts to make your own colourful paints.
By looking at a range of artists who make their own paints, inks, papers and drawing materials, discover the wonderful effects they achieve from the materials they use.
Together in this workshop, we will get messy and experimental, sharing our kitchen paint lab findings with each other. We’ll explore ways of making paint brushes from household materials and experiment with the kinds of marks they can make, creating gorgeous artworks together and devising our own paint recipes.
Requirements for Participation
For safety reasons, a parent or grown-up should be present in the room throughout the session, and if necessary be available to assist their child, so you're very welcome to take part in the workshop alongside your child.
- Computer/Tablet/Phone with internet access for Zoom – placed on a table at children’s eye level
- A table to sit at
- Basic Kitchen Cupboard equipment: A spoon, a fork, jars, cups or bowls (optional extras: sieve, pestal & mortar, potato masher, wooden spoons)
- Dry: instant coffee, tea bag, cocoa powder, turmeric powder, dark green leaves like cabbage or grass, flower petals (any you can find), salt, sugar, flour
- Liquid: cold tea, cold coffee, cold cocoa or hot chocolate, mud or clay, beetroot juice & slices, water, vinegar, hand sanitiser
- Card: any colour (white, brown or black or a mixture), any size, recycled packaging is fine.
- Newspaper or any table covering
- A paintbrush and/or sponge (Lucy will show how you can make your own paint brushes. If you would like to do this too you will need some sticks, some string and some scraps of materials like sponge, fabric, bubble wrap)
Don’t worry if you don’t have any/many of these. You can join in with the most basic cup of cold coffee and get ideas for more explorations for later.
Online platform: The workshop will be delivered using the Zoom video call software. This will be a private Zoom session which will only be accessed by those booked into the workshop, the artist and The Ark's staff. The session will be recorded for the safety and security of all participants, however this recording will not be shared publicly and will be deleted within 30 days.
Lucy was The Ark's inaugural John Coolahan Early Years Artist in Residence during 2018/2019. A visual artist, educator and researcher with particular interest and expertise in the area of early years visual arts education, Lucy has exhibited nationally and internationally and has won several public art commissions and awards. Her interest in early years visual art education began in 2003 when (inspired by her own children), she approached the Linenhall Arts Centre in Castlebar to allow her to design a visual art program for two year olds which she subsequently delivered for ten years. Lucy has also been an ‘aterlierista’ (a type of artist in residence) with Woodland Park Preschool in Westport since 2007, collaborating on documentation projects, exhibitions, installations, toddler and sibling workshops, education programs for parents and educators, family art events and research. Lucy also works with agencies, consultants and institutions on long and short term early years projects that have culminated in interactive child friendly exhibitions. Her training and professional development in this area includes a study visit with Early Childhood Ireland to visit Reggio Emilia inspired preschools in Italy. Lucy is also currently working on a PhD research project at NCAD with an early years visual art focus. You can see some of Lucy's work at her website: https://www.lucyhill.ie/


Kids Study Music as a Profession is gaining popularity. Teachers and educators are realizing the great benefits of music education for children. Teachers are now using music in the classroom to supplement classroom activities such as language, reading, socialization, science, and math. For the teachers themselves, it gives them an opportunity to expand their curriculum to include the creative arts. It is also used to inspire students to strive for excellence.
The advantages of kids study music lessons include the development of skills, self-esteem, and self-awareness. When you teach your child how to play an instrument, you are teaching him or her to take pride in his abilities. He or she will feel more independent and confident about progressing on the piano. In this manner, the early childhood music program benefits both the teacher and the student. They gain a deeper understanding of each other, and the parent gains a much needed shoulder to lean on during difficult times.
Music instruction for kids study music through both guided and unguided learning, and there are differences between the two. Guided musical learning is a method where you set goals, give cues, and provide cues for progress. Students who have undergone this training have learned to work with a system, to execute a specific task, and to work within the structure of a planned musical piece. They learn through non-linear thinking. Non-linear thinking is about exploring all possible outcomes of a given scenario. This teaches the early childhood artist how to think in various contexts, and how to evaluate and modify the results of their creative choices.
Kids study music because it provides them with the opportunity to participate in meaningful learning. In addition to teaching them how to play an instrument, they can explore sounds, colors, and the flow of music. This is accomplished through musical metaphors, which explore the relationships between objects, people, and things. The most commonly used metaphor in this field is the relationship between math and music. Students learn how to solve problems by applying the basic building blocks of mathematics to the world of sound. Statistics are introduced as a statistical study that compares different variables over time, and this gives students a chance to see how patterns emerge from observed data.
The educational environment is changing rapidly. Many children’s music classes in public and private schools are now taught using a combination of statistical models and auditory simulations. Students learn through an integrated approach that combines both subject matter knowledge with applied learning. The statistical benefit is that it provides for higher retention in core subjects, such as mathematics and science. Auditory benefits include improving comprehension and critical thinking skills, as well as enhancing musical timing, pitch, and tone.
When parents take music lessons with young children, it builds important listening skills that will carry over into the classroom and beyond. Young children love to be taught by someone they trust. They are naturally attracted to teachers who are caring, involved, and loving. Parents can start the process of transforming their homes with a kids study room in the kitchen or a corner of the family room. This room can be modeled after any space in the home. For example, a living room might be modeled after a kitchen, or it could be modeled after a game room, an activity room, or a study.


Literacy Mission Statement
All members of Edgbarrow School are committed to creating a community providing students with explicit opportunities to develop their literacy skills.
- To adopt a whole school approach to literacy across the curriculum
- To encourage staff to take responsibility for the development of literacy in their subject areas through the inclusion of appropriate schemes of learning, lesson practice and assessment for learning
- To develop procedures for monitoring literacy across the curriculum
- To build on literacy skills taught at Key Stage 2
- To improve whole school awareness of the impact of reading skills: decoding, fluency and comprehension.
- To encourage staff to implement purposeful reading into the curriculum.
- To monitor reading ages and the progression of reading ages of focus groups more carefully.
- To ensure the curriculum gives a high priority to reading for pleasure.
1. Across the whole curriculum, teachers will provide activities for students to:
- read and follow written instructions.
- read to explore and to develop understanding.
- learn how to decode from the text.
- learn how to access their textbook, including format and index.
- learn how to select from written material, reformulate, question and challenge what they read in textbooks, encyclopaedias, and newspapers or from ICT sources.
2. Teachers will provide reading material of high quality, which is up to date, relevant and balanced in its presentation of ethnicity, culture and gender and appropriate for age and ability of the pupils.
3. Opportunities should be created for teachers to refer to students' use of reading in assessments and reports for all curriculum areas.
4. Independent reading will be routine in form time and lessons.
1. Across the curriculum, teachers will provide activities for students to:
- use writing to plan and organise.
- plan, draft, discuss and reflect on their writing, using ICT, where appropriate.
- write for a range of purposes and audiences.
- make notes in a variety of formats, e.g. brainstorming.
2. Teachers will set writing tasks that have clear and immediate purposes are objective-driven and which are appropriate for the age and ability of the students concerned.
3. Teachers will teach students how to structure their writing using a variety of sentence structures, paragraphs and a wide range of punctuation, including higher-order punctuation e.g. semi-colons, colons and brackets.
4. Where students are asked to write in a particular genre, e.g. a newspaper report, teachers will ensure that pupils are familiar with the appropriate style and conventions.
5. Teachers will correct errors in grammar, punctuation and spelling in line with the school’s assessment and marking policy.
Literacy Development Plan
The purpose of our plan is to promote good literacy (a responsibility of all staff across all areas of the curriculum) and to ensure pupils are provided with a range of relevant and purposeful opportunities to develop their ability to communicate through Reading, Writing and Speaking and Listening. Literacy and Reading Development Plan


Art Education is an integral part of a well-rounded education, forging connections across all academic subject areas and providing students with unique experiences not taught in other core areas. Visual arts offer powerful means for expression - tools for making connections between intellect and emotion, for bringing meaning and beauty into our lives, for solving problems and communicating ideas. The Arts are an essential part of human history and provide a foundation for understanding the present and guiding us into the future.
The Visual Arts Department strives to:
• Foster the creative spirit, instilling in students powerful tools that help make connections between intellect and emotion.
• Expand student’s abilities to distinguish and appreciate the arts as a historical reflection of humankind’s advancements, values, and cultures.
• Develop a deeper capacity for creative expression and effective visual communication.
• Cultivate direct experience with the senses and create an atmosphere that promotes a kinesthetic connection to learning.


Montessori Inspired Writing and Spelling trays
Beautiful alphabet trays set for children’s literacy development.
This product is designed for children to have fun with writing and spelling. There are many ways that you can use this product - from filling it with sand for writing or tracing the letters to prompting words for spelling.
The boards can also be as a filling board with sensory materials such as sand, rice or play dough as a hands on way to learn the alphabet.
This product is made out of Rubberwood, finished with natural child safe oils.
Support your child’s learning such as helping them to build their understanding and experiences with the following:
Emerging knowledge of the alphabet and awareness of words and letters
Phonological awareness (How sounds are put together to form words)
Sentences are made up of separate words
Words are composed of syllables
Words are made up of sounds that can be separated from each other and manipulated in other ways
Sounds that are separated (or segmented) from words can be put back together again to form words
Begin to understand that writing and representing can be used to convey an idea or message
Share literacy experiences with others for enjoyment
Understand and apply knowledge of language forms and features
Know that spoken sounds and words can be written down using letters of the alphabet and
how to write high-frequency sight words and known words
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
Compose texts using some sight words and known words
Use opportunities to write in their home language and dialect and make basic connections with English, including Aboriginal languages and Aboriginal English
The price is for the writing and spelling tray set only, other products pictured here are not included and can be purchased in another product listing separately.
As this is a product from wood please be aware that measurements are approximate and the product you receive will vary due to the look of the wood. Our toys will have their own unique wood grains, wood knots, individual characteristics and sizes are approximate. Your product will not look exactly the same as the picture shown. Refunds and returns will not be provided on the basis of the look of your product as all products will vary with the look of their natural wood and the way they are made due to the nature of the product being wooden.
Warning: Choking hazard. This product is only suitable for children aged 3 years old and above. This product is not to be used with children under 3 years of age or children who put items/objects into their mouths as it contains small parts which can be a choking hazard.
Direct parental supervision is required during play and use of this product. This product should be checked each time prior to use and must be discarded immediately if you find any damage or other safety concerns.
Disclaimer and Child Safety:
The Play Emporium does not take any responsibility or liability in any damages, injury, accident or illness that occurs from or during use of toys and products sold: The purchaser of all products agrees that it is the parent and/or guardian of the child's responsibility to ensure all products and toys are in safe to use condition and parents and/or guardians are to directly supervise children at all times and ensure the safety of children and all others using our products and toys.
If products and toys show any sign of damage or safety concerns they should be discarded immediately. Our toys and products should not be used for any other purpose or in any other way than what they are intended for. Only children aged 3 years and older and who do not put items in their mouth during play should be allowed to play with any products and toys sold by The Play Emporium.


Neuhaus is a reading program for students who are in need of explicit phonics instruction. It includes phonics instruction and oral language instruction. We use the following lesson plan:
Reading Decks Activity:
This activity promotes automaticity of sound-symbol correspondences and recognition of morphemes.
New Concept Introduction:
This activity systematically introduces the structure of the language. Multisensory guided discovery is used to introduce new concepts.
This activity promotes instant word recognition and fluency to support comprehension.
Students establish phonological and phonemic awareness.
Students review regular words with the Regular Word Deck after reading a Reading Practice.
Students learn and review irregular words with the Irregular Word Deck.
Students increase fluency and accuracy rates through repeated readings of decodable texts.
Oral Language Activity and Listening Comprehension:
This activity promotes the development of oral language, word knowledge, and listening comprehension.


Forest Preschool Overview
At FPS, we empower children to be active in their own learning process by encouraging and supporting their innate curiosity. Our curriculum emerges as we pay careful attention to our students’ interests within the context of the changing seasons.
We use a balance of provocations, child-led, open-ended programming, free play, and sensory exploration in natural environments to support the development of the whole child and inspire relevant and meaningful learning. We use the nature playscape, meadows, and forest as our classroom.
Each day includes “loose parts play” in the nature playscape. This is a time to explore nature-inspired art projects, seasonal, open-ended materials that may be manipulated in multiple ways.
Songs, storytelling, fingerplays, books and imaginative play come together to promote foundational literacy development. Our provocations often invite students to experiment with early math concepts including measuring, counting, comparing, and sorting.
We provide opportunities for children to learn how to safely use real tools including hammers, whittling peelers, and saws. Using real tools promotes fine motor skill development, a sense of agency, and a positive self-concept.
Because learning and risk-taking often go hand in hand, we also support children’s exploration of healthy risk-taking. This may take the form of climbing a rock or small tree, balancing on a log, etc. In taking healthy risks, children develop confidence and the ability to assess and calculate risk for themselves.
FPS is emphatically committed to weaving equity and social justice learning into our curriculum. FPS staff use books, open and honest conversation, images, provocations, classroom guests, and family members to build a strong foundation of learning around social justice and equity. We highly value family input, involvement, and support of this ever-evolving aspect of our curriculum. As a staff, we are committed to ongoing learning, stretching, and growing in this area in an effort to provide informed, thoughtful guidance for your children.
Each day is structured with a familiar pattern to support children as they engage with natural wonders and one another in the forest and fields. Special care is used in creating gentle transitions.
8:30 am: An offering of natural “Loose Parts” material to inspire learning and personal growth through spontaneous play and exploration.
9:15 am: Clean up and bathroom break.
9:30 am: Hike to Deer Camp with time for observation, discovery, and trail games along the way.
9:50 am: We come together for circle time to share songs, oral stories, finger play, or puppet shows.
10:00 am: Snack time. This is also a time for children to share personal stories and observations.
10:30 am: Children become active again, following their curiosity, and engaging in flow-learning. Children may choose to become “chefs” in the mud kitchen, weave natural material into an outdoor loom, explore, engineer with sticks and rocks, look under logs, initiate imaginative play, watch a bird, build a mouse house, create, follow animal tracks, balance on a log, experiment, discover, etc.
11:45 am: We come together again for an end-of-the-morning circle to sing and share gratitude, discoveries, and/or observations.
11:50 am: We journey back to the Swallow's Nest.
12:10 pm: Lunchtime.
12:45 pm: Rest time.
2:00 pm: “Loose Parts” play as children transition from nap/rest time. There may be options for emergent projects and learning, focused projects, or group documentation of learning in Floor Books.
3:20 pm: Closing circle.
3:30 pm: Time to go home.


What skills will be needed in the economy of the future?
Posted on 10-03-2020
Suppose a friend came to you and told you they wanted to visit Siberia for the whole of next February. They want to prepare for their visit, and to do so they need a precise weather forecast. They want to know exactly what temperature it will be at each hour of their visit, to within one degree of accuracy.
You tell them that just isn’t possible. You can’t predict the temperature that far in advance to that degree of accuracy.
Your friend is disappointed. Oh well, they say. Fine. I get that you can’t predict the weather. I’ll just travel in shorts and flip-flops, and pick up whatever else I need when I get there.
Clearly, that’s not the smartest decision. Of course you can’t predict next year’s weather in great specificity. But you can predict it in less specific terms which are still incredibly useful.
I can’t tell you the exact temperature will be in Siberia on the 24th February 2021 at 1.30pm. I can tell you that over the last 30 years, February temperatures in Siberia range from about -11 to -20. That’s enough information for me to able to predict that you will need some thermals.
I think about this whenever I hear people – economists, historians, educationalists, general opinion-formers – tell us that we cannot predict the jobs of the future, so there is no point in teaching school children content, and we should just rely on them picking up what they need when they need it.
Yes, of course, in one sense we cannot predict the jobs of the future. In the same sense that we cannot predict the weather down to the minute, we can’t know for sure what percentage of future jobs will require the Swift programming language, or if self-driving cars will totally take over from humans.
But we can make less specific predictions that are more reliable and more helpful. Just as we have decades of data on the average temperature in Siberia in September, we have decades of data on the value of literacy and numeracy in the workplace. We know that both basic and more advanced literacy and numeracy skills are enormously valuable. We know that literacy and numeracy have been valuable not just for decades, but millennia, and that they underpin many more advanced developments like programming codes and self-driving cars.
Technology is making huge changes to our society and our economy. But often, those changes happen at the cutting-edge, and the changes build on more stable foundations. MP3 players, Betamax recorders and fax machines are more likely to become obsolete than the alphabet and numbering system. In schools, the best way to prepare students for the changing future is to focus on those skills that have proved themselves valuable over long periods of time.
My new book, Teachers vs Tech, is all about these issues: the ways technology should change the classroom – and the ways it shouldn’t. It’s out now and you can order it here.


ERIC Number: ED397155
Record Type: RIE
Publication Date: 1996
Contemporary Art and Multicultural Education.
Cahan, Susan, Ed.; Kocur, Zoya, Ed.
As a curriculum guide for high school teachers and students, this volume is a natural outgrowth of the philosophy of the New Museum of Contemporary Art. It provides thought-provoking and innovative materials that challenge the normative practice of art education and art history. Contemporary art is used as the focal point for an antiracist, antisexist, democratically based curriculum, providing a theoretical foundation and practical resources for multicultural implementation. The first section provides the perspectives of six art educators about a multicultural approach to art. Part 2 presents photographs of the works of some contemporary artists, and Part 3 contains some statements about art from several of these artists. These statements are presented in English and in Spanish. Part 4 deals with integrating curriculum and experience in a series of 43 lessons about art and its role in society. The resources section contains annotated lists of 62 publications and 58 organizations. (SLD)
Descriptors: Art Activities, Art Appreciation, Art Education, Art History, Artists, Cultural Awareness, Curriculum, Democracy, Educational Philosophy, Educational Practices, Fine Arts, High Schools, Multicultural Education, Secondary School Teachers, Spanish Speaking
Routledge, 29 West 35th Street, New York, NY 10001 (paperback: ISBN-415-91190-7, $24.95; clothbound: ISBN-0-415-91189-3, $65).
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: New Museum of Contemporary Art, New York, NY.
Note: Foreword by Christine Sleeter.


2 years ago
Autumn 2018, the students of West Virginia middle schools in all 55 counties are about to receive grants from the VH1 Save the Music Foundation. Why is that? Let the Typical Student team tell you more info!
To begin with, the West Virginia Department of Arts, Culture, and History works alongside the VH1 Save the Music Foundation. The main task is to provide musical instruments, ongoing program management, and materials for students who dream of music education.
"Band provides students to be involved with a group; they have goals to meet. Of course, they are playing music, being creative. I think it is very important to keep those programs alive and strong," said Tucker County Music Director Rob Masten.
Recently, the officials from the VH1 Save the Music Foundation visited Randolph and Tucker County schools. They celebrated the commitment to arts and music education.
“The love of music, the commitment, and the importance of students are the same. The school district has to commit to provide a fulltime certified music teacher teaching during the school day in a dedicated classroom," said Chiho Feindler of VH1 Save the Music Foundation.
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Education has always been a means to alleviate poverty. This is especially true when it comes to countries with citizens who are economically challenged like the Philippines. That is why government and non-government organizations are working together to promote it.
In recent years, the Philippine government made improvements to the educational system of the country. They added two more years to the otherwise 10 years of required schooling.
The K-12 program was designed to enable future generations to compete with other countries with more or less the same format in their education. The division is similar to the old curriculum; from the kinder to Grades 1-6, then junior high school that’s four years.
The only difference is the two years for senior high school. Their subjects were also revised and updated to suit the current generation. In senior high, students can choose what kind of track they’ll take according to their interest or skills.
There are four main tracks for senior high students. The first one is the academic track, next is the technical-vocational-livelihood (TVL) track, the sports track, then the arts and design track. After senior high school, the students can choose to continue their studies to college or to be part of the current workforce especially those under the TVL track. They are capable of taking TESDA tests that would enable them to apply for work right after senior high school.
The whole K-12 program may seem like a paradise escape from the hard life, but with this addition to the country, it left a dent in their pockets.
New school buildings need to be built, new teachers had to be hired, new school books needed to be supplied, to go with new school supplies and many more. The truth is not every Filipino can afford to send their child to school.
That is where non-government organizations (NGOs) come in with scholarships that allow these economically challenged students to thrive despite adversity.Scholarships from companies as a form of corporate social responsibility (CSR) is a way for them to give back what they earned to the world.
It is financial aid for the students who need it–much like how the SM Group helps students through their college.
SM Scholarships first started in 1993 by the couple, Henry Sy, Sr. and Felicidad T. Sy, when they accepted scholars. At first, the number of the scholars were few, but as years went by, the scholars boomed to more than 3,000.
The late Henry Sy, Sr. believed that if one person or student from a poor family got to graduate college, they would soon lift their family from poverty like a chain reaction.
There are two kinds of scholarships in SM: The SM College Scholarship and the SM Technical-Vocational Scholarship.
The SM College Scholarship has certain qualifications, such as the students need to be senior high graduates with a general weighted average of 88% and a household income amounting to P150,000 annually.
The college covers most of the universities or colleges from Luzon, Visayas and Mindanao. The Scholars-to-be do not need to go through the hassle of applying for it is done online.
The courses they offer are BS in Computer Science, BS in Information Technology, BS in Electronics and Communications Engineering / BS in Electronics Engineering, BS in Computer Engineering, BS in Civil Engineering, BS in Electrical Engineering, BS in Elementary Education, BS in Secondary Education major in Biology, Chemistry, General Sciences, Physics, Mathematics, English; BS in Accountancy, BS in Accounting Technology, BS in Accounting Information Systems, BS in Internal Auditing, BS in Financial Management, BS in Management Accounting, and BS in Civil Engineering.
These college scholars benefit from full tuition fee paid in the college, a monthly allowance, the choice of specialization, part-time jobs during semestral or holiday breaks and exclusive job offers when they graduate.
The SM Technical-Vocational Scholarship has fewer qualifications as they need to be high school graduates and must have passed the requirements in their Technical-Vocational school.
These scholars can choose to specialize in Food and Beverages, Automobile Mechanic, Fitter Machinist, Electro-Mechanical Technician, Refrigeration and Air conditioning, Small Arc Welding and Electronics.
Like the college scholars, they also enjoy full tuition, but they have on the job internship, referral to SM industry partners after they graduate and many more.
SM Foundation doesn’t only just help in terms of scholarships, but also provide buildings for schools, complete with the essentials of a typical school building.
Aside from this, it also helps in times of need like disasters, they plant trees to help the environment and many more.
Education is a means to escape poverty, though the decisions to actually prosper are with the person themselves.
It’s because being educated is like giving wings to people in order for them to soar.
Read more: Manila Standard


Lenses on Reading, Third Edition: An Introduction to Theories and Models
Guilford Publications, May 23, 2017 - Language Arts & Disciplines - 302 pages
Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. Coverage encompasses the full range of theories that have informed reading instruction and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching. Pedagogical features include framing and discussion questions, learning activities, teacher anecdotes, classroom applications, and examples of research studies grounded in each approach.
New to This Edition
*Chapter on physiological foundations of reading development, including the impact of nutrition, sleep, and exercise.
*Chapter on affective/emotional perspectives, such as the role of engagement and teacher-student relationships.
*Additional social learning perspectives: Critical Race Theory and Multiliteracies Theory.
*All chapters updated with the latest research; many new teacher anecdotes added.
1 Introduction to Theories and Models
2 Early Lenses 400 BCEPresent
3 Behavioral Lenses 1900Present
4 Constructivist Lenses 1920sPresent
5 Developmental Lenses 1930sPresent
6 Physiological Lenses 1940sPresent
7 Affective Lenses 1940sPresent
8 Social Learning Lenses 1950sPresent
Other editions - View all
ability able academic According achievement activities addition application approach areas associated attachment attention become begin behavior believed brain chapter child Classical Conditioning classroom cognitive comprehension concepts Conditioning connections consistent create critical described designed discussed early effects Emergent emotional emphasizes engage examined example exercise experiences explain findings function idea identify importance increased individual interactions interested knowledge language learning lenses letter literacy development literacy learning Literacy Theory literature materials meaning memory Mental metacognitive Model needs observable parents patterns performance perspective physiological positive practice presented problem processor readers reading instruction reading process reading research reflected regarding relationships responses result role Sara’s Schema shared skills sleep Social Constructivism Social Learning sounds stage story strategies structure success suggests task teacher teaching theoretical thinking tion topic understanding unit words writing


Today I have a great guest post from Bridget, sharing a fun and hands-on way to learn numbers using rocks!
Children have a natural tendency to engage with nature and are designed to learn through exploration of the world. They have recently arrived on our marvelous and fascinating planet, and nature is pretty amazing and unfathomable. It's great to use natural elements to promote learning because they are free, free, interesting to children and sustainable for our planet.
These number rocks are a cool way to strengthen children’s numeracy skills (counting, matching, one to one correspondence, number recognition, amount and number order.)
Hands-On way to Learn Numbers with Rocks
What you need:
- Ten rocks
- White paint
- A black pen
- A collection of leaves, seeds and sticks (whatever you can find).
What to do:
- Paint the rocks with the white paint and wait for them to dry.
- Put one dot on one rock and write the number one on the back of the rock. Write number ‘2’ on the next, adding two dots and so on until you have done ten rocks. If your children are up to it, make a rock with a plus sign on and a rock with a minus sign.
- Go on a ‘treasure hunt’ and pick up lots of leaves, flowers, seeds and sticks.
Match each stone with the same number of natural items.
Put the rocks in a bag. Take turns picking a rock out of the bag and finding the corresponding number of items.
Sort the natural items into groups and then find the rock where the number corresponds with each group.
Order the rocks from one to ten or ten to one.
Play a game. The first player picks a rock; the second player finds the leaves or sticks to match the number and then picks another number. The next player finds the corresponding seeds to match the second rock. Add the two numbers together and count all the items to see what the answer is.
Sit the rocks in a basket in your child’s room so that they can include them in their play! You might even stick craft eyes on them and give each one a a name. Your child might end up inventing new things to do with them.
Bridget is a passionate early childhood education manager, teacher and advocate. She is the author of Road No Good runner up in the Finch Memoir Prize 2016 and available in bookstores from 1st February 2017. Bridget is a busy mother of two children, a one year old and a three year old. She shares easy ways to help young children develop critical social and emotional skills on her blog at www.fathomkid.com.
For more ideas like this one, check out my Pinterest board below for homeschool preschool ideas.


A new innovative scheme was unveiled Tuesday targeting children at the earliest level of school – in attempt to raise top scientists in the later years of their schooling.
The “building learning foundations” program will provide tools to teachers so they can be able to raise kids that enjoy maths and English. Some 2.5 million children at lower primary level P1, P2 and P3 in all public schools are planned, according to a statement from the Britain’s development agency DFID.
Rwanda adopted English as a language of instruction in 2008. It was also immediately followed by a policy favouring sciences.
But some years down the road, institutions of higher learning have been receiving students with low English language proficiency and less enthusiastic about sciences. Educationists affirm that both are necessary to train competent pool of scientists the country urgently needs.
Resolution 9 from the closed door government retreat held two weeks ago directed concerned institutions to do everything in their power to make English a priority. Primary and secondary schools will be the target areas.
The new UK-Rwanda scheme is “a very welcome and timely intervention”, said Rwanda’s Minister of State in charge of Primary and Secondary Education Dr Isaac Munyakazi, at the launch in Kigali.
Over a three year period, the Rwf 25billion (£25.3million) scheme also has a specific support for children with special needs. Select officials at local levels will also be trained to be able to monitor the implementation of the scheme.
Speaking at the event, Joanne Lomas the UK High Commissioner in Kigali, said: The new intervention is a “strategic investment to ensure that all Rwandan children have the foundational skills needed to contribute to continued social and economic development”.
Georgine Mukarugira headmistress of Saint Muko Primary School in Nyamasheke district said, “Many Head Teachers like myself have not received training as leaders of learning and therefore are not aware of our roles, (this new program) comes to provide us with the skills and resources to lead on school improvement for learning achievements, and to budget, manage school grants, staff and learners, and maintain effective reporting and data management.”
The Building Learning Foundations Programme is being implemented by a consortium of three British NGOs: Education Development Trust, British Council, and VSO.


Tulare County Symphony seeks to fund innovative program
What? Listening to Mozart makes kids smarter?
Then, what would learning how to play his music do to them? Yep, not only smarter but better disciplined, better organized, and better able to function effectively in society.
American education researchers and a few administrators have learned a lot about classical music's effect on young people in the past three decades. The findings, however, have been slow to reach the general consciousness and seemingly slower to convince decision makers — and many funding sources — to support music training programs for young people.
The importance of music education to developing minds is considerable. A number of recent studies confirm this. In the award-winning Harmony Project, underserved children in Los Angeles receive free instruments and instruction — if they promise to stay in school. The study is finding that music instruction not only improves children's communication skills, attention and memory, but that it may even close the academic gap between rich and poor students.
"The goal is not merely musical skills, but life skills," said Bruce Kiesling, Tulare County Symphony's music director and former conductor of the Los Angeles Philharmonic's Youth Orchestra of Los Angeles (YOLA). "Playing in a musical ensemble is a perfect metaphor for cooperation and participation in a group dynamic with different responsibilities around a shared goal."
YOLA is limited to underserved, low income children who would not have access to playing an instrument without this help.
Two other five-year studies are showing a change in the kids who are studying music. Making music appears to have lasting effects on both brain structure and brain function. Playing a piece of music involves the auditory, visual, motor and emotional centers of the brain. Brain scans reveal that there is more activity in the brain during a musical performance than there is during most other activities.
These are proven facts not the wishful thinking of passionate music lovers.
The Tulare County Symphony's leadership has now also devised a program that better targets specific children and promises to nurture their skills.
Recently, Pro Youth Heart executive director Daryn Davis came to the Symphony with a dream of starting a music program in one of Pro Youth Heart's neediest after-school programs.
"We wanted a mentoring and teaching model," said Davis. "We know that such a program builds leadership skills whether the child continues to play an instrument or not."
She and Juliette de Campos, executive director of the Symphony, are now developing a pilot program to purchase instruments and pay an instructor at Woodville School — an institution with few resources that serves 220 children, primarily from farm worker families.
Toward that end, the orchestra is working with schools and Pro Youth Heart to find grants and other funding to bring similar music programs to schools that don't have the resources for them. Ideally, they would like to begin at the end of January with a pilot program to see how generous the community might be and then expand the program in the future.
Funding is a challenge. The Symphony has loyal supporters and an effective donor development program. But new programs depend on new revenue. Many youth programs at orchestras across the country appeal to donors who wish to help the community and don't particularly care about music or the arts.\
In speaking of Los Angeles' YOLA program and the Symphony's vision, Kiesling described it as "a powerful engine of change for many young musicians and it is definitely my hope that we can have similar successes with students in Tulare County."
The Tulare County Symphony currently produces several established youth programs and activities including its traditional youth concerts. These entertaining and informative performances have been going for 55 years and this year served 8,700 students in Visalia, Tulare, and Porterville. The orchestra also offers junior string and orchestra programs. In addition, the Symphony League provides more than 80 string scholarships so students can have private lessons. A block of tickets for the subscription concerts are set aside for students from rural areas. Busing support for these children came from the Tulare County board of supervisors and use of the LOOP bus.
Realizing that many schools do not have the funds or transportation to attend the youth concerts, and that it would be difficult to fund music teachers in these schools, the symphony is working on a rural outreach program that would create a classroom toolkit that non-music teachers could easily incorporate into their curriculum. Another goal is to take small ensembles or string quartets to these schools, where they could play for the entire student body at an assembly.
"We know music changes lives and we want to share this gift with communities where it is needed the most," de Campos said.
Find a donation site on the Tulare Count Symphony web page at http://www.tularecountysymphony.com/education.


Rumors were swirling throughout New England. What were the delegates, gathered in secret, doing? Were spies and war opponents, known as “Blue Lights,” aiding and abetting the enemy by flashing signals to guide blockade runners? Was secession under consideration? Worse, was treason? This threat to the Union was neither the Whiskey Rebellion of 1794 nor the Nullification Crisis of the 1830s. This crisis was the Hartford Convention in December of 1814. New England delegates had assembled in Hartford, Connecticut, at the behest of wealthy Federalists who demanded the region organize a protest against the United States’ war with Great Britain, a contest they derided as “Mr. Madison’s War.” Both the Embargo Acts of the Jefferson Administration and the War of 1812 were unpopular with New England merchants economically dependent upon strong trade with Great Britain.
Fears of disunion haunted the founding generation and continued in the Early Republic. Alexander Hamilton, writing as Publius in the Federalist Papers, outlined in Federalist 1 a series of essays supporting the ratification of the Constitution in 1787. The first six essays stressed the importance of the Union, focusing on its “utility” for protecting the nation’s people against domestic and foreign foes. The Whiskey Rebellion demonstrated that a united nation had the strength to put down a domestic uprising. Washington believed a failure to do so might tempt the western farmers protesting the whiskey excise tax to call for a separate confederacy. Washington also warned his fellow citizens of the dangers of excessive partisanship in his famous Farewell Address. He was concerned that parties might become divided along sectional lines and threaten disunion. The nation faced such a question in the winter of 1814-15. Could the government conduct a war in the face of significant opposition from the large and economically powerful New England region?
Historians generally agree that secession was not on the table in Hartford, nor was treason. The evidence for this conclusion can be found in the Report of the Hartford Convention. The delegates called for reformation in the form of amendments to the Constitution. The report argues that disunion “should, if possible, be the work of peaceable times and deliberate consent” – circumstances not present in the midst of war and partisan bickering. “A severance of the union by one or more states,” the report continues, ” against the will of the rest, and especially in a time of war, can only be justified by absolute necessity.” The delegates claimed common ground with President Washington’s Farewell Address in warning against “precipitate measures tending to disunite the States” (Document E).
However, a consistent theme in United States history is where to draw the dividing line between federal power and state power. Chapter 9 of Documents and Debates in American History and Government gathers documents from the time of the Hartford Convention to examine this question. Like the Virginia and Kentucky Resolutions, written to protest the Alien and Sedition Acts of 1798, the Hartford Convention exemplifies state efforts to claim the right to judge the constitutionality of federal legislation. Study Questions included in this chapter ask students to consider the grievances raised by convention delegates, the role they saw “for the states in evaluating the constitutionality of acts of Congress,” and how we might evaluate their actions today. Were the Hartford Convention delegates engaged in a legitimate protest against federal government policy, or were they approaching “the confines of treason?” (Document D).
Documents in this chapter include:
A. Noah Webster, The Origin of the Hartford Convention,1843
B. William Charles, Leap or No Leap, c. 1814
C. John Adams to William Plumer, December 4, 1814
D. William H. Crawford to Jonathan Fisk, New England “approaches the confines of treason,” December 8, 1814
E. Report of the Hartford Convention, 1815
We have also provided audio recordings of the chapter’s Introduction, Documents, and Study Questions. You’ll find these recordings at the top of the online version of each chapter. The recordings support literacy development for struggling readers and the comprehension of challenging text for all students.
Teaching American History: We the Teachers blog will feature chapters from our two-volume Documents and Debates with their accompanying audio recordings each month until recordings of all 29 chapters are complete. Our twice-monthly posts feature one chapter from Volume I and one from Volume II of Documents and Debates in American History. On February 23, we will highlight Chapter 23: The Decision to Use the Atomic Bomb from Volume II. We invite you to continue following this blog closely, so you will be able to take advantage of this new feature as the recordings become available.


F 50 and below
Report Card Guidelines
20% FOUNDATIONAL SKILLS: * spelling / letter, word, or sentence dictation assessments * Fry /Dolch Word Assessments (oral or written) * evaluations of standard mastery * phonics evaluations * Reading Fluency Checks / passages * multisyllabic word decoding * Fluency (or other approved Literacy Program assessments)
40% COMPREHENSION: * Text analysis / comprehension evaluations * Vocabulary assessments * Comprehension / text analysis assessments * Evaluation of Florida Standards (Comprehension Based using various methods).
40% COMMUNICATION: * Rubric based writing assignments (can be from content area projects) * Compositions / writer's responses / journals * Research activities / book reports * Presentations / oral reports or recitations * Conversational skills / etiquette * Note Taking * Penmanship / handwriting * Individual or small group projects * Technology usage in communicating * Listening tasks * Grammar tasks
60% PERFORMANCE BASED TASKS/ASSESSMENTS: *Including, but not limited to: Social Studies Projects (individual or group) (rubrics should be used in this scoring) * Presentations on specific topics * Teacher designed assessments based on the NGSSS for the specific grade level * DBQ Performance Tasks/Writing Assignments
40% CLASSWORK/PARTICIPATION: **Including, but not limited to: Quizzes * Dramatizations * Research activities for presentations * Projects (individual components) * Daily assignments * Activities (several suggested on the new Social Studies maps) * DBQ Activities * Scale reflection, goal setting


Register for three or more independent courses and save 15%. Register now!
This course builds on the Kindergarten curriculum to further develop students’ understanding of fundamental mathematical concepts by exploring topics related to number, coding, algebra, data, spatial sense, social emotional learning skills in mathematics, and financial literacy.
Throughout the course, students will be encouraged to build their social-emotional learning skills by focusing specifically on positive motivation and how to use self-talk strategies to themselves and their peers.
Regarding numbers, students work with numbers up to 50 and learn how to count by various amounts. They learn how we use numbers in everyday life. Students learn basic addition and subtraction strategies. They are also introduced to basic fractions and how to divide shapes into equal parts.
In algebra, students find, continue, and create patterns and show a pattern in different ways. They also begin to work on the idea that in a number sentence, both sides of the equal sign have the same value. Students will begin to write code to order a sequence of steps and to give basic instructions to a computer. They also learn how to find simple errors in code and how to correct them.
In data, students organize data into categories and then display the data to help draw conclusions. They ask and answer questions about data.
In spatial sense, students compare the length, mass, and capacity of different objects and learn how to read a calendar. They also learn how to describe different shapes and figures.
In financial literacy, students learn about Canadian coins and bills and practice comparing their values.
Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. Students apply mathematical processes and build transferrable critical thinking skills in varied teaching and consolidation activities that appeal to diverse learning styles. Students participate in engaging storylines along with characters who connect their learning to real-world contexts and build confidence by instilling a positive attitude towards mathematics. Various opportunities consolidate students’ learning through technology and offline activities, including tactile manipulatives, to reinforce essential mathematical strategies and tools. The course has a strong focus on reinforcing number sense and numeracy skills. It also provides various activities for practice throughout. This course prepares students for grade 2 mathematics.Full Grade 1 Mathematics Course Outline
Course Code: MAT1
Curriculum Policy Document: The Ontario Curriculum: Grade 1 Mathematics
Course Developer: Virtual Elementary School
Development Date: 2020
Students show, compare, order, and read numbers up to 50. Students will estimate amounts up to 50.
Students will count by 1s, 2s, 5s, and 10s to 50. Students will find ordinal numbers, order the months of the year, and read a calendar.
In the patterning unit, students find, describe, and create patterns. Students use shapes, colours, numbers, sounds, and actions to create and analyse patterns around them.
Students develop an understanding of basic addition and subtraction, including utilizing the appropriate symbols. Students learn mental strategies and how to solve word problems.
In this unit students measure attributes of 2D and 3D shapes. They use measure to compare, describe, and order objects.
Students sort and build two- and three-dimensional shapes and figures. Students find and describe symmetry in shapes and create symmetrical designs. Students describe locations on maps.
In this unit, students learn about recording, organizing, and reading data in pictographs and concrete graphs. Students also ask and answer questions about graphs.
Students explore composing and decomposing numbers up to 50, and develop a basic understanding of fractions through learning about wholes, halves, and fourths. Students learn how to divide shapes into equal parts.
In the coding unit, students are introduced to coding and learn how to give basic instructions to computers. Students learn how to find and correct mistakes in code.
Students explore probability through examining likely and unlikely events in everyday situations by describing and comparing the likelihood of events.
Students learn about the value of coins and bills. Students count and compare money amounts. Students also solve addition related to money by counting the value of multiple coins.
Student evaluation in this course is based on the student's achievement of curriculum expectations. The final letter grade represents the quality of the student's overall fulfillment of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. The final grade reflects the student’s most consistent level of achievement across all units in the course, although special consideration is given to more recent evidence of achievement. Students are not required to write a final exam in this course.


Transitional Kindergarten (4 years and 9 months)
& Kindergarten (5 years to 6 years)
These foundation years empower learners with project based learning, immersion in English & Arabic languages to develop literacy and critical thinking skills across core subjects, Islamic Studies, Arabic and Quran throughout their day!
Common Core Standard based McGraw Hill curriculum for Language Arts and Social Studies is used to develop foundational skills that prepare students for later learning in all content areas. The students develop phonological awareness so they can decode words and analyze what they are reading using a program called Raz Kids. Students begin to develop writing skills by using a combination of drawing, dictation, and handwriting to express opinions, relate an event, or provide information.
California Inspire Science provides an in-depth, collaborative, and project-based learning experience. It is designed to empower students to think critically and ask more questions. By fostering student’s innate curiosity, their critical thinking is elevated by facilitating hands-on investigation, their understanding is deepened and by encouraging creative problem-solving, they inspire innovation.
Houghton Mifflin Math Expressions curriculum helps children make sense of math by exploring, discussing, and demonstrating their understanding of key concepts. Students learn how to look deeper and choose their own path to the answers—skills that will take them far beyond the math classroom.
The Desired Results Developmental Profile (DRDP) assessment system tools increase program quality in early care and education programs and ensure children enter elementary school system ready to learn and be successful. The curriculum capitalizes on the strengths of the individual child as well as develops areas that need improvement, is developmentally, linguistically and culturally appropriate, and acknowledges and embraces diversity.


This seventh edition of the EFA Global Monitoring Report offers a warning to governments, donors and the international community. On current trends universal primary education will not be achieved by 2015. Too many children are receiving an education of such poor quality that they leave school without basic literacy and numeracy skills.
Finally, deep and persistent disparities based on wealth, gender, location, ethnicity and other markers for disadvantage are acting as a major barrier to progress in education. If the world's governments are serious about Education for All, they must get more serious about tackling inequality.
Pacific Island Forum Secretariat
The Pacific Islands Forum Secretariat developed a monitoring and evaluation framework with a range of proposed indicators for the Pacific Education Development Framework.
Pacific Institute of Public Policy
The Pacific Institute of Public Policy (PiPP) is the Pacific Island region's leading think-tank that provides the latest coverage of news, politics, economics and culture from PiPP's regional network.


Technosaurus: A technosaurus is a technical dinosaur skeptical about the value of technology in the classroom.
A rich guy from a venture capital firm decides that every public school student in New York City should learn to be a computer coder. Sounds like a bid for the worst tech movie list competing with Swordfish, The Net, Johnny Mnemonic, and Tron.
Unfortunately, this bad movie scenario turns out to be all too real. The New York Times gobbled it up. New York City Mayor Bill di Blasio, desperate to announce any education hopeful plan as he battles with the Governor Andrew Cuomo for control over New York City schools, quickly jumped on the bandwagon. Di Blasio announced that in ten years, long after he leaves often and bills must be paid, every school in the city would teach computer science.
Nearly everyone hailed the plan as a brilliant solution to what ails inner-city public schools. No critics were mentioned in New York Times news coverage, although online commentators like Janis of Ridgewood, NJ wanted to know, "how will New York City get the money for this ambitious initiative?", and Frank of South Orange, NJ declared, "Without mastery of the fundamentals, this will be a waste of money at best, and a waste of a child's education at worst."
As a technosaurus, I agree with Janis and Frank. Apparently, so do many social scientists who studied the supposed benefits of investing heavily on technology in the classroom. They found ed-tech is not the miracle solution it is purported to be. One study declared, "Cyclic amnesia best characterizes the history of technology in education." We are now discovering that high-tech toys for young children actually slow language development.
Although I am a technosaurus, I do use computers. I wrote this blog on a computer. I wish every child had access to a computer both at home and in school. But a 2012 report by the OECD reached a very interesting conclusion. "All students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century." In other words, di Blasio, The New York Times, and the rich guy have it backwards.
OECD found that "only 42% of students in Korea and 38% of students in Shanghai-China reported that they use computers at school - and Korea and Shanghai-China were among the top performers in the digital reading and computer-based mathematics tests in the OECD Programme for International Student Assessment (PISA) in 2012." But the story gets even more surprising and disturbing for the tech miracle people. "In countries where it is more common for students to use the Internet at school for schoolwork, students' performance in reading declined between 2000 and 2012, on average." Maybe we need to get students off the computers, especially the video games, and into antiquated technologies like newspapers and books.
The OECD study concluded, "an analysis of PISA data, tell us that, despite the pervasiveness of information and communication technologies (ICT) in our daily lives, these technologies have not yet been as widely adopted in formal education. But where they are used in the classroom, their impact on student performance is mixed, at best. In fact, PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that had invested heavily in ICT for education."
If only we knew this before. It turns out we did but did not want to know!
The United States Department of Education supported a multi-year study to explore the tech miracle. Bush-era No Child Left Behind legislation mandated "a national study of the effectiveness of educational technology." The first year report found "Test Scores Were Not Significantly Higher in Classrooms Using Selected Reading and Mathematics Software Products" and in lower grades, test scores actually correlated with student-teacher ratios, which meant investment in smaller classes was more effective than investment in the latest technology.
The study continued into a second year. This time it reported "For reading, there were no statistically significant differences between the effects that products had on standardized student test scores in the first year and the second year. For sixth grade math, product effects on student test scores were statistically significantly lower (more negative) in the second year than in the first year." But instead of suspending the tech miracle, the U.S. Department of Education appears to have suspended the annual studies.
A recent book highlighted in Washington Post is about doing technology right. But what if there is no right and the tech school miracle is really only a miracle for the companies selling their products to schools?
Note: The technosaurus was actually a real dinosaur. It was about three feet long, weighed in at twenty pounds, and lived over 200 million years ago. Its remains were discovered near Texas Tech University, hence its name. The university is lobbying to have the technosaurus declared the official dinosaur of the State of Texas.


Our academic focus is on enriching lives through a proactive philosophy of teaching with the child at the center of our efforts. Our multi-dimensional curriculum design combines the best of traditional and modern educational practices delivering a holistic approach to education.
GPS offers nationally established CBSE (Central Board of Secondary Education) curriculum.
The core curriculum in our primary and middle school includes the best of the board, thus giving a competitive edge to our young learners and the leaders of tomorrow. At Gyan Peethika, the learning objectives are successfully combined with our philosophy of focusing on our students and their learning needs. The uniqueness of our course lies in its flexibility to upgrade with changes in the field of education.
The prime focus of our curriculum is to innovate teaching-learning methodologies by developing paradigms that are conducive for students. Thus, assessment system at GPS ensures that our students are never over-burdened.
Interdisciplinary teaching methodology dissolves boundaries of subjects and encourages learning across the curriculum. Here, we have eliminated the age-old concept of teaching subjects in isolation. This cultivates higher-order thinking abilities, encouraging our young geniuses to focus on their critical-thinking and problem-solving skills.
Further, Gyan Peethika has curated innovative curriculum to address the need of the hour and our students’ learning abilities.
Our education methodology involves:
- Integrating curriculum based on progressive teaching methods like Judo Gyan, Sparkle Science, and Rocket Readers
- Cognitive, language and motor skill development
- Phonics Development
- Social, emotional and personality development and a lot more
For the pre-primary, we have combined the best practices of Montessori as well as traditional systems of education, to create an atmosphere which is focussed on growth with values. Learning is through a multi-sensory approach, in which all five senses are tapped. (For instance, reading is introduced through phonics and whole language.) Different spaces are assigned for different activities. Autodidactic or self-correcting equipment—coloured blocks are a simple example—is used to teach different concepts.
At the middle level, students are encouraged to explore the relationship between practical and theoretical concepts of various subjects. Thus, our students learn to analyse how the topic extends beyond the classroom and into the outside world.
For the high school it offers CBSE recommended school books and study materials for the students. Our students can avail supplementary books and sample question papers for greater success in examinations conducted by the Board. The activity-based flexible curriculum and the various teaching aids used by our school facilitate a wholesome learning experience for our young geniuses.


Literacy development involves encouraging children to link sounds and letters and to begin to read and write. We follow the Letters and Sounds scheme incorporating the Jolly Phonics actions. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
We encourage parents and carers to read with their child every night. All children have a blue book bag and a Home Reading Record book. We invite parents to sign or make a comment to help support their child’s reading at home. Children have the opportunity to change their reading books regularly.
We encourage a love and respect of books and it is helpful when children spend time at home talking about books and reading. Encouraging the children to ask questions and say what is happening in the pictures and why are good starting points. Whilst out and about, we encourage the children to look at the print around them - in shops, posters, road names, signs, etc.
We use a synthetic phonics programme called ‘Read Write Inc’ produced by Ruth Miskin. Read Write Inc. is a method of learning letter sounds and blending them together to read and write words. As part of this, all children in Reception and KS1 have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different stages, learning and developing their phonics sounds and knowledge
Children take a Phonics Screening Check at the end of Year 1.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Academic Enrichment Grant 2009-2010 Project Summary
Fascinating Forensics • Bakersfield, California
Fascinating Forensics is an innovative approach to elementary education that integrates appropriate forensics curriculum into state-adopted, standards-based curriculum. Students will be actively engaged in critical thinking, data analysis, logistics and deductive reasoning skills on a continuous basis. Each content area presents an interesting and intriguing gateway to the study of language arts, grammar, mathematics, science (geology, biology, physics, chemistry, psychology, etc.), and social studies/history. For example, report writing will enhance the writing process by motivating students to create reports that reflect each lesson from the beginning of the assignment “cold case” to the end of the assignment “closed case.” The focus on the judicial branch of government will provide students information about how all three branches of government work together to create, implement and enforce the law. Interview techniques provide an application to teach communication and memory skills. The physical evidence lessons are based on teaching the sciences and social studies in a nontraditional format. The program will revolutionize the way students feel about learning by making them the investigators of their own educational experiences.
- SING LUM ELEMENTARY TEACHER BROOK WEBB AWARDED $7000.00 GRANT FROM THE MCCARTHEY DRESSMAN EDUCATION FOUNDATION
Back to Project Summaries


Create and plan electrical components for buildings or other construction projects. Electrical engineers perform feasibility studies and engineering calculations to determine a set of specifications for the manufacture, installation, and testing of electrical equipment. They manage the electrical design phase of drawing reviews and work with project managers to identify and fulfill projects’ electrical requirements.
Electrical engineers are responsible for developing plans to maximize electrical power efficiency. They may prepare reports about electrical capacity for particular electrical equipment or determine specifications for wires, switches, etc. If the electrical components of the structure or system malfunction, electrical engineers are responsible for identifying— and sometimes resolving— the issue.
There are also Electrical Engineer jobs available in the following nearby locations:
Moving to Beaufort, SC? Find some basic demographic data about Beaufort, SC below.
Youll master the foundational skills necessary to become a successful Security Engineer. This program will focus on how to protect a companys computer systems, networks, applications and...
This is the average annual salary for Electrical Engineer jobs in Beaufort, SC as reported by the BLS.
Top hiring companies in your area for Electrical Engineer positions
The following top skills are often required or desired to land a Electrical Engineer position= trending
If you are interested in seizing control of your schedule or challenging yourself to advance in the workplace, take a look at the guide below.
Learn about the differences between a lineman and an electrician to see which career option sparks your interest!
An infographic from Tulsa Welding School on how women are finding success in nontraditional occupations.


By Angeles Melecio
A bright blue room plastered with decals of decorative trees is filled with the contagious laughter of infants. As the children settle down into this new environment, their parents are busy arranging the most important details of their visit.
Although it may sound like a nice space for children to come and play, it is actually one of the many places on campus where important research is conducted.
This past summer the College welcomed its most adorable class of residents yet: a group of 30 infants between the ages of 10 and 24 months old.
Despite their cute looks and playful nature, the infants took part in the first research studies conducted at the College’s new Cognitive Development Lab located in the Social Sciences Building.
“At the Cognitive Development Lab, we study how infants and children perceive and learn about the world around them,” said Aimee E. Stahl, an assistant professor of psychology and director of the lab.
The idea for this lab started with a simple question: How do infants learn?
Infants encounter an immense amount of new information every day but can’t possibly retain all of it. The lab’s main goal is to focus on how an infant determines what information is worth remembering. Research conducted at the lab is done in a customized fashion to accommodate the skills and needs of every participant.
“Many of our subjects are not even walking or talking,” Stahl said. “We therefore have to design clever experiments that tap into their knowledge.”
The type of study an infant participates in is determined by their age.
When conducting a study, the participant will be taken to a separate testing room where research assistants will perform a puppet show or showcase certain magic tricks.
Cameras are carefully placed in three different locations throughout the room to record the process and capture the infant’s reactions to the events.The studies share one common trait — the element of surprise.
Research has found that infants have preconceived notions about how the world around them should work, according to Stahl.
Infants become fascinated when events do not correspond to their expectations, therefore, they spend more time exploring different possibilities. This idea plays a crucial role in the main research developed at the lab.
In the span of just a few short months since June, the lab has found success in more ways than one.
Larissa Woods, a sophomore elementary education and psychology double major, expressed her excitement about the summer’s remarkable turnout.
“In just a few short weeks over the summer, we tested 30 babies and added around 100 families to our database,” Woods said.
This fall, the lab will be busier than ever as it expands its research studies to include infants between the ages of 24 and 48 months.
The wider range of ages included will provide further insight into the way an infant’s mind develops and changes as they reach and surpass two years of age.
The Cognitive Development Lab has come a long way since the idea for it was sparked years ago.
“The lab will be beneficial a long way down the line,” said Emma Pranschke, a junior psychology major. “Basic research will help to know what’s normal and what’s abnormal. The more we know, the better we will be in helping babies and knowing what to expect.”
Little by little, the lab has been working to improve its own methods as well as contribute to the overall knowledge of child development that is commonplace today.


Our Middle School classrooms challenge students to develop greater responsibility for what they learn and how they think. As work becomes more challenging and involved, there is an emphasis on abstract thinking and in-depth character development. Middle School students also continue their path to becoming both contributing and caring citizens.
In our Middle School classrooms, students are encouraged to expand their love of learning. To prepare for High School and other advanced education, they work on building their foundational skills in core subjects and expand their educational journey into both hands-on, experimental, and in-depth explorations of exciting and challenging topics.
Differentiated learning is a vital component in all Rainard classrooms, especially during the critical transition years of Middle School. Our gifted education begins with our small class sizes—without a low student/teacher ratio, genuine differentiated learning cannot take place.
When students receive continual attention, teachers are able to deliver individual learning plans, on-going evaluation of needs and abilities, and personal attention to social and emotional development. These crucial elements afford Rainard students the differentiated learning environment that gifted students need to thrive and reach their full potential.
All Rainard classrooms have a mixture of ages in one classroom. Students are placed by ability and with attention to social and emotional fit. Students are continuously evaluated throughout the year for best-fit. The school may recommend a move to a different classroom mid-year if it is in the best interest of the student.
Our Middle School is divided into two classrooms: Intermediate and Preparatory. Middle School students move from one classroom to another throughout the day. They may change as a group based on subject or as an individual to join other classes as appropriate for their particular needs and abilities.
Our intermediate classroom is focused on students that are focused on their transition from lower School into a more structured school environment.
Our preparatory classroom is focused on students that are focused on their upcoming transition to High School where there is a stronger need for more autonomous work in and out of the classroom.
Additional learning opportunities are added as appropriate, including health study units, cross-classroom collaborative study units, and specific study units focused on one or more field trip events.
With a focus on building independence and comradery, Middle School takes one overnight trip a year. The Intermediate classroom travels to an in-state location for 3-4 nights, while our Preparatory classroom travels out of state together for an entire week.
When a student’s interests or needs reach beyond what is studied at school, parents are encouraged to supplement their child’s education with outside activities, tutors, or lessons. Coordinating schedules with our staff, parents may arrange for students to have tutors or lessons held on campus.
At Rainard, field trips are a regular and important part of our education program at all levels. Middle School field trips are typically closely connected to specific study units to facilitate in-depth, hands-on learning goals.
Students receive numeric grades in Middle School to provide to begin providing critical feedback on their learning. Numeric grades help clarify to what extent they understand and can perform. Students are encouraged to view grades as a motivator and an opportunity for improvement and growth.
In Middle School, students start learning how to manage homework. While homework is not consistently assigned just to assign it, students may have assignments each week that require work at home. Examples include work not completed in class, preparatory work for a new study unit, or an individual project.
Clubs, organizations and afternoon activities round out the school day, including opportunities to study theater and a musical instrument.


Musicians’ brains look and function differently
There are a large number of scientific studies that prove that Early Music Education in children can…
- improve their cognitive function
- help their memory
- help them to learn language
- moderate their emotional states
- help their brains to be healthier
- help solve complex problems
How does early music education greatly improve brain development?
Learning music is like a full body workout because it works the entire brain. It works three different parts of the brain: the motor, visual, and auditory cortices.
Music helps us to become comfortable with discomfort, and learning is uncomfortable. Music increases our tolerance to power through difficult problems and helps us to solve problems creatively.
Think on a bigger scale:
Music education can have a big impact on our society.
Imagine having a generation of children with early exposure to music with higher IQ and cognitive capability.
Imagine children with learning disabilities, ADHD, and kids struggling in math being able to bridge the gaps in their learning by having a healthier and more effective brain!
All this data was extracted from “What if every child had access to music education from birth – Anita Collins”. Check the full TED talk video below to hear the details of how music education improves brain development and the implications of having a smarter generation in our society.


Life for teens and tweens today is drastically different than it was thirty, twenty or even ten years ago. The internet has become a way of life. The internet opens up countless possibilities for kids to learn and access information. In this abundance of information, there is plenty that we do not want our kids or students to come across.
Internet safety is a real issue that parents and teachers need to address. Here are some tips to help keep kids safe online.
29% of teens with smartphones said that they get woken up by notifications on their phone.
Being on screens late at night can also interfere with sleep cycles, and can even result in ADHD-like behavior.
“Children with special needs face the same dangers online as other children, but they may have an even more difficult time recognizing threatening behavior. Because many kids with special needs struggle with reading social cues, managing behavior, and making judgment calls about others, they can be at a higher risk for cyberbullying and online victimization.”
To help your students learn such social cues and other nuances of relationships, check out Circles Intimacy & Relationships: Level 1. This new edition now comes with a whole section on Cyber Safety that clearly outlines the basic guidelines students with special needs can follow to stay safe online.
The statistics are alarming for what social media usage means for kids. There seems to be a disconnect between what is happening and what is best for kids. For example, a Common Sense Media survey found that
54% of teens believed that “If parents knew what actually happens on social media they’d be a lot more worried about it.”
Parents, schools, and teachers need to take a proactive role, educate kids and encourage open communication about their technology use.
By: Amy Curletto
Amy has been teaching for 12 years in grades K-2. She has a bachelor’s degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.
The child who is ‘left behind’ most is the one who leaves school without transition readiness.
Dr. James Stanfield, Ed.D.


Mrs Mason, Mrs Rollings, Mrs Maffioli and Miss Potter
In Snowy Owls the children enjoy a varied and exciting curriculum in which they learn through play and active learning, inside and outdoors. Each area of learning and development is implemented through planned and purposeful play, and through a mix of adult led and child initiated activities. Early Learning Goals are covered through stories and topic based activities in a cross curricular way.
The environment and activities are planned to develop key learning skills such as listening, speaking, concentration and resilience. The children also develop early communication, literacy and numeracy skills in meaningful contexts. Our engaging and enabling environment encourages children to initiate and organise their own learning. Outdoor learning plays an important part in Snowy Owls learning curriculum, and they enjoy weekly sessions in Forest School.


By Ben Roberts
Before the Civil War, North Carolina was mostly an agricultural society with a large portion of its population living and working on farms. One of the main crops grown was tobacco, which was shipped to other states to be turned into tobacco products. Early products included chewing tobacco, smoking tobacco, cigars, and snuff. At first, cigarettes were rolled by hand, a very slow process.
In the early years, tobacco manufacturing was centered in New York City and later in Richmond, Virginia. Soon after the defeat of the Confederacy in 1865, large-scale tobacco manufacturing developed in Durham and Winston-Salem. In North Carolina -- a state with limited industry at the time -- few people had mechanical skills, except for some who had worked on the railroads. As with other businesses, machinery gradually was introduced into the tobacco industry and then improved. Production machinery was built in faraway countries such as Great Britain and Sweden, as well as in Virginia and other states. Early cigarette paper was manufactured in France. Little about tobacco inventions has been recorded in history books. With the industry being highly competitive, companies often kept production-related improvements secret.
One amazing invention to help the tobacco industry in North Carolina was the Bull Jack, a machine that filled muslin bags with Bull Durham Smoking Tobacco and applied labels to the bags. Full bags were about the size of a pack of playing cards. That loose tobacco was used to roll cigarettes by hand or to fill a pipe. Rufus Lenoir Patterson, from Salem (now a part of Winston-Salem), developed the Bull Jack. Patterson later was hired by James B. Duke to organize American Machine and Foundry Company and improve manufacturing machinery in all branches of American Tobacco Company.
Another remarkable inventor involved in Bull Durham production was John Thomas Dalton. With only two or three years of elementary education, Dalton developed a “bow tier” to automatically tie the strings on Bull Durham Smoking Tobacco bags. The machinery replaced young boys who would sit on top of bagging machinery, speedily tying bows. Many people visited Blackwell’s Durham Tobacco Company to see the amazing "tie-boy" machine.
The first machine to produce cigarettes was invented by a teenager from Virginia, James A. Bonsack. Duke leased some of the Bonsack machines and installed them in his Durham factory in 1884. William T. O’Brien, a mechanically gifted man from Virginia, was sent with the machines and is credited with making them more efficient. Once Duke got involved in supporting it, the Bonsack machine revolutionized the tobacco business, replacing the handmade cigarette process with much faster mechanical production.
Factories in North Carolina began printing cigarette-packaging material, such as labels, cartons, and containers, and produced cigarette paper, tipping, and filter rods. Other suppliers furnished tinfoil, cellophane, and poly-film. John Aycock, of Durham, invented improvements in machinery for putting filter tips on cigarettes. One type of ultra-high- speed packing machinery—costing more than $1 million per unit—was significantly improved by a North Carolinian, Robin Pendergraph. At times, cigarette labels were getting folded imperfectly, causing the machine to shut down. Pendergraph figured out how to improve the folds.
Early cigarette tobacco -- after being stemmed, blended, flavored, and cut -- was delivered to cigarette machines in saratogas, or wooden boxes open at the top. Later, the cut tobacco was automatically delivered to cigarette machines through pin conveyors. Modern systems deliver it to the machines through pipes by air pressure. These are all examples of mechanical improvements. Many people and groups contributed to the development of tobacco manufacturing, including builders of machinery, research and development laboratories, engineering organizations, machine shops that made innovations, and machine operators and adjusters who dreamed of improvements. North Carolinians made hundreds, perhaps thousands, of inventions to improve tobacco manufacturing. Mechanization, or the use of machines to perform work, has reached incredible levels. During the early 1880s, workers rolled cigarettes by hand at the rate of about three per minute. A hundred years later, Molins Mark 9 cigarette-making machines could produce seven thousand cigarettes per minute.
The skillful operation of machinery and improvements to that machinery during the 1800s and early 1900s made it possible for American tobacco companies to compete effectively and to provide thousands of jobs in tobacco factories, many of them in North Carolina. Tobacco became one of the state’s leading industries. Taxes on the incomes of the tobacco companies have been critical to the operation of North Carolina’s government. Donations related to the industry have been important to Duke University and other educational institutions, churches, and hospitals.
Roberts, Ben. "Inventions in the Tobacco Industry." Tar Heel Junior Historian, Fall 2006. https://archive.org/details/tarheeljuniorhis46tarh_0/page/12


Michigan is taking action to turn around the substandard trends in early literacy the state has seen in recent years. This course outlines Essential 4 in the series of research-supported instructional practices designed to positively impact literacy development for K-3. Essential 4 will focus on building phonological awareness for your students. You will also become familiar with the current state of early literacy performance as well as research and methods that uphold this essential. This course is part of the Essential Instructional Practices in Early Literacy, K-3 series.
In this course, you will:
- Recognize the state of Early Literacy in Michigan and your role in the improvement process,
- Assess your current knowledge of Early Literacy teaching methods, especially this essential practice,
- Understand the importance of phonological awareness for young readers along with the teaching strategies that work best, and
- View classroom videos that demonstrate the essential in practice.


A teaching degree prepares graduates for careers as teachers, administrators, or professors. In addition to specializing in either elementary or secondary education, students earning a degree in teaching usually master a particular subject area such as English or mathematics.
Whether they are kindergarten teachers or high school drama teachers, graduates can pursue a variety of teaching jobs that match their talents and ambition. Aside from general subjects, jobs are available in specialized subjects such as art, physical education, music, and special education.
While many graduates are interested in classroom teaching, a teaching degree can also lead to careers in administration and education policy.
According to the Bureau of Labor Statistics (BLS), a bachelor’s in teaching is an entry-level requirement for teachers at the elementary and secondary levels.
This degree prepares graduates to earn a teaching license in their state. In some states, teachers can hold a degree in their subject area rather than a degree in education. Teachers who go on to earn a master’s degree can increase their earning potential and apply for administrative jobs as school superintendents or principals.
The BLS projects that job opportunities for teachers will grow by 7-8% at the K-12 level in the next decade. In underrepresented specialities, teaching positions may be even more abundant. Teaching is an exciting field, in part because teachers help so many young students succeed in their educational and future career endeavors.
An online teaching degree also allows graduates to become substitute teachers, though the requirements for substitute teaching vary by state.
Students who are enthusiastic about education can pursue many career paths by earning a teaching degree online.
Why Earn an Online Teaching Degree?
Online teaching degrees offer several benefits over traditional programs. Because they are flexible and accessible, students can choose to go at their own pace or pursue an accelerated degree.
Learners pursuing teaching degrees online complete coursework on their own schedules, making an online teaching degree an excellent option for working students. Pursuing a teaching degree online also allows students to arrange their student teaching experience locally in order to make important networking connections.
How to Earn an Online Teaching Degree
Before choosing an online teaching degree, it’s important for students to research the top schools and programs. Because teaching degrees involve a high level of specialization, prospective students may want to compare a program’s areas of emphasis — such as elementary education versus special education — rather than looking at teaching degrees more broadly.
When evaluating programs, prospective students must make sure that the institution holds accreditation. It’s important to check the prerequisites and application requirements for each program, as well as the application process and deadlines. Finally, prospective students must compare degree requirements, including any student teaching requirements.
Student Teaching Requirements by Degree
Many online teaching degrees prepare students to become teachers through student teaching. These requirements vary by degree and are often designed to meet state licensing requirements.
Types of Teaching Degrees
There are several degree options for students who would like to become teachers. The type of degree can determine job opportunities and salary potential, so prospective students must consider the degree level carefully when choosing an online teaching degree.
An associate degree in teaching, for example, can be earned in two years, which allows graduates to quickly enter the job market or transfer into a four-year program. In most states, teachers are required to have at least a bachelor’s degree in order to earn a teaching license and work in public K-12 education. A four-year bachelor’s degree in teaching online also includes a substantial student teaching requirement, preparing graduates to enter the classroom as teachers.
In many states, public teacher salary scales are based on the teacher’s highest degree earned. Teachers with a master’s degree can thus earn a higher salary, and the degree may also be required for moving into administrative positions, which tend to command higher salaries. A doctoral degree prepares graduates for careers in postsecondary education, administration, or leadership.


Early Years Numeracy Activities
About This Primary Resource
A collection of activities and ideas that can be used to promote, develop and reinforce core numeracy skills in schools and early years settings. This document was put together with the help of experienced early years practitioners and specialist numeracy consultants. If you have a particular activity or game that works well in your setting which you would like to share then please get in touch, we’re always looking for new ideas to add to the list. It is our intention to update this document with more ideas over the months and years ahead. If we do so we will put a notice on the blog.


In today’s post I’m sharing a lesson and free printable that will show you how to teach predicting with picture books.
This post contains affiliate links.
Have you been following along with the blog series I’m doing with This Reading Mama? We’re sharing specific ways to teach reading comprehension strategies with picture books.
Today I’m sharing a lesson about predicting.
How to teach predicting with picture books
Choose a picture book that lends itself well to predicting. Here are a few favorites:
- Duck on a Bike, by David Shannon
- Chester’s Way, by Kevin Henkes
- Doctor DeSoto, by William Steig
- Ruby the Copycat, by Peggy Rathmann
- Hungry Hen, by Richard Waring
- Enemy Pie, by Derek Munson
Read through the book and use sticky notes to note places to stop and predict.
I added five sticky notes to our book, Enemy Pie, by Derek Munson. Each time I chose a spot that lends itself naturally to a “what do you think will happen next?” moment. I also chose places in which my son could use what he already knew as he predicted what would happen next.
In other words, I wanted to give him places where they could make educated predictions – not a shot in the dark.
Read the book to your learners. Stop at each sticky note to ask what will happen next.
After your learners offer a prediction, write it on a sticky note. Then place it on the printable in the left column.
After the opening page, we get a clue that the narrator’s summer isn’t off to a great start. Why might that be? What will happen to make it a not-so-great summer? Using the title, Enemy Pie, as a clue, we predicted that he would make an enemy.
Keep reading. If a prediction is confirmed, move the sticky note to the right side of the printable.
Right away on the next page, we learned that our prediction was correct. We moved it to the right side of the page.
If the prediction is proven untrue, leave it where it is.
When I began this activity with my Six (who is just finishing up kindergarten), he groaned. He loves to be read to, but doesn’t appreciate it when I insert a learning activity.
However, after the first sticky note, he was hooked! Reading on to find out if our predictions were correct kept him thoroughly engaged. He also worked hard to make an educated prediction – because he wanted to see those sticky notes move to the right side!
When to use the printable
- Use the printable when teaching one-on-one or in small groups. Simply put it on a clipboard and hold it up so your learners can see it.
- If you’re teaching the whole class, write your own version of the chart on chart paper or on a large screen or board.
- Eventually, after much teacher modeling and guided practice, have your learners use the printable on their own during independent reading.
More tips for teaching predicting
- Explain that making predictions is like being a detective. Predictions aren’t wild guesses; readers use clues in the text as they make their predictions.
- Make a list of stems on a chart for students who need help getting started:
- I think …
- I wonder …
- I bet …
- I suppose …
- I’m guessing …
- I think the character will _____ because …
- Since _____ happened, I think that _______ will happen.