It happens much more often than any of us like. Some well-meaning parent, administrator, or friend delivers the piece of advice that they are certain will fix everything wrong with music education. “Simply teach the music that students actually like.” We smile and graciously accept their input. Inside, we are fuming! Would anyone tell an English professor to only teach popular fiction like Harry Potter or The Hunger Games? Will a history teacher skip a discussion of the Holocaust in their unit on World War II? Teaching requires much more than simply giving what students want; as pedagogues, we are expected to determine what our students need to know and the skills that must be developed for future success. We have a responsibility to introduce students to concepts, traditions, and experiences that they never knew were realms of further investigation.
I recently heard a similar statement made about my own teaching. Initially, I was annoyed. When teaching recommendations come from other people in my field, I tend to listen and give their suggestions the appropriate weight. When it comes from a person with no training in my field — other than their personal biases about music as they know it — I try to let it roll off my back and simply not consider it anymore. Unfortunately, this comment stung and I could not shake it.
As I reflected on the flippant comment, I determined that the statement is missing a word. Did the speaker realize the error? Probably not. But I think the missing word makes all the difference and is becoming a personal mantra for my own teaching. “Teach music so students want to play.” No longer does the statement dare to tell me to limit my teaching to repertoire that is current, hip, and fun (and what will probably be gone as soon as the next “hot, new style” hits Spotify). Now I am being permitted and encouraged to expand my horizons. Use a variety of music that will reinforce the concepts that I as the professional teacher determine they most need. Will there be things that they simply have to do despite how much they don’t want to? Yes. There is truly no substitute for a Bach Prelude and Fugue to help a developing pianist understand the challenges that come with thick polyphonic music. But, playing Bach can also open doors to exciting music of the 21st century as well. That’s when we get to explain to students that understanding the music of the past — and mastering its performance — opens enormous avenues into appreciating and performing music that is being composed today.
As children, one of the most thrilling experiences was discovering something new and getting to learn more about it. We can cultivate the same level of fun in our lessons as we explore music together — student and teacher. Teachers should not be the only ones who can introduce new sounds into the music lesson. Always looking at new repertoire in all styles and from all eras is an easy way to bring discovery back into the lesson. What would happen if I brought a contemporary flavor into my current study of Mozart? Is it stylistically correct? Probably not…..but in the exploration and the fun, I just might discover a sound that can be the key to unlocking something exciting and new in my approach to the instrument. Of course, there still must be discipline and careful attention to developing a healthy technique for a lifetime of performing. We just have to constantly allow our students to experience the fun and joy that comes from music SO they will want to have a lifetime of performing.
So……that one little word makes all the difference. Even though it is not often included in the comment, I am choosing to always hear it said. “Teach music SO students want to play.”


National Curriculum Primary Keystage 1 Foundation Music
Important note: National Curriculum content shared on this website is under the terms of the Open Government Licence. To view this license, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/. You can download the full document at http://www.gov.uk/dfe/nationalcurriculum
Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key stage 1
Pupils should be taught to:
- use their voices expressively and creatively by singing songs and speaking chants and rhymes
- play tuned and untuned instruments musically
- listen with concentration and understanding to a range of high-quality live and recorded music
- experiment with, create, select and combine sounds using the inter-related dimensions of music.


Many college and high school bands have resumed practicing during the pandemic. But doing so safely involves plenty of challenges.
In many bands, not only does everyone have to wear a mask, but just about every instrument has to wear a mask as well, thanks to sometimes improvised coverings on saxophones, and trumpets without deadening their sound. But there remain unanswered questions about whether instruments can spread COVID-19 particles through the air.
So, scientists around the country have been teaming up with band educators to try to test what is and isn’t safe when it comes to music education, and what kind of protective gear or PPE works.


How to develop good handwriting skills in your child
Our handwriting is as unique as our fingerprints, and with the handwriting skills your child develops, they'll be able to put pen to paper to create a masterpiece, whether that be a picture, poem, essay or story.
As with any new learning, developing the motor skills needed to hold and control a pencil will be different for every child. You'll first need to identify which hand your child is most comfortable holding a pencil in; after this there are many ways you can help further encourage the acquisition of these skills in your child:
- Play together: physical activity will help improve their hand-eye coordination, develop stamina, and strengthen their upper body muscles.
- Read with them: regularly reading together and showing your child, the book will help them to recognise letters and their formation.
- Encourage them to draw pictures or paint: this gets them used to holding a small object in their hand, which they will then learn to grip and control. You could likewise do this with cutlery, teaching them to feed themselves with a spoon or fork.
- Fun workbooks: ones with dot-to-dot exercises or those where you have to draw lines and shapes. Also colouring inside the lines can show good grip of holding a pencil. These will help your child develop fine motor skills at the same time introducing them to the basic strokes for letter formation and enhancing your child's concentration.
Developing a student's handwriting skills is of course an important part of the Kumon English Programme, nonetheless our maths students are also encouraged to refine these skills thanks to the carefully designed worksheets. For example, the maths worksheets provide the students with a box in which they need to write their answer; these boxes gradually decrease in size as the student progresses through the programme until ultimately their handwriting is neat and appropriately sized, written without the use of aids.
Kumon's pencil skills levels or Z Levels provide even greater support, complementing the early levels of the maths and English programmes. These levels can help students develop pencil skills through the practice of scribbling and drawing lines, curves, and angles in a fun, colourful, and engaging way. In combination with other activities that advance motor skill development, the Kumon Z Levels will prepare students to write their letters and numbers for the first time with excitement and confidence.
As your child continues to progress with Kumon, they will successfully be able to join their letters, form sentences and effectively write neatly with speed and accuracy under timed conditions.
The skills your child learns now they'll carry with them as they get older, into primary school where they'll be completing their classwork and homework by hand, to secondary school where they'll be completing written examinations at GCSE and A-level, and beyond into further education.
Like any other skill, through practice your child's handwriting will improve, so it's your task to present them with ample exciting opportunities to progress.


In scholarship pertaining to childhood education one could pick out all sorts of logical fallacies being applied. Some of it is oversight or poor understanding on the part of the author, while the others are deliberate constructed so as to mislead or misinform the reader. American educators have claimed that the steady improvement in SAT scores is an indication of improved literacy and numeracy skills of students. This is a ‘hasty generalization’, for upon critical review the real reason is revealed, namely the decrease in rigor of standardized tests. In childhood education literature we also witness ‘non sequitors’, which is an attempt to create a cause and effect relationship where none exists. For example, the claim that, since enrolments to schools have increased over time the overall standards must have also gotten better is a non-sequitor. Empirical studies show no correlation between these two parameters. ‘Faulty Analogy’ is comparing apples with oranges. To say that public schooling will fail in the USA because it has failed to impress in China or India is a faulty analogy. One has to also take into account the economic, social, cultural and political conditions that bear upon educational outcomes. ‘Equivocation’ is the deliberate attempt to confuse the reader by obscuring one’s position on the subject. A policy maker or legislator who says that public schooling should be encouraged while also supporting government austerity measures is guilty of equivocating. Equivocation is closely tied to logical contradiction. Finally, a commonly found fallacy in childhood education literature is that of ‘petitio principii’, also called ‘begging the question’. If proponents of the existing education system are correct in their praise of the system, it then begs the question why American children fare poorly in comparison to their counterparts in Western European nations?
Logical Fallacies, Literacy Education Online (LEO), retrieved from <http://leo.stcloudstate.edu/acadwrite/logic.html> on 17th February 2014.
Informal Fallacies, Introduction to Logic: Critical Thinking, retrieved from <http://www.olemiss.edu/courses/logic/fallacies.htm> on 17th February 2014.


|Contributions||Construction Industry Training Board, CITB, ALBSU (the basic skills unit), Mowlem.|
|The Physical Object|
Numeracy Project Assessment (NumPA) Introduction The Numeracy Project Assessment (NumPA) is a diagnostic tool that is designed to give quality information about the knowledge and mental strategies of the students you work with. This information is aligned to The Number Framework (see Book 1: The Number Framework).File Size: KB. Skills Numeracy tutors in their efforts to make programmes for construction students vocationally relevant. This resource should be used in the context of appropriately planned and structured Essential Skills programmes and should be used and adapted appropriately within that context. 02 Essential Skills- Numeracy Level 2 for Construction StudentsFile Size: 6MB. THE NUMERACY DEVELOPMENT PROJECTS Teachers are key figures in changing the way in which mathematics and statistics is taught and learned in schools. Their subject matter and pedagogical knowledge are critical factors in the teaching of mathematics and statistics understanding. The effective teacher of mathematics and statistics has a thorough. Essential Skills - Numeracy for Construction ES LEVEL 1 RESOURCES FOR CONSTRUCTION STUDENTS - APRIL 01 EssentialSkills - A construction company employs men and 27 women. How many more men than women does it employ? 12 EssentialSkills -NumeracyforConstruction NUMBERTASK2 4. A high visibility jacket costs £ and £ from.
Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills consist of comprehending fundamental arithmetics like addition, subtraction, multiplication, and division. For example, if one can understand simple mathematical equations such as 2 + 2 = 4, then one would be considered possessing at least basic numeric knowledge. Some numeracy (and literacy) resources and materials Building Strength in Numeracy. This free online resource revises and improves on the iconic numeracy resources 'Strength in Numbers' and 'Breaking the Maths Barrier', and other 'tried and true' numeracy teaching resources. It is a collection ofFile Size: KB. This book brings these insights to the secondary world, with an emphasis on one powerful goal: building numeracy. Developing numeracy in today's middle and high school students is reflective of the Common Core State Standards mission to build "the skills that our /5(7). numeracy Dave Tout, Australian Council for Educational Research Ph: 03 Email: [email protected] Teaching Numeracy/Maths - some strategies Teach maths in context – connect to the real world –use real texts and real situations – use relevant and interesting topics and themes – teach through meaning and understandingFile Size: 1MB.
2. Read each question carefully. Check to see if there is any additional information required. Refer to the Formula and Conversion Sheet to help with some questions in the numeracy section. 3. Write your answers in the space provided. For the questions in the numeracy section, be sure to . This book brings these insights to the secondary world, with an emphasis on one powerful goal: building numeracy. Developing numeracy in today’s middle and high school students is reflective of the Common Core State Standards mission to build “the skills that our young people need for success in college and careers.” (CCSS ) Numeracy. The book Lessons & Activities for Building Powerful Numeracy gets students thinking about the reasonableness of their answers and makes them more flexible mathematical thinkers at the same time It is a great, thorough book for both new and experienced secondary math teachers who would like to have their students develop better number sense.”. Carole Skinner explains how practising construction skills can give children a solid foundation in numeracy Young children love designing, making and building things, and they learn a lot of maths through working with construction materials.


Since 2000, the Education for All movement has spurred education expansion in a number of countries, particularly around the goal of universal primary education. An additional 52 million children are enrolled in primary school. The number of out-of school children in South and West Asia has been halved, and enrolment ratios have increased by a third in sub-Saharan Africa. Gender parity in primary enrolment has also improved significantly in regions that started with the largest gaps.
But, there is still a long way to go.
Firstly, getting children into school is not enough. While enrolment rates are higher globally, many children drop out or are pushed out before completing a full primary cycle. In sub-Saharan Africa alone, 10 million children drop out of primary school every year. Of children that do stay in school, in many countries a number are unable to attain basic literacy and numeracy skills despite attending for four or five years. There are instances of sexual harassment and physical abuse, in what should be safe havens. Given these serious concerns, we must reorient our thinking around education quality beyond access to meaningful access, and understanding what actually happens to children in schools.
Secondly, we need to truly recognise that education issues are multifaceted and interlocked, and education deprivation is often the result of multiple social deprivations. For example, rising food prices and localised impacts of the global economic crisis have direct consequences for poor families forced to make difficult trade-offs regarding costs of food and schooling. The aggravated impacts of hunger, malnutrition, and child stunting also have serious and adverse impacts on enrolment, retention, and children’s abilities to learn.
Finally, we need real disbursements for aid to education by donors, not just lip-service. Disconcertingly, a recent policy brief from the Education for All Global Monitoring Report Team highlights that while the United Kingdom increased funding for basic education, many of the largest donors in education, including the United States and Canada, cut aid to basic education over 2010-2011. What was a $16 billion funding gap for basic education just three years ago, has risen to $26 billion.
These issues urge us to reconsider education, not as an isolated sector, and education inequities as stand-alone problems, but in an integrative way. Going forward, we must consider that education exclusion is mitigated by the household, school, and state arenas, and by the supranational aid architecture. On the brink of 2015 and beyond, it is important to engage in the debate to direct collective social action in education so that we move beyond lip-service.
This post originally appeared as an article in a special issue on education post-2015 in ENGAGE Magazine of the Steve Sinnott Foundation, Issue 8. Download the full issue here.


Assignments, assessments, and grades provide valuable feedback about what a student is learning and how they are progressing - over the course of a school year and also from year to year. With this information, teachers and administrators can take corrective measures, if necessary, to ensure that students are provided with foundational skills and knowledge that help prepare them for future success in school and beyond.
The Brandywine School District uses the following tests to evaluate student and teacher performance.
Smarter Balanced: This is the main multi-subject test given to students across the state.
Advanced Placement (AP): High School students who have taken college-level AP courses are encouraged to take the course’s AP test. Scores on these tests help university advisors decide whether a student may be exempt from taking that course in college.
International Baccalaureate (IB): Students who are enrolled in the IB program at Talley Middle School and Mt. Pleasant High School take tests that certify them in the IB curriculum. These tests are given in 5th, 8th and 12th grade.
SAT/PSAT: Students who are applying to colleges know all about the SAT/PSAT. These test scores are indicators for admissions to determine whether a child is a good fit for their school. In BSD these tests are given free to all high school students to measure student learning. The PSAT is given to 9th and 10th grade and the SAT is given to 11th grade students.


The Central Board of Secondary Education popularly known as CBSE has decided to integrate Art with Teaching and Learning process from Classes 1 to 12 from the new academic session. The Board said that all the schools affiliated to CBSE should teach Art as a mandatory subject and should provide facilities for the same. It also said that every school should compulsorily allot a minimum of two periods per week for Art Education classes.
One of the CBSE Board officials said that they integrated Art Education to promote active and experiential learning to inculcate an appreciation of the vast diversity in the Indian art forms. As per the statement by CBSE board, the understanding is drawn from the NCERT Position Paper (National focus group on Arts, Music, Dance and Theatre) on the subject. The Board said that in the current situation it will organise the curriculum in a packaged manner usually in textbooks, along with examination where they will be judged in terms of marks in the subject area.
In addition to that, the Board said that along with the four major spheres such as music, dance, visual arts (including crafts) and theatre for Classes 6 to 8 culinary art should also be introduced by establishing multi-disciplinary links across their subjects, so that they learn the value of nutritious food, learn about the crops and spices grown in India, about oil extraction from various seeds, about good agricultural practices, pesticides use.
The Board took the decision of integrating Art Education after having discussions with several stakeholders, including schools, principals, teachers, NCERT, art professionals and concluded it with the decision of integrating Art with education which will lead to the betterment of learning in the classrooms.


Learning the reading strategies from the contemporary novels
Books about learning
These can either be questions about what has just happened or what they think might happen in the future. Good reading comprehension strategies, therefore, are not only for low level readers, but for all readers. Doing this can help them focus on the main ideas and increase the student's engagement with the material. How much effort to give. Totto-Chan is a special figure in modern Japanese culture—she is a celebrity on par with Oprah or Ellen, with a magazine, news show and exalted position to boot. The importance of reading comprehension cannot be understated. In other words, reading comprehension takes practice. Melissa Kelly has a master's degree in secondary education and over eight years of experience in the classroom. The book describes a childhood in pre-WWII Japan as a poorly misunderstood girl who obviously suffered from attention disorders and excess energy. How to succeed.
The main character—who lives in New Orleans just a few blocks from where I lived —is so in love with the artificiality of movies that he has trouble living his actual life.
Thank me later.
Books history teachers should read
Good reading comprehension strategies, therefore, are not only for low level readers, but for all readers. Drew recommended this book to me, it is spectacular. There is always room for improving comprehension, no matter how skilled a reader a student may be. Melissa Kelly has a master's degree in secondary education and over eight years of experience in the classroom. How to learn. Both will make you think and both made me a better person. Most textbooks are rated using a Lexile range , which is a measure of a text's vocabulary and sentences.
I tried to do that. Students read literature that differs in writing style, from 17th Century drama to the Modern American novella.
Best books for teachers to read over the summer
Packed with good advice. The letters date back to the s but feel like they could have been written in any era. In fact, Rockefeller began tithing his money with his first job and gave more of it away as he became successful. How to find happiness. This strategy works well when coupled with notes and annotations. He looks at how we find purpose by dedicating ourselves to a cause, learning to love and finding a meaning to our suffering. He murders the others. Although much of what Cowen proposes will be uncomfortable, he has a tone that borders on cheerful. Which part of you will you allow to rule? And I mean understood and cared about and unconditionally supported her in a way that both inspires me and makes me deeply jealous. Biographies One of my favorite categories of books: moral biographies. Both will make you think and both made me a better person. These allow students to identify areas of focus and main ideas in a reading.
I even keep a framed passage from it on my wall it also inspired the a piece of writing I am proud of. Updated January 16, "They don't understand what they are reading!
Reading comprehension is one of five elements identified as central to the instruction of reading according to the National Reading Panel in the late s.
Annotations in a text, writing in the margins or highlighting, is another powerful way to record understanding. His first, What Makes Sammy Run? The book describes a childhood in pre-WWII Japan as a poorly misunderstood girl who obviously suffered from attention disorders and excess energy.
How to find happiness.
Best books for elementary teachers to read
His work on power and strategy are critical for anyone trying to accomplish anything. The first book is the supposedly preserved correspondence between Old Gorgon Graham, a self-made millionaire in Chicago, and his son who is coming of age and entering the family business. Good reading comprehension strategies, therefore, are not only for low level readers, but for all readers. There is much to learn from the man and this biographer—who himself was a great strategist and mind. In life, power is force we are constantly bumping up against. This practice of integrating and generalizing in the creation of summaries make long passages more understandable. Students can use the elements in a story's structure setting, character, plot, etc as a means of helping them recall story content. It is the definitive text on self-discipline, personal ethics, humility, self-actualization and strength. Student read literature that differs in format drama, epic, essay, etc. This difference between student reading levels and text complexity suggests increased attention should be given to teaching and modeling reading comprehension strategies in all content areas. This information can help them gain an overview of what they will be learning as they read the chapter. This is not a random smattering of advice.
How to manage relationships. Not with a grand vision or pure ambition, but with what he called the Standard of Performance.
based on 83 review


Embracing numbers: They help us navigate the world
It’s important for children to become familiar with numbers at an early age: Numbers will help them navigate the world. However, the development of numerical skills and a positive attitude towards numbers can be hampered in many ways. We need to be aware of potential problems and counteract them.
When we watch two toddlers figuring out who has more marbles, we are witnessing the development of early numerical skills. These skills influence the development of many other cognitive skills, and affect a child’s chances of doing well in math later on. Achievement in math, in turn, correlates with the likelihood of earning a university degree, landing a good job, and ultimately leading a healthy and happy life.
But children are often exposed to misconceptions about math, such as the stereotype that girls are not particularly good at math. Such misconceptions can reduce children’s motivation to explore the world of numbers. Some children may even develop math anxiety, which can further undermine their motivation and performance.
Parents can promote their children’s early numeracy skills in many playful ways. But they should be patient: Children learn key numerical concepts at different rates, and they require differing amounts of support. The most important thing is to show a positive attitude towards math and keep it fun!


Player Development: What Players Aged 5-8 Should Focus On
In the future the best players will be those who can excel in a fast paced environment. There will be even greater demands on technique, tactical understanding and physical conditioning. Players today are faster and cover greater distances than previous generations. Passing combinations are faster and there is an increased importance on controlling possession. More goals are scored through quick counter-attacking play and decision-making is of critical importance.
I am often asked what young players, aged 5-8 should focus on. This developmental phase is preparation for the critical phase between ages 9-12. The rate of agility and motor skill development is very important as the young players learn the skills of adjusting their body shape to the path of the ball. This is also an important time for young players to begin to understand when to use certain skills during game situations.
Players must have fun and enjoy the learning process. The premise that players develop faster and experience more enjoyment in small side games is universally accepted and proven.
It is important to establish a good preparation phase of basic technical skills. The ability to dribble is critical since dribbling is the foundation skills and preparation for all other fundamental techniques of soccer, such as receiving, passing, and shooting. Young players aged 5-8 should focus on the following technical skills:
Dribbling: Take risks and develop moves to beat opponents
Shielding: Practice quick changes of direction, with changes of pace.
Receiving: Practice receiving skills on the ground and in the air. Learn to take a first touch on the move
Shooting: Proper striking technique
Passing: Proper technique – Laces, Inside, Outside
Players at this age do not possess the analytical thought process to think ahead and plan their next play. In these age groups, being in possession of the ball is the most crucial moment during games. Players need to spend a lot more time practicing and not play too many games. In games, young players should play a variety of positions to develop more game awareness and the basic principles of play.
There should be no focus on cardio fitness at these age groups and all activities should be fun and engaging. The areas that should be developed are:
Agility – with and without the ball
Speed – teaching proper running technique
Coordination – with and without the ball
Keep it FUN, enjoy the game
Learn to make decisions
Demonstrate imagination and creativity
Be disciplined to keep learning
Academics – Learn good study habits. Maintaining good grades and balance between school and sports are important.


The most comprehensive book ever published on drawing hands uses a revolutionary system for visualizing the hand in an almost infinite number of positions.
Burne Hogarth's (19111996) remarkable career spanned over 60 years. He wore many hats in the worlds of fine art art education and art publishing. He is most famous for his internationally syndicated Sunday newspaper color page feature "Tarzan" (19371950) and for his illustrated adaptations of the Edgar Rice Burroughs novels Tarzan of the Apes and Jungle Tales of Tarzan. A co-founder of the School of Visual Arts in New York City Hogarth remains one of the most influential figures in art education today.
Burne Hogarth 2002 144 Pages 8.25" X 11" Soft Cover


Thousands more children will be able to learn instruments and play in orchestras or choirs thanks to a further £80million investment by the Government in music hubs.
Alongside this investment, charities that help young people learn about different styles of music are also set to receive a further £1 million next year to support the next generation of musicians.
Pupils will also have more opportunities to put their film making skills to the test, explore museums or take to the stage, as a series of other cultural education programmes receive an additional £4 million funding boost next year.
School Standards Minister Nick Gibb has announced this multi-million-pound package alongside a manifesto commitment to offer an ‘arts premium’ to secondary schools to allow young people to learn creative skills and widen their horizons.
The curriculum schemes that will receive a total of £85 million for 2020/21 are as follows:
- Music Education Hubs
- In Harmony
- National Youth Music Organisations (NYMOs) and Music for Youth; and
- Cultural education (Heritage Schools, BFI Film Academy, Museums and Schools, ACE Bridge Network, National Youth Dance Company, Saturday Art and Design Clubs).
Music education hubs, which are organisations that give pupils access to instruments and support whole classes to play together, have transformed the teaching of music in schools through subsidised instrument lessons and ensembles.
These hubs have been supported by £300million between 2016 and 2020, which forms part of an overall investment of £500million in the arts during that period, making it the second highest funded element of the curriculum behind PE.


Highlighting Strategies for Student Success
By Erin Brownfield
November 21, 2014
"A new study links a program that promotes “executive functions” – such as self-control, paying attention and planning – with academic improvements that persist beyond kindergarten."
Students in their first years of school have a lot of new ground to cover, from steps along the road to reading to beginning math concepts. But one of their most important tasks may be learning how to master themselves.
A new study from New York University researchers Clancy Blair and C. Cybele Raver links a kindergarten program that specifically promotes “executive functions” – such as self-control, paying attention and planning – with academic improvements that persist beyond kindergarten.
Authors of the study say that students in high-poverty schools were especially likely to benefit from learning self-regulation skills, suggesting that a focus on those skills in early elementary education “holds promise for closing the achievement gap.”
The study evaluated the impact of a kindergarten-based program called Tools of the Mind. The program is a set of classroom practices designed to help young children master higher-level cognitive skills while also learning literacy, math and science aligned with the Common Core standards.
Tools of the Mind emphasizes classroom practices such as setting goals, working with learning partners, movement games and using dramatic play that is tied to literature and stories.
The two-year study, which compared children in a traditional kindergarten program to students in a Tools of the Mind program, involved 759 children in 29 Massachusetts schools.
Students in the Tools of the Mind program were better able to sustain attention despite distractions, had better working memory and were more engaged than those students in traditional kindergarten classes. In addition, the students in Tools of the Mind had greater improvements in math, reading and vocabulary when compared to the control group.
The study authors emphasize that the program can be put in place without costly resources and support beyond professional development for teachers. That, they suggest, may make the approach especially valuable for schools in high-poverty areas.


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National College Credit Recommendation Service
Torah Accreditation Liaison (TAL) | Evaluated Learning Experience
Child Development (Education 204)
Varies; offered as a proficiency examination or self-study format.
Torah Accreditation Liaison (TAL) authorized proctor sites.
Instructional delivery format:
Students are required to display an in-depth knowledge of the basic principles underlying the current knowledge about the processes and characteristics of normal child development from conception through later childhood in multi-cultural contexts. Topics include: physical, cognitive, social, emotional, and language development. Current issues in the field connected to children and schools will be considered; examples include intelligence testing, the impact of divorce, and the needs of second language learners.
Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. The exam focuses on general trends in children's development, important theories of development, and how schools and classrooms can best support children. Self-Study Format: Students are expected to master recommended readings and study guide materials. Students are expected to make connections between theory and practice. Beyond the expectation that students will have thorough knowledge of this topic which they communicate through a broad array of short questions, they must display an ability to present ideas in an organized and sophisticated manner through two short essay responses and one extensive essay.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education, Elementary Education, Psychology or Special Education (12/10) (6/16 revalidation).


Improving Literacy Skills to Achieve Academic Independence
Every special education department is unique and faces its own set of challenges. The Special School District of St. Louis County provides special education services countywide to more than 23,000 students with disabilities in 22 school districts. The district’s teacher-level staff educate students in mainstream classrooms, in five special education schools, and in two technical education high schools. In simpler terms, it’s a sprawling district.
The special education team includes eight assistive technology specialists and six augmentative communication specialists. The large size of the team allows for staff to specialize in certain areas. For Julie Osherow, this means she can hone in on aiding over 250 students’ literacy development in her role as an assistive technology specialist. By further developing these skills, students can become more academically independent.
“Clicker is a comprehensive tool for literacy, with features and customizations to suit all students, regardless of cognitive level or physical ability.”
In her current role and in her past role as a special education teacher, Osherow knows that there is a wide range of assistive technology software and application solutions to choose from. Osherow started using an older version of Clicker during her time as a special education teacher and has stayed with it through its evolution.
Developing Core Skills
At the Special School District of St. Louis County, teachers focus on developing skills that empower students to become more independent. Through the use of Clicker, Osherow’s students develop reading and writing skills, achieving new levels of independence along the way.
“Clicker is a comprehensive tool for literacy, with features and customizations to suit all students, regardless of cognitive level or physical ability,” Osherow says. “As well as making the curriculum accessible for students, it helps them to actively participate in class and demonstrate their knowledge. Ultimately, it gives increased independence, which is always our end goal.”
For one student, that independence has helped create her favorite part of her day.
“I work with one student who has a complex body – she is able to move her head and one of her hands, which takes huge effort, and nowadays with pretty good control. She uses a two-switch setup to access Clicker,” Osherow shares. “Through Clicker’s customizations, she’s been able to read books on her own and write daily notes home to her parents about her school activities. It’s her favorite thing to do every day!”
Even with the district’s size, some special education classrooms foster 1:1 learning environments. In one classroom of seven students that range from sixth to eighth grade, the teacher uses Clicker 7 to easily create activities for the entire class. Students access it together on the interactive whiteboard. These activities help the teacher work with students on translating their new learnings into writing.
From there, the teacher can create custom activities and adapt old activities for each student to address their individual literacy challenges. Then, the custom activities can be shared with the general education teachers so the staff can collaborate on content for their classes.
It’s important for teachers at large school districts, such as the Special School District of St. Louis County, to share resources amongst the staff. The school district utilizes Clicker’s ability to create everything from graphic organizers to visual schedules with Clicker Board. Teachers can then instantly share content and resources cross-platform so students have immediate access to the materials.
The challenges that districts face may vary, but in the end, they all have the same goal. They want their students to grow as learners and become more academically independent. At the Special School District of St. Louis County, Julie Osherow and the rest of the special education staff are doing just that, one click at a time.
Julie Osherow has no financial relationship with Crick Software.


Development the aural awareness: a case study in music education
Presenter Name:Mário Cardoso
School/Affiliation:Research Center of Basic Education, Music Education Department, Polytechnic Institute of Bragança, Portugal
Abstract:Aim: The study aims to investigate the impact of a multidisciplinary and multidimensional teaching model on the development of aural awareness of music students. The model articulates three dimensions: (1) elements of the musical syntax (rhythm, melody and harmony); (2) elements intrinsically transversal in the music learning process (expressive, stylistic and instrumental); (3) cognitive skills/processes present in the development of musical syntax. Methods: The research was developed in the context of higher education using an experimental design (experimental and control group). A total sample of 42 music students was involved in the study, ranging in age from 18 to 24 years. Each session was structured according to three complementary activities: (1) repertoire; (2) auditory analysis; (3) context. The data were collected in the beginning and at the end of the implementation period (40 sessions of 30 minutes duration), through collection instruments design to assessing the level of comprehension and aural recognition of the different categories present in the musical discourse. Results: Exist significant differences in the level of aural recognition between the experimental and control group regarding the variables recognize the rhythmic/metric structure (t = 3.179, calculated with homogeneous variances of F = 1.013 and p = 0.320, is significant at a significance level of 0.003) and recognize the melodic/harmonic organization (t=2.171, calculated with homogeneous variances of F = 2.654 and p = 0.111, is significant at a significance level of 0.010). Conclusion: The multidisciplinary and multidimensional model contribute to development aural awareness and understanding fundamental concepts of musical syntax.


Before the pandemic, most children sang every day in their preschool and elementary school classrooms. Music educator Christina Trulio Hasty offers ideas for ensuring that children can still enjoy the benefits of music.
For most children, singing is a natural behavior. Young children especially will often sing during play. For example, it’s likely that the rhythmic songs you chanted as a child while jumping rope are still sung today. “Cinderella, dressed in yella went upstairs to kiss a fella, by mistake she kissed a snake, how many doctors did it take?”
Children also learn that music is associated with important rituals like birthdays, holidays, ball games, and sports. On public television, award-winning educational shows like Sesame Street demonstrate that the best ways to learn almost anything is by adding songs and music. Brain research has shown that music impacts thinking and learning in powerful ways. And yet, the sheer pleasure that people feel by listening to and creating music is enough all by itself.
The Importance of Lullabies
Millions of parents, grandparents, and caretakers all over the world sing to their children to put them to sleep every night. The power of music to calm, relax, and comfort starts early. Before children even understand the words, the soothing quality of the human voice singing to a child is one of the earliest connections experienced.
Here is an example from my own family. When my son Chris was around 2 years old, my husband, who is an orchestra conductor, would sing him a lullaby at bedtime every night. The lullaby was the melody from the last movement of Beethoven’s Sixth Symphony. It went something like this: “Christopher is daddy’s little boy, I love him, I love him, he’s daddy’s pride and joy.” This lullaby became a ritual that helped Chris feel that all was right with the world.
A couple of years later, when Chris was still pretty young but able to go to an orchestral concert, my husband was conducting Beethoven’s Sixth Symphony. I took Chris to the concert. When he heard the theme, his eyes grew wide and his face sparkled. “That’s my song, mommy! The orchestra is playing the Christopher song!” It was a moment of magic I’ll never forget.
Virtual Singing Experiences
During the pandemic, singing has not been cancelled. While Zoom and other online platforms may not be the ideal way for music to happen, there are opportunities out there that can bridge the gap until we are able to make music together again.
- Education Through Music (ETM) has a fantastic webpage titled Distance Learning Resources where there are links to in-home lessons, virtual classes, sing-alongs, and story time with music, music history, and dance.
- Musikgarten is a wonderful and engaging research-based curriculum for young children. Musikgarten has adapted to the new online format for remote learning.
- YouTube is rich with recordings from excellent music educators. For example, Super Simple Songs offers excellent songs with which children can sing along. You can subscribe to them for free. They also have an app.
And don’t forget: You are your child’s first teacher. Singing with your child, even if it’s just silly songs or lullabies, is still something we can all do to share the love of singing, music, and connection. You don’t even have to be an orchestral conductor!
About the Author
Christina Trulio Hasty is a composer and music teacher who lives in Evanston, Illinois. She has taught voice, guitar, and songwriting to students in California, Illinois, and around the world, from the International Schools in Beijing/Shanghai to teens at the Cook County Detention Center in Chicago. She has a degree in voice and composition from Berklee College of Music and a Master’s Degree in Music Education from UCLA.


Published August 2003
by Theory Time Partners .
Written in English
|The Physical Object|
Mar 01, · Theory Time: Workbook Series - Theory Fundamentals Grade Three [Heather Rathnau NCTM] on lemoisduvinnaturel.com *FREE* shipping on qualifying offers. The Grade Three workbook presents music alphabet, staff, rests, stem rule, drawing the treble clef, treble clef lines & spaces/5(32). Subscribe Like Follow Watch. No matter what genre of music you teach—Theory Time has the perfect selection of products for all levels of music education! To learn more about the workbooks, reproducible music theory worksheets, games, flashcards and teaching aids that Theory Time offers, take a look around our website. A Brief History of Time: From the Big Bang to Black Holes is a popular-science book on cosmology (the study of the origin and evolution of the universe) by British physicist Stephen Hawking. It was first published in Hawking wrote the book for readers who have no prior knowledge of the universe and people who are just interested in learning something lemoisduvinnaturel.com: Stephen Hawking. Search the world's most comprehensive index of full-text books. My library.
In From Eternity to Here: The Quest for the Ultimate Theory of Time, CalTech theoretical physicist Sean Carroll — who might just be one of the most compelling popular science writers of our time — straddles the arrow of time and rides it through an ebbing cross-disciplinary landscape of insight, inquiry and intense interest in its origin. The B-theory of time is the name given to one of two positions regarding philosophy of time. B-theorists argue that the flow of time is an illusion, that the past, present, and future are equally real, and that time is tenseless. This would mean that temporal becoming is not an objective feature of reality. Theory Time Grade Book series provides comprehensive theory workbooks for students of all ages and levels. Teach your students music theory in a fun and understandable way! Used in schools and homeschools across the country, Theory Time has helped children & teens make their way through the scale and beyond. This Grade 10 workbook covers perfect, major, augmented, & diminished intervals and inversions; chromatic & diatonic half steps; triads & inversions, V7 chords, cadences, four-part Brand: Theory Time.
Teach your kids music theory in a fun and understandable way! Used in schools and homeschools across the country, Theory Time has helped children make their way through the scale and beyond. This Grade 5 workbook covers stem rule, clef note drill, 16th notes & rests, ledger lines, intervals, steps, enharmonic notes, sharps/flats/naturals, major scale pattern, key signatures and major scales Brand: Theory Time. You must have a provisional driving licence to book your theory test. There are 2 parts to the test: multiple-choice questions hazard perception - a video test about spotting hazards on the road. Nov 14, · Traveling through time — possible in theory — is beyond our current technological capabilities. Here are some of the leading time travel theories, delving into . Book your official DVSA car or motorcycle theory test for £23, or other lorry, bus and Driver CPC theory tests.


Working while going to college has benefits other than the obvious financial ones. There's good evidence that juggling a job while seeking your degree can actually boost your GPA.
Here's what you need to know.
As with everything, the decision about whether to work in college is all about balance. One of the most important factors to consider is deciding how many hours of work each week is best for you. Of course, some students are in a financial situation where they have to work as many hours as they can. But if you have more flexibility, a recent report provides some data that may impact your decision.
Statistics from the Department of Education show that students who work 12 hours per week or less actually have stronger grades, perhaps because working forces them to have better discipline and time management skills.
On the other hand, students who work more than 15 hours a week are more likely to drop out of school due to the demands of balancing work and school.
Pros: The benefits of working in college
If you're considering working while going to school, you can maximize that time by thinking beyond classic part-time positions like waiting tables or working a cash register. College campuses and their surrounding communities offer a wide variety of work options that can yield more than just extra cash earnings.
Consider your major or field. If you want to pursue a career in health care, part-time work as an EMT or hospital worker could help supplement your studies by providing hands-on vocational experience. The same is true for elementary education majors who work in child care.
If you're considering graduate school in a research-heavy field like economics or biology, reach out to your professors to see if any positions are available as research assistants or teaching assistants, especially during your junior and senior years. You could not only gain valuable work experience, but a potential letter of recommendation from the professor you work with.
Like many work-study positions, some part-time jobs also offer the flexibility to multitask. Night owls willing to work an overnight shift at the front desk of a hotel or an IT help desk can get some schoolwork done during the slow late night hours.
Cons: The drawbacks of working in college
But though there are obvious positives to working during college, you'll want to exercise caution when it comes to workload. If you work too many hours, the risk is often not worth the reward.
Remember, you'll need to be able to focus primarily on your studies while at school. If you're mentally balancing a larger workload, it could detract from your ability to concentrate, focus on, and absorb the academic material being covered in class.
And if you don't have enough time to study, your grades could suffer as a result. You could risk losing funding sources that are dependent on maintaining good grades, like many scholarships and grants.
It's also important to make sure you're putting your focus on the big picture. On a day-to-day basis, some student workers feel more of an obligation to work a shift for their employer than they do to attend class, leading some to skip class in order to maintain good standing with their employer.
And if you earn too much, you could also risk reducing the awards of need-based aid, like grants. The upshot: Be sure to investigate the terms and conditions of your financial aid before accepting a job.
Finding the right balance
If you're thinking about working during college, do an honest self-assessment first. Consider how well you multitask, handle competing responsibilities, and prioritize your time.
Remember that what you can handle one semester may be overwhelming the next semester due to changes in coursework, job demands, personal relationships, and a host of other issues.
Lastly, keep perspective about what's most important. A college degree is a huge investment of not only money but also your time and career potential.
At the end of the day, the most important thing is that you graduate with a college degree and get a quality education—and a job shouldn't get in the way of that.
See more articles about Getting Ready for College.


Preparing early learners for kindergarten and beyond
World of Wonders is a brand-new, comprehensive program built on the Kindergarten California Common Core State Standards, the California Framework and the California Preschool Learning Foundations, with distinct pathways for preschool, prekindergarten and transitional kindergarten.
It's as Simple as A-B-C
Alphabet Time uses print and digital materials to teach phonemic awareness, phonics and other foundational skills.
Book Time includes authentic and informational texts in Big Books, classroom selections and Little Readers.
Cross-Curricular Time features hands on science and social studies lesson and a five-day sequential, recursive math plan.
For print and digital samples, program information, and presentations, contact your McGraw Hill Representative.
Contact a Sales Rep
I Can Do It! (Social-Emotional Book)
I Can Do It! is one in a set of Social-Emotional Books meant to guide young learners through their feelings, how to express them, and learn that others have feelings, too.
Literacy and Language Flip Chart
Get interactive, on-the-spot support for teaching lessons that bolster the understanding of print concepts and early literacy skills children need to enter kindergarten.
Social-Emotional Flip Chart
The Social-Emotional Flip Chart provides engaging visuals, ideas for role play and pantomime, and prompts to inspire classroom conversations about feelings, friends, family, and more.
My Yummy Food (Patterned Book)
My Yummy Food is one in a set of Patterned Books meant to teach print concepts such as page turning, left-to-right progression, word spaces and learning to distinguish between words, letters, and numbers.
What Can Pop? (Little Reader Book)
What Can Pop? is one in a set of Little Reader Books meant to teach phonics skills such as letter pronunciation, upper vs. lower case, and alphabet review.
Thematic units with weekly integrated lesson plans and professional resources to ensure teachers are ready from day one.


High School Equivalency for Programs and Organizations
i-Pathways is a web-based system that blends self-paced learning, practice assessments, and relevant curricula with instruction in Math, Language Arts (Reading and Writing), Science, and Social Studies developed by expert adult education instructors and designed to prepare adult learners for the GED®, HiSET™, and TASC™.
Instruction is appropriate for learners at the ABE level through the ASE level. Students, instructors, and program administrators can access i-Pathways with any device, including desktop computers, mobile phones, tablets, and laptops that connect to the Internet. Engaging content housed in a robust system ensures that programs can deliver instruction at-a-distance, in a blended learning environment, or as a classroom supplement. Teachers can track student progress and provide feedback and report features for tracking attendance are available.
Value added elements of the i-Pathways project include professional development and a comprehensive customer support team able to aid users in developing skills to navigate the system.Scope & Sequence Sample Lessons Contact for Pricing
Content Areas Include
i-Pathways' curriculum is approved by GEDTS®, and meets the highest standards of quality assurance.
Preparing students for the written portion of the test, this module includes instruction in organization of ideas, language development, writing conventions, and patterns of development.
Reasoning Through Language Arts
Using an evidence-based reading approach, this module helps learners build skills in comprehension and vocabulary development through the use of research-based instructional strategies. Passages reflect a cross curricular approach by presenting a variety of complex text in both literary and non-fiction text.
Preparing students with the foundational skills in math, this module includes instruction in number sense and introductions to algebraic thinking.
Building foundational skills in mathematical reasoning and fluency in problem solving and procedural application, this module includes instruction in real and complex numbers, absolute values, computation and estimation with real numbers, exponents, radicals, ratios, proportions and percentages.
Addressing the standards of the National Research Council's Framework for K-12 Science Education, the major content areas in Science include life science, earth and space, and physical science.
Addressing the requirements for the National Standards for History, students develop the background knowledge and content area expertise to successfully complete the Social Studies exam.
Building strong financial literacy, the Consumer Education model covers topics such as finding a job, filling out wage forms, understanding taxes, resolving consumer complaints, and many more.
In addition to the curriculum, students have access to tools such as:
- Glossary of Key Terms
- Relevant Web Links
- Graphic Organizers
- Worksheets in Math and Writing
- Extended Response Worksheets


Literacy & Reading
The traditional definition of literacy is considered to be the ability to read and write, or the ability to use language to read, write, listen and speak. In modern contexts, the word refers to reading and writing at a level adequate for communication, or at a level that lets one understand and communicate ideas in a literate society, so as to take part in that society. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has drafted the following definition: "‘Literacy’ is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society." Oftentimes, students with disabilities struggle with this area and an effort must be made to enhance their reading skills and abilities.
- VDOE Elementary English Instruction
- Early Intervention Reading Initiative (EIRI) – Provides intervention services to K-3 students who demonstrate reading deficiencies on the Phonological and Literacy Screening (PALS) assessment.
- Virginia Reads (PDF) – Parent brochure highlighting preschool Foundation Blocks for Early Learning and the K-5 English Standards of Learning with suggestions for assisting children in achieving these school-readiness and reading standards.
- VDOE Middle School English Instruction
- Wordsalive Vocabulary Acquisition Model for Virginia – Research-based graphic organizer designed to enable students to learn content vocabulary.
- Interactive Reading – Combines a graphic organizer with researched-based reading comprehension strategies. It provides a framework for reading lessons that support students prior to reading, during reading, and after reading across the curriculum.
- Middle School Reading Modules in Support of Project Graduation (PDF) – More than 70 one-hour lesson plans to enhance the teaching of reading. Aligned to the 2002 English Standards of Learning and supporting the teaching of fiction, nonfiction and poetry.
- VDOE High School English Instruction
- Project Graduation Reading Tutorial – Identifies student academic needs with an online pretest and provides tailored Web-based lessons to meet those needs.
- National Center for Learning Disabilities (NCLD) – Provides you with wealth of resources on reading, including important research findings, helpful guidelines for parents, beneficial early literacy interventions and teacher-training for the successful instruction of learners at all ages.
- International Dyslexia Association – Helps individuals with dyslexia, their families and the communities that support them.


Resources for Kids Reading Online
There are innumerable resources available for kids reading online, including reading games, activities and programmes that help develop reading skills both in the classroom and at home. But with so much choice can come confusion. Which resources are the most beneficial for young readers?
Where kids reading online is concerned, there is definitely a range of offerings. Here are a few rules of thumb to keep in mind when attempting to find any programme for kids reading online.
The best reading programmes instruct in five key literacy areas
The five key literacy areas include phonemic awareness, phonics, fluency, vocabulary, text comprehension.
The Reading Eggs programme incorporates each of these five literacy areas into the structure and content of every lesson. Early lessons focus on phonemic awareness, before expanding into systematic phonics instruction. These two skills form the base from which a child can develop their vocabulary, reading fluency and comprehension.
The best reading programmes use a child’s first language – play.
Reading Eggs recognises that children learn best through play. Each lesson is game-like in look and feel, motivating children to apply themselves to the educationally rigourous activities. Lessons are animated with captivating graphics, the e-books feature vibrant visuals, and all reading activities and games completed yield enjoyable rewards for readers.
The goal of the best programmes is kids reading real books.
The goal of every Reading Eggs lesson is kids reading real books – a complex skill that requires the mastery of each of the five key literacy areas. Every Reading Eggs lesson from lesson 9 culminates in the child reading an e-book, allowing them to apply their newly learnt literacy skills. Each e-book appears with a cover and pages that turn in order to mimic the act of reading a real book, allowing children to develop familiarity with the act of reading.
The best reading programmes offer a range of motivational elements to increase a child’s time on task.
In the Reading Eggs programme, kids are rewarded for every reading activity or game they successfully complete. Not only do the enjoyable game-like lessons encourage children to learn as they play, but the reward system promotes student engagement and interest as well.
The best reading programmes encourage parental involvement
Parental involvement is another key marker of a good reading programme. Research has shown that when parents are involved in their children’s education, at home or at school, children achieve at higher levels. Reading Eggs offers a flexible way for parents to be involved by making it easier to access student reports anytime. Parents can also receive feedback on their children’s progress with regular reports emailed directly to them.
Reading Eggs is a fantastic resource for kids reading online. It is a comprehensive reading programme that teaches kids how to read, and turns the process of learning to read into an enjoyable activity.
My daughter loves Reading Eggs! She is so excited by the progress she has made through the site. She enjoys the games and is learning so much. I highly recommend it. It is great for learning phonics and letter sounds. The games are fun and educational. We will continue to use Reading Eggs until she is reading on her own! Alycia A
Reading Eggs is a fantastic and engaging programme for my students! They enjoy using the technology at school and also at home. I am thrilled with the results of my students, and I have Reading Eggs to thank! Alison Miller, St Andrews Public School


"The song includes many typical features of Bollywood films"
The new UK music curriculum guidance for schools features diverse musical traditions and that includes Indian classical, Bollywood and Bhangra.
It was launched on March 26, 2021, and the Department for Education (DfE) said it is aimed at giving more young people the opportunity to listen and learn about music through the ages and across cultures.
Among the DfE guidance, the likes of AR Rahman’s ‘Jai Ho’ and Kishori Amonkar’s ‘Saheli Re’ are among the Indian musical references.
The guidance stated:
“It is important to recognise that modern British identity is rich and diverse, resulting in communities which celebrate and explore their own specific, localised ‘cultural capital’.
“Kishori Amonkar was one of the leading vocalists of Indian classical music in the 20th century.
“Amonkar’s approach to music emphasised the spiritual as articulated in her statement that ‘To me it [music] is a dialogue with the divine, this intense focused communication with the ultimate other’.
“Further listening might include performances where the melody is instrumental, such as the music of Ravi and Anoushka Shankar.”
It also features ‘Munni Badnam Hui’ from the 2010 Salman Khan hit Dabangg, the guidance added:
“Item numbers feature in Bollywood movies without pertaining to the plot, and while the protagonist, policeman Chulbul, enters this song the main performer/producer, Malaika Arora, only appears in this number.
“The song includes many typical features of Bollywood films in its music, dance and colourful visuals.”
The DfE’s Model Music Curriculum has been developed by a panel of 15 music education specialists.
As well as ensuring all pupils can benefit from diverse lessons, it is expected to make it easier for teachers to plan lessons and help to reduce workload by providing a structured outline of what can be taught in each year group.
Case studies are provided as part of the plan to show how teachers can combine knowledge, skills and understanding in a practical way.
School Standards Minister Nick Gibb said:
“After the most difficult of years, it’s time for a musical renaissance across England’s schools and I hope this will inspire a new generation of musicians.
“A rich variety of music should be part of the daily life of every school.
“We want all schools to have a rigorous and broad music curriculum, that inspires their pupils to love music, and stands alongside high levels of academic attainment.”
In addition to Bollywood, Bhangra and Indian classical music, the UK music curriculum also stated that pupils will learn a vast range of styles and genres.
This ranges from historically important composers like Vivaldi, world-renowned pieces like Puccini’s ‘Nessun Dorma’, Mozart to The Beatles and Whitney Houston.
Pupils will be encouraged to listen to classical music such as Beethoven and Tchaikovsky, Rock n Roll songs from Little Richard and Elvis Presley, jazz from Nina Simone and modern classics such as Queen.
Veronica Wadley (Baroness Fleet), Chair of the expert panel behind the music curriculum, said:
“Music unites people and communities – and gives great joy and comfort.”
“In schools, it brings together young people through the shared endeavour of whole school singing, ensemble playing, experimenting with the creative process and through the love of listening to friends performing.
“The new curriculum, with its year-by-year guidance, is designed to help schools provide high-quality music education for all pupils and reinforces the important role that music plays as part of a broad and balanced curriculum for all children.”
The DfE said it has committed £79 million in the 2021-22 financial year for Music Education Hubs, which provide pupils with instruments to play in class.
One million pounds has also been given to charities that teach pupils about different styles of music.
Culture Minister Caroline Dinenage added:
“The importance of arts and culture in children’s education cannot be overstated.
“Music has helped many of us through the challenges of the past year in how it connects, inspires and entertains.
“I am delighted this new curriculum will mean all children have access to high-quality music education.
“This will help bring through a whole new generation of talented musicians.”


This fun and friendly science book for kids poses 100 real-life questions from kids to Robert Winston on every aspect of science.
Professor Robert Winston was inspired to write this kid’s book by the many questions posed by his grandchildren and school children he has met over the years. Perfect for those who always have another “why?”, Ask a Scientist injects fascinating fun into science for kids.
The inside of this book is packed with real questions that real children are asking. These questions have piled in from every corner of the world including the USA, Canada, the UK, Ireland, Europe, India, China, and Japan.


Nowadays it seems that music education is being neglected by schools and academies, this may be in part due to the common misconception that these days music is not as important as science or mathematics. However, music has amazing benefits for learning and academics so it definitely shouldn’t be ignored.
For instance, there is strong evidence suggesting that with the help of music, students can concentrate better. Music also stimulates many areas of the brain, improving cognitive skills and reduces stress. Academics are the most stressed upon an aspect of school, which may be greatly assisted by learning music. In the article below we’ll unravel just how music can benefit academic performance!
Better Focus Leads to Better Exam Performance
Research indicates that students that are a part of some music related course perform better in exams than students who are not enrolled in any such course. The explanation for this can be attributed to a student’s ability to focus better as a result of learning to play music. It is often said that when using a musical instrument, you are using more of your brain than on other tasks of a similar effort. When you are learning a new instrument, your continuous training causes your focus on the task at hand to improve.
This improves your overall focusing abilities and translates to a better understanding of your course material, which leads to better exam performances. Recent discoveries in neurosciences suggest that music learning challenges your brand. Learning complex instruments, such as the piano can improve your focus immensely.
Our daily activities can be quite stressful on us, which is the last thing we need when studying. Unfortunately, often the cause of stress can be studying itself. Classical piano music can be soothing to the ears and help relax the brain. If listening to music can reduce stress, imagine how helpful learning to play it can be as well!
When you’ve soothed stressors it allows your mind to tackle difficult assignments, projects and other responsibilities in the most effective way. While listening to your favourite music can reduce stress, creating music can help release yourself and allow one to immerse themselves in a sea of calm.
Heightened Memory and Cognitive Functions
Learning to create all sorts of new music can lead to improvements in a student’s memory processing. A brain, like any part of the body, can be trained through vigorous exercises to improve its performance.
With music, the combinations of notes, sheet music, and muscle memory can help the brain learn to memorise all sorts of things better. This translates to academics where a better recall of the concepts that are taught gives music students a significant edge over their peers who have not been in music classes.
A great way to get started with learning music is with local piano tutors near me. Piano tutors can design a custom plan that compliments a music course or stands alone. Either way you’ll be learning music and reaping all the academic benefits of it as well!


School of Rock, the leader in performance-based music education, is enhancing its proprietary curriculum to feature more music created by Black artists. The goal is to further educate students on the Black community’s history and central contributions to the development of Rock and Roll.
To start, School of Rock has added new feature shows to its performance-based curriculum. Each of these programs encompass 20-25 songs from Black artists. As part of the curriculum, students will learn to perform these songs and discover important lessons about the complex experience of marginalized communities. New shows include “Roots of the British Invasion,” “The Music of Memphis,” and “The Music of New Orleans.”
“We teach musical proficiency through rock because contemporary songs offer an effective toolkit, particularly in group performance. Just as importantly, popular music opens a door to history. We have an obligation to honor those Black artists without whom there would be no Rock and Roll, and by extension no School of Rock,” said Rob Price, CEO of School of Rock.
Additionally, utilizing the collective knowledge of the talented instructors across the School of Rock system, the company has published on its website a series of articles and interactive content on the historical contribution of Black artists to Rock and Roll. Early Rock artists featured include Etta James, Ray Charles, and Sister Rosetta Tharpe, in addition to more recent innovators like Prince, Tracy Chapman, and Gary Clary, Jr.
“This project has been energizing, and it inspires us to better understand and teach the stories of other groups’ contributions to the art form,” continues Price. “We also hope that by better understanding our musical past, we can contribute to a more harmonious future.”
For more information, visit https://www.schoolofrock.com/celebrating-black-artists


If you were marking answer sheets from a grade 8 exam and you came across one that was mostly blank, what would you think?
Probably you would think that the child did not study for the exam and does not know the subject matter. You would give her a bad grade and get ready to scold her.
Probably it would not occur to you that she may not have been able to read the questions.
This is because like most people, you assume that if a child has been going to school for more than seven years, she has gained some “learning” -- the knowledge, abilities and skills that schools are supposed to impart. She must at least be able to read and write.
Almost everybody would agree with you, from parents in rural India who have never been to school themselves, to those responsible for education policy in the country.
Back in 2000, policy makers from 189 countries also thought this way. They agreed on a set of Millennium Development Goals (MDGs), of which the goal for education was to achieve universal school enrollment for children all over the world by the year 2015. They too thought that once children were enrolled in school, “learning” would automatically happen.
Milllenium Development Goal 2: Achieve Universal Primary Education
And so, in many countries the focus for many years was on getting children into school.
In India, too, huge efforts were made to achieve universal enrolment at the elementary stage. Because the focus was on expanding access, statistics on access and enrollment began to be routinely tracked by the government.
For many years, few people thought to question whether the intended outcomes of schooling were being achieved. If children were going to school, the thinking went, they must be learning.
The Invisible Problem
Modern school systems are heavily dependent on the printed word. No matter how talented or creative children are, they cannot get far in school without the ability to read and write. The world beyond school, too, is increasingly text-dependent.
In Indian schools, teaching-learning activities revolve around the printed word in the form of textbooks. Textbooks are such an important part of the teaching-learning process that government schools provide them free to all children.
And teachers are required by law to complete the syllabus (in the form of the textbook) during the academic year.
The education system assumes that if you are in (for example) grade 5, you are able to read and understand the grade 5 textbooks.
But most grade 5 children in rural India are not able to handle the long words and complex text that grade 5 textbooks usually contain. Most are not even able to read much shorter, simpler text of the kind usually found in grade 2 textbooks.
What does "completing the textbook" mean for these children?
As Pratham CEO Rukmini Banerji discusses in a blog post for the Brookings Institution, the problem of children going to school but not learning is an invisible problem. You can see children going to school and you assume they are learning.
It is also a huge problem. Very large proportions of children are in this situation, not only in India but in many countries of the global South.
From the video "What is the global learning crisis?" by the Research on Improving Systems of Education (RISE) programme. See the full video here.
The problem is invisible because the learning assessments that are traditionally done are pen-paper assessments of grade level content, like the one you imagined grading at beginning of this post. In other words, a grade 5 child is usually given a written test with questions based on the content of grade 5 textbooks.
These are the kinds of assessments that are done in school and even at the national level, by the National Achievement Survey (NAS), which periodically tests children in Std 3, 5 and 8.
But as we saw earlier, there is no way you can tell whether or not a child can read by looking at a written test. And so even after a traditional assessment test, the problem remains invisible.
A problem can't be solved until it is visible
There is only one way to know whether a child can read. And that is to listen to her reading. Reading ability cannot be tested in a written exam and it cannot be tested in a group.
Without foundational skills, children cannot make progress in school. Simply being in school is not enough. Changes in what teachers and children actually do in classrooms are urgently needed. But a problem can only be solved once it is recognized.
ASER was designed to make this invisible problem visible- not only in New Delhi, but in rural communities across the country. Which is why every year, about 25,000 volunteers listen to more than 600,000 children read simple text aloud and solve basic arithmetic questions.
As Ketan Verma from ASER Centre's Assessment Unit says, this is certainly not all that we expect children to learn but it is certainly the foundation on which the rest is built:


How do we break the ice? Mikkel Høgsbro introduced this revolutionary old fashioned visual technology during the digital ETEN conference 2021. Try it and tell us how it worked!
‘A day in the life’: Supporting trainee teachers in finding the ‘Keys to inclusion’ though a case study of one mainstream school’s inclusion of a child on the autism spectrum – by Lucy Barker
Key wordsInclusion, special educational needs, trainee teachers, autism, collaboration. AbstractSuccessful inclusion of students with autism in mainstream schools means a degree of challenge for trainee teachers which may require additional supports (Crossland and Dunlap, 2012). Therefore, there is a need… Read More ›
A COIL project with Driestar University NL and KPH Vienna/Krems. Enjoy the full powerpoint presentation from the digital conference in the Special education needs TIG:
At home in language: how can teachers in primary schools build partnerships with lower-educated parents?
Martine van der Pluijm, researcher and lecturer at Rotterdam University of Applied Sciences (Netherlands) The parental role in supporting young children’s oral language development at home is crucial for children’s language and literacy development. However, there is limited expertise in… Read More ›
Digital Conference: April 23rd 2021 Internationalisation TIG Agenda Our link will be https://mau-se.zoom.us/j/6599993613215.00 Approx.. Welcome and Introductions: Ben Bartels The TIG Programme: Karen Hudson 15.10 Approx.. Presentation 1: Prof. Dr. Anatoli Rakhkochkine, Maximilian Höldl and Maren Hanneken Potentials and Limits… Read More ›
15.00-15.10 Welcome. TIG and CO-TIG leaders Anne Bahrenscheer and Mats Johnsson. Short presentation. All participants present themselves – your name, home institution. 15.10-15.40 1. Presentation and discussion. Cathy Crabbe, Docent & Leertrajectbegeleider, Onderwijsgroep lerarenopleiding, Educatieve Bachelor lager onderwijs Presentation… Read More ›
15:00 Challenging creativity in mathematics class with 1st and 6th gradersPaulo Miranda & Ema Mamede15:20 Learning outcomesJacqueline Sijbrandij – Blok15:40 Developing Number Sense – an experience in kindergartenGabriela Gonçalves & Ema Mamede15:50 Young children’s perception of spatial relationsFilipa Balinha16:10 Mathematics… Read More ›


Oral health programs for pregnant women and children
Dental care, including X-rays and local anesthesia, is safe during pregnancy. In Vermont, pregnant women who are insured by Medicaid have no dollar limit on covered dental services during pregnancy and for two months after the end of pregnancy. Tips for maintaining a healthy mouth during pregnancy can be found here and here.
Your children’s teeth, including baby teeth, play an important role in their overall health by helping them chew healthy foods and speak clearly.
Dental caries (cavities) is the most common chronic disease in children, despite being almost 100% preventable. Untreated cavities affect the child’s overall health and may lead to problems with eating, speaking, and learning. Every year, approximately 400 Vermont Medicaid-eligible children under age 6 are treated in the hospital for preventable dental problems.
Children who have untreated cavities in their baby teeth are more likely to get cavities in their permanent teeth.
Children who are insured by Medicaid in Vermont can receive dental care through Dr. Dynasaur.
Three proven strategies to prevent cavities:
This program provides families enrolled in WIC with the opportunity to meet with a dental hygienist to receive oral health education and help finding a local dental office that accepts their insurance.
- Public health dental hygienists deliver community education by doing outreach and training to medical and dental providers and supporting community organizations.
- They also support prevention programs such as community water fluoridation, the Tooth Tutor program, and access to care.
This program helps to ensure that every child has access to preventive, restorative and continuous care. Schools choose to participate in the Tooth Tutor Program.
- A dental professional helps the school nurse update dental information in each child's school health file and connects or re-connects families who have not accessed dental care in the previous year with a local source of care.
- The Tooth Tutor also presents dental health education in the classroom, giving all students the opportunity to learn more about oral health.
To find out how to start a Tooth Tutor Program in your school, contact the Oral Health Program at (802) 863-7330.
- American Dental Association: Mouth Healthy - Pregnancy and Teeth
- Children's Dental Health Project: Oral Health and Pregnant Women Resource Center
- American Academy of Pedicatrics: Healthy Children - Oral Health
- Partnership for Healthy Mouths Healthy Lives: Kids' Healthy Mouths
- Head Start Early Childhood Learning and Knowledge Center: Oral Health
- MedlinePlus: Child Dental Health
- Sesame Street for Parents: Healthy Teeth Healthy Me


About the Kid Zone!
The Kid Zone! was created with kids in mind. But it also is a place where families can connect with one another. Parents and caregivers play an important role in promoting and supporting children’s literacy development. You can do this by listening, looking, helping, and encouraging while your child explores the Kid Zone!
In the Kid Zone!, you and your child can access ebooks, audiobooks, and stream videos of stories read aloud. Follow the adventures of Kayla, a girl with dyslexia, in an original comic series. Or find cool games that focus on different literacy skills.
Five Ways to Help Your Young Child Make the Most of the Kid Zone!
Ask if he or she would like to read or listen to books or play games. Click the Read, Listen, or Play icons at the top to get to the right activity.
Use the Browse by Age filters to find books or games likely to engage your child. It is ok if he or she is interested in listening to books at a higher age level or reading books at a lower age level.
Read the book description and themes together to get an idea of what the story is about. Talk about what might happen in the story.
Use the Teaches menu to find games focusing on a skill your child is learning or practicing. Read the game description together and talk about the purpose of the game.
Search the NCIL Resource Repository for literacy activities you can do with your child at home or in your community. Sort by audience, topic area, and resource type to find activities matched to skills identified in Kid Zone! games.
How to Use the Kid Zone!
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2021 National Center on Improving Literacy. https://improvingliterarcy.org


Flexible Learning Option (FLO) enrolment
Flexible Learning Options (FLO) is a Department for Education student enrolment strategy to assist schools to support young people who have disengaged from school.
These young people may be experiencing:
- anxiety and depression
- unstable accommodation
- family difficulties
- pregnancy or parenting.
A FLO enrolment supports young people to:
- reconnect with education
- improve their literacy and numeracy skills
- achieve SACE or other vocational qualifications
- gain the skills to go onto further study or employment
- develop positive relationships
- address barriers to learning and engagement
- access additional support from community services and agencies
How to enrol
Young people are eligible for FLO if they’re:
- enrolled in a SA government school
- from year 8 up to the age of 21
- experiencing ongoing attendance concerns
For more information speak with your local school or see flexible learning options.
Department for Education - Flexible Learning


The portable classroom is designed to meet the 20 imperatives of the Living Building Challenge, an international sustainable building certification program known to be more rigorous than LEED and BREEAM, and requires a 12-month occupancy period before a building can be certified. The 900 square-foot prototype classroom meets all the requirements for becoming completely self-sustaining. It features a rainwater collection system which provides water to the labs and toilets as well as agriculture. The SEEDClassroom also filters and reuses greywater, and even has a composting toilet.
The project was inspired by the SEED Collaborative’s previous work on the Bertschi School which was recently certified as the 4th Living Building in the world. The success of the 3,380-square-foot interactive school in Seattle’s Capitol Hill neighborhood inspired the team to try and bring the same to more students. The portable classroom will not only provide a green environment for the kids, but will also teach them about sustainability. The Collaborative has teamed up with the International Living Future Institute to create an integrated K-12 curriculum called the SEEDpacket which will combine science, technology, engineering, mathematics, social studies and art education.
The classrooms come in various configurations and can be ordered and shipped inside the U.S. and western Canada.
+ Method Homes
+ SEED Collaborative
+ Living Building Challenge


Here’s How to Become a Music Teacher
Music teachers at elementary and secondary public schools are a special breed. Those who choose to become a music teacher are specially educated in their subject and credentialed as teachers. But while most teachers instruct several subjects to students at one grade level, music teachers usually teach a variety of classes to students of all ages in their school.
Elementary music teachers usually teach general music classes, in addition to instructing students in singing, reading music, playing instruments or music appreciation. Older secondary students often have courses in more specific areas, such as choral groups or jazz and marching bands. Post-secondary music professors usually teach specific subjects such as piano and voice. They also often give one-on-one lessons for specific instruments, such as piano or violin.
What You’ll Do When You Become a Music Teacher
As with any teaching job, some students will pick up concepts faster than others. Patience, a sense of humor and relentless focus are all good qualities for music teachers to possess. As you move toward becoming a music teacher, you will be responsible for performing some of the following activities:
- Assigning and evaluating lessons
- Preparing, administering and grading tests
- Critiquing oral presentations and performances
- Preparing report cards
- Upholding classroom discipline
- Meeting with parents to discuss student progress
- Maintaining classroom instruments
- Organizing student musical performances
- Preparing students to participate in music competitions
A typical day teaching music may begin with a general music education class for 3rd and 4th graders. The next hour may involve teaching a group of 6th graders how to read soprano, alto, tenor and bass singing parts in choir class. The music teacher may also spend an hour monitoring recess, then return to the classroom for band practice with students from many grade levels. Once you become a music teacher your day will be comprised of a variety of students and environments, from classroom to performance hall.
In private schools, smaller classrooms and more motivated students may be a draw if you want to teach music. Both private and public school teachers can easily supplement their incomes by teaching music classes and private lessons in the community. Many teachers keep up this kind of instruction over summer and holiday breaks in order to earn extra money.
Degrees and Certification
In most states, teachers must have a bachelor’s degree as well as a teaching certificate in order to teach music. Many people who become a music teacher complete a BA in music and then go on to complete a master’s degree in education as well as a teaching certificate examination.
Teachers are often required to take continuing education courses to keep up with teaching techniques and approaches. Becoming a member of an organization such as the National Association for Music Educators, the Music Teachers National Association or an affiliated organization in your state will help you network with other teachers, find out about conferences and jobs, and stay current on news in your field.


Welsh ministers already know they have their work cut out to improve the country's literacy standards. Major problems in the education system, highlighted in international league tables such as Pisa (Programme for International Student Assessment), have even made headlines beyond Offa's Dyke.
But this week policymakers received another stark reminder of the scale of their challenge, following the publication of a report by schools inspectorate Estyn.
For the first time, the inspectorate has detailed a number of issues in key stage 3. Inspectors visited 21 secondary schools across the country and found that, although improving literacy was a priority for most, only a handful set out how it should be taught across different curriculum subjects.
A few schools did not even mention improving literacy standards in their development plans, despite it being a national priority set out by the devolved assembly government.
The inspectors visited Year 9 lessons in science or humanities subjects. In the majority of schools they found weaknesses in the marking of pupils' written work, and said that not enough teachers consistently highlighted errors in spelling and punctuation. They found several examples of pupils making the same mistakes over and over.
In some schools teachers relied too much on worksheets, which limited more able pupils, and used photocopied booklets and other materials with pupils of all abilities, preventing less able pupils from developing their skills and more able pupils from stretching theirs.
The report adds to the growing evidence that serious literacy problems exist in Wales's schools. In January, chief inspector Ann Keane's annual report revealed that 40 per cent of pupils enter secondary school with reading ages significantly below their actual age. And about 20 per cent of those pupils are considered functionally illiterate, with reading ages of below nine and a half years.
Last month, the government launched its long-awaited National Literacy Programme, which includes frameworks for improving literacy and numeracy standards in schools and national reading and maths tests for all pupils aged 7-14. Primary and secondary schools will be obliged to use the framework to embed the teaching of literacy and numeracy skills in all subjects, rather than just in English, Welsh and maths lessons.
Annual reading tests, which will be introduced in September, with the first tests to be taken in May 2013, are designed to give more consistent results and provide a more accurate reflection of pupils' ability and progress.
Launching a consultation on the programme last week, education minister Leighton Andrews said: "Nothing is more important than ensuring all of our young people have the skills they need to read, write and communicate.
"The challenges ahead of us are very clear. It is vital that we see a step change in literacy and numeracy standards."
But not everyone is positive about the programme's chances of success. Conservative shadow education minister Angela Burns said that the programme must win the confidence of teachers and claimed that a "succession of missed targets" by the government have failed to inspire much confidence.
Liberal Democrat education spokesman Aled Roberts said that the programme must be "fit for purpose" and be able to achieve its aims, or it would be "yet another unsuccessful upheaval for teachers and pupils".
In its report, Estyn said that schools should make developing literacy skills a priority in all schemes of work and that teachers should be trained to plan more challenging oppor- tunities in all subjects to improve reading and writing skills among pupils.
Inspectors will revisit the 21 schools as the National Literacy Programme is developed over the next two years, to see how they progress.
Keeping it in the family
Estyn has found that more schools are using data to evaluate their performance and compare it to other, similar schools.
Since 2009, schools in Wales have been grouped into "families" of similar schools based on the percentage of pupils entitled to free school meals, the percentage of pupils with special educational needs and other socio-economic factors.
Chief inspector Ann Keane said that, historically, there has been a lack of consistency in how schools and local authorities evaluate their performance to identify areas for improvement.
But since 2009, more have been introducing strategies to tackle underperformance and share good practice within their "families", which is having a positive impact on teachers' professional learning, she said.