Seats to Sacks is an innovative project devised by Community Rail Lancashire, that aimed to reduce social isolation whilst turning railway moquette into story sacks for primary school children.
Concepts and Aims
Network Rail’s Stay Safe with Thomas book is proving popular with children. Community Rail Lancashire’s Education Development Officer Karen Bennett thought it could be used in a more creative way – by forming part of a story sack.
A story sack is a large cloth bag containing a quality children’s picture book with supporting materials to stimulate reading activities. To bring the book to life, soft toys of the main characters, artefacts relating to items in the story, a non-fiction element relating to the fiction theme and perhaps a game based on the book are included. A guide and prompt suggest ways of developing listening, reading and writing skills using the contents of the Story sack. They enable parents to contribute in a major way to their children’s literacy and provide a valuable resource to teachers. Many primary schools have a library of story sacks which they loan to families to engage with at home.
Research shows that when parents and carers take an active role in their children’s education it can transform their chances of success at school and beyond and with one in three children in the Bradford region leaving primary school unable to read well (National Literacy Trust). It seemed like a good idea to aim to support literacy development whilst learning about rail safety in the Yorkshire area and beyond.
Initially, it was thought that upcycling old moquette from refurbished trains would be great to use for the sacks. Jenny Dempsey, Fleet Refurbishment Manager at Northern donated a large bag to the project. However, after trying to wash the material several times, the prototype that was made still looked quite dirty and worn. It was then decided it would be better to use new material. Diamond Seating kindly donated a roll of flat cloth that is being used in the refurbishment programme.
Keen to engage those who are vulnerable with the railway, Karen looked for a group who would benefit from making the sacks. The Muslim Women in Prison project supports those who are now living back in their communities, but are often ostracised, vulnerable and with low self-esteem often resulting in anxiety and self-isolation. With expert sewing guidance from Shazia Awan, a learning support assistant, the group worked tirelessly on Saturday mornings to make the sacks and fill them with flags, whistles, books, toy trains, a high visibility jacket and of course the books – kindly donated by Network Rail.
As well as attending sewing sessions at the Khidmat Centre in Bradford, the group also went on some rail journeys with their families to improve their railway confidence. The first trip saw the ladies go to York Railway Museum and the second was a visit to the Manchester Christmas Markets. Most of the group had not travelled on a train before, but after being shown how easy it is and a great way to go out with the family, most have said they would go again.
To celebrate the project, a launch event took place on October 31 2019 at Kala Sangam in Bradford. Lord Mayor of Bradford, Cllr Doreen Lee was in attendance. She praised the project and encouraged all involved to continue to share the success of it. During the launch, members of Community Rail Partnerships and Station Adoption groups in the North collected the sacks to use with their communities.
For the women, making the sacks went beyond learning new sewing skills. Friendships were formed and confidence grew, especially on the trips out on the railway. One mother who took her children out with the group said it was the first time she had left the house with her family for seven years. Sofia Buncy, National Co-Ordinator for the Muslim Women in Prison project commented that “this project has been about pushing women who are very often invisible ‘on the radar’. It was about upskilling them to navigate themselves and their children into public life and do that confidently and with a sense of self-worth”.
The story sacks have also enabled other community rail partnerships to use the sacks to engage with their local schools. Sacks have been handed out to Community Rail Cumbria, the Penistone Line Partnership, the Leeds – Lancaster – Morecambe CRP (The Bentham Line), Settle to Carlisle Railway, the Tyne Valley Line, The Bishop Line and the Esk Valley Line. Also, some station friends’ groups who interact with schools (Mytholmroyd Station Partnership and Fitzwilliam Station friends) have also received the resource to use with children. Some bags have gone to schools in Bradford where the MWIP’s children attend. Finally, Community Rail Lancashire have kept some bags to use with children throughout the county.


Hear Holly give a short explanation of Disciplinary Literacy here.
Literacy, and the foundational skills it encompasses, is critical to college and career readiness. The CEEDAR Center is committed to ensuring that teachers and leaders prepare students, particularly students with disabilities, for college and career readiness. One of the knowledge development tools that will be available is a revision and expansion of the Scientifically-based Reading Instruction innovation configuration developed by NCCTQ (now the Center on Great Teachers and Leaders http://www.gtlcenter.org/products-resources/scientifically-based-reading-instruction-innovation-configuration). One of the authors of the revision, Dr. Holly Lane (University of Florida), has spent her career researching and providing professional learning opportunities for pre- and in-service teachers in this area with an emphasis on meeting the needs of struggling readers through effective assessment, instruction, and intervention.
Holly has worked with students of all ranging from children in early learning settings, to college students who have learning disabilities. Her teaching and research are the foundation for preparing pre- and in-service teachers. She shared that through her courses and a number of projects, she helps them in becoming more effective at diagnosing reading difficulties, screening to note which young children are likely to struggle and preventing those problems, and providing appropriate interventions for those who are struggling.
Her philosophy and practice as a teacher educator, is that “it’s really important to get students involved with kids from the very beginning when they’re first learning about the constructs related to literacy development, getting them connected with children who are learning to read so they can see the theories they’re learning about actually being enacted.” She believes the traditional approach to preparation in this area tends to be fragmented by providing theory then practice and leaves teachers underprepared. Without experience in classrooms, prospective teachers have no concrete foundation for making sense of the abstract theories. We need to ensure that prospective teachers have good instructional models and guidance to help them process what they see.
As a professional development provider, Holly noted that it is all too common for teachers to admit that they had little preparation for teaching reading and no preparation for intervening on behalf of struggling readers. Overcoming these deficits requires individualizing to meet teachers’ specific needs and providing effective coaching on instruction and collecting and using data. She argues, “every teacher, and certainly every special education teacher needs to know how to help struggling readers. Learning disabilities is by far the biggest category of special education, and of kids who have an identified learning disability, about 90% of them have a reading disability. Why would we have anyone graduate from a special education teacher preparation program not knowing how to help struggling readers?”
Students’ reading skills are essential for their lifelong success. Holly offered the following recommendations for teacher education programs:
- Ensure faculty know how to teach reading and how to help struggling readers. Faculty must know about evidence-based practices, know about the reading process and what kinds of things can trip kids up as they’re acquiring that process, and know how to help their students learn those things.
- Think carefully about what goes into being prepared and what are all the things that teachers need to know and be able to do to teach reading and to intervene for struggling readers and to think about how those skills and how that knowledge can be built over time.
- Allow more time for teacher candidates to develop expertise. It’s not a one-or two-semester prospect. It’s something that needs to happen over an entire teacher education program with deepening expertise each semester as they get further and further along. They need to have the linguistic foundations and be able to determine what practices have an acceptable evidence-base.
- Keep the focus on the goal of reading instruction. Although expertise in teaching children to read words is critical, prospective teachers need to understand that everything they do is to help kids learn how to comprehend text.
Additionally, school leaders play a critical role in the ongoing development and success of teachers.
- Place the best reading teachers in the early grades where strong foundational skills should be learned and intervention can begin early, if necessary.
- Have curricular support specialists that know about reading and can provide individualized assistance to teachers as data coaches or to serve as in-class instructional models.
- Provide time and assistance for teachers to collect, analyze, and process their own student data. Teachers are inundated with data, but they do not always have time to collect it or make sense of it. Also, data collected by someone else is seldom as meaningful as data teachers collect themselves.


Source : Tennessee Department of Education , 2016 .
TENNESSEE EDUCATIONAL EQUITY COALITION . The Tennessee Educational Equity Coalition formed in March 2016 to unite the collective influence and voices of a diverse group of more than 100 civil rights and education advocacy organizations and to build momentum for more equitable opportunities for students statewide . The coalition ’ s goal is to build a shared advocacy agenda that will address the long-standing disparities in achievement and opportunities for students of color across Tennessee . Three priorities guide work toward this goal :
• Excellent teachers and leaders for every child
• Strong accountability systems
• Appropriate and equitable resources
In 2016 , the Equity Coalition placed focused attention on informing the state ’ s accountability plan to take advantage of the opportunities presented by ESSA to ensure more equitable outcomes for historically underserved students , including students of color and English learners .
FOSTERING A CULTURE OF INNOVATION
The policies and resources that govern schools must create environments in which innovations thrive . Educators must be able to seek new ideas and embrace successful models wherever they are found . Efforts to improve early-literacy rates , expand access to high-performing schools in urban and rural districts , and enhance the career readiness of graduates are among the many promising areas of innovation in Tennessee public education .
EARLY LITERACY . Early literacy is a key predictor of postsecondary and career readiness . Children who read proficiently by third grade are four times more likely to graduate high school by age 19 than their peers who do not . 43 Among 6,000 Tennessee students rated below basic in third-grade English language arts , fewer than 3 percent reached proficiency by fifth grade . 44
To improve early literacy , Tennessee is revisiting its approach to teaching and learning , curriculum and resources , and building partnerships to improve student readiness . In every classroom , the goal is for students to engage with rich , complex texts that they can analyze and understand . This work requires innovation , and Governor Haslam ’ s 2016 budget included $ 9 million to launch a statewide early-literacy initiative to encourage action on reading intervention . In February 2016 , the Tennessee Department of Education launched the Read to be Ready campaign to increase the third-grade reading proficiency rate statewide from 43 percent to 75 percent by 2025 . 45
With additional funding from the Dollar General Literacy Foundation and the Tennessee Department of Economic and Community Development , TDOE awarded 20 grants to spark innovative literacy intervention through summer 2016 reading programs across the state in 2016 . Funded programs served a total of 574 students , engaged 598 family members , and sent 11,785 books home with students . In addition , 140 educators received training focused on strategies that accelerate first- , second- , and third-graders ’ literacy development , including enrichment activities and family engagement . Lessons from these efforts are intended to inform strategies used in schools and districts across the state to dramatically raise student literacy . 46


Multiple studies have confirmed the benefit of music on children’s development – but what is the benefit of listening to music versus making music. Let’s explore.
Listening vs playing music
When it comes to listening to music, the benefits range from puzzle solving type tasks to improving organizational skills. But while listening to music is all well and good, what about actually playing or even better making it? Research that focuses on how or if playing a musical instrument can impact on intelligence, often looks at how learning in one area can lead to improvements in other areas. For example, learning to play the violin, or the guitar could help children to do better in their spellings or a science project. This is often the reason why some parents encourage their children to learn an instrument – because of a belief that it will them smarter and perform better at school.
There is still a wealth of evidence suggesting musical learning is beneficial. From encouraging the development of a physical sense of self in relation to the how we use objects in the world around us, as well as developing a specific kind of intelligence that is used in problem-solving.
Music and social development
Children who had chosen to learn an instrument were considered by both their parents and teachers to be less anxious than those who had received only group lessons.
Without a doubt, music can have a big role to play when it comes to children’s learning. Not necessarily just in terms of intelligence, but also in term of their physical development and social well-being. Musical learning can help children to apply themselves, as well as supporting the processes involved in teamwork and appreciation of working towards shared goals.
Valuing music education includes nurturing the development of these abilities, and these skills and mindsets. Which is why developing a culture of creativity and musical learning in our schools should be a key part of children’s lives.
How can I get started?
So we know the benefits of music are well renowned. But for many children, the barrier to making music is the physical dexterity required to play a traditional instrument. Sometimes it feels like you just can’t get it! From holding the instrument to knowing what notes to play can be a challenge in itself.
That was until an exciting new musical instrument designed to empower those unable to play traditional instruments was born.
Music for everyone
The Skoog is a soft, squeezable cube that connects wirelessly via Bluetooth to an iPad. Users can touch, press, squash, squeeze or tap the Skoog using their hands or even with any part of the body from elbows to feet to intuitively play a wide range of instruments.
Children are now able to make use of one of their greatest gifts: imagination. Sensitive to the slightest touch yet robust enough to resist strong handling, the Skoog allows children to play music in an expressive way.
The Skoog is already in use in special needs and mainstream schools, music therapy and healthcare centers across the UK and further afield. The Skoog supports inclusive practice in music education and can be used to establish connections with pupils who have very severe communication difficulties.
– Helps develop musical expression and communication skills.
– Ideal for promoting inclusive music practice.
– Improves motor skills, coordination, and control.
– Supports sensory integration.
– An excellent resource for multi-sensory learning that can be used cross-curricular.
The Skoog has been designed to make music accessible for everyone. Skoog is small, light, portable, robust and wipe-clean. It is also suitable for MLD, SLD and PMLD, children with global delay, genetic conditions such as Down’s Syndrome, sensory impairments, physical/medical problems and those with autism for ages 3 and up.
How can I have a go?


Once your child has been diagnosed with cerebral palsy, you will begin working with a variety of health care professionals. These professionals will help identify your child’s specific impairments and needs and then develop an appropriate plan to improve these impairments affecting your child’s quality of life. Generally, the earlier treatment begins, the better chance your child will have of overcoming developmental disabilities and learning news way to accomplish daily tasks that are challenging. There are many types of therapies that are used to treat children with cerebral palsy.
- Physical therapy is one of the most crucial aspects of cerebral palsy therapy. Physical therapy usually begins shortly after a diagnosis is made. A physical therapist will design and put into practice special exercise programs to improve strength and mobility. Physical therapy helps prevent weakening or deterioration in muscles that are not being used and keeps them from becoming fixed in an abnormal position.
- Occupational therapy also plays an important role in the treatment of a child with cerebral palsy. While both physical therapy and occupational therapy focus on improving motor skill development, occupational therapy focuses more on fine motor development. An occupational therapist will also help your child master daily life skills, such as eating, dressing, and using the bathroom alone. They can also help parents find specialized equipment to help assist their child during their daily activities. Occupational therapists try to make your home and community more accessible to your child.
- Speech & language therapy is focused on improving a child’s communication skills. Some children with cerebral palsy are unable to produce intelligible speech. Some children also experience difficulties in other areas of communications such as, facial expressions or hand gestures. Speech therapy can be used to treat these obstacles to communication, along with speech impairments, swallowing disorders, and problems with eating and drooling. Speech therapists can also help children with cerebral palsy use communication devices, such as a computer with a voice synthesizer to help them communicate better with others.
- Behavioral therapy and counseling can benefit children with cerebral palsy because symptoms of cerebral palsy can cause behavioral and emotional problems. This type of therapy focuses on a child’s emotional and psychological needs to help children and their families with the special stresses and demands of cerebral palsy. In some cases, psychologists may be used to modify negative behaviors. Behavioral therapists can provide parents with many helpful techniques to improve behavior and encourage self-sufficiency.
- Music and dance therapy can benefit anyone, but it can have a huge impact on a child with cerebral palsy. Music and dance are not only enjoyable for children, but they can be used to improve physical development & coordination, communication skills, and even help them relax. Dance therapy is especially beneficial in the development of coordination and rhythm.
- Play therapy helps relieve stress and can help improve development. Play is an essential activity for all children and is where learning begins. Play therapy can improve a child’s hand-eye coordination, gross & fine motor skills, and is also fun. It is a great way for friends and family to get involved in your child’s therapy.
Children with cerebral palsy deserve all the support they need; these resources can often be expensive and out-of-reach for some families. Given that in many cases, cerebral palsy is the result of medical error, this means that the cerebral palsy was preventable and occurred due to the negligence or error of a physician. We believe that medical professionals should be held accountable for mistakes that cause harm to their patients and will fight tirelessly to secure a settlement for you and your child that ensures your child will get the help and therapy they need.
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Graphic Design is all around us! Words and pictures—the building blocks of graphic design—are the elements that carry the majority of the content in both the digital world and the printed world. As graphic design becomes more visible and prevalent in our lives, graphic design as a practice becomes more important in our culture.
Through visual examples, this workshop training will teach you the fundamental principles of graphic design: image making, typography, composition, working with color and shape… foundational skills that are common in all areas of graphic design practice. You would be able to MAKE design! If you want to be a designer you have to be a maker and a communicator, so this course will offer you lots of opportunities to get your hands dirty with exercises and with more practical projects.
Why this is important
At the end of this course you will have learned how to explore and investigate visual representation through a range of image-making techniques; understand basic principles of working with shape, color and pattern; been exposed to the language and skills of typography; and understand and have applied the principles of composition and visual contrast. If you complete the course, along with its optional (but highly recommended) briefs, you will have a core set of graphic design skills that you can apply to your own projects, or to more deeply investigate a specialized area of graphic design.
Who should participate in the Workshop?
This workshop is for anyone who has the passion of becoming a graphics designer from basics, and also for does who would love to execute live projects as a graphics designer or for career purposes.
Apply For this course
1. Introduction to the Graphic Design Industry
2. Elements of Design
3. Principles of Design
5. Creating images for print & web
6. Editing Images
Students learn and apply fundamentals of various software applications (such as CorelDraw and Photoshop), web design, image editing, drawing and graphic animation.
Advertising and marketing projects coordinate technical skills with organization, management, communication, ethics and teamwork In teams, students create a business proposal and create branding for that business including a commercial and magazine ad. They present the product to the class
1. A good Laptop
2. Softwares to be used
3. A personal extension box
4. Personal Wifi


Sunday, July 26, 2020
In this week’s NEU To Do for Kids project, students will develop ekphrastic poetry that describes an object of art from the Neuberger’s collection in vivid detail.
The word “ekphrasis” comes from the Greek word for description. Ekphrastic Poetry provides insight into what the viewer sees happening in a drawing, painting and/or sculpture.
NOTE: This week’s project is best for ages 10+.
- Pencil or Pen and Paper
- Alternative: Computer
This project was created by the Neuberger Museum of Art Education team.
Event Location and Ticket Information
Date: Sunday, July 26, 2020
Times: All Day
Presenter: Neuberger Museum of Art, Purchase College
Presenter Website: purchase.edu/neuberger-museum-of-art/neu-to-do-for-kids/


KYSM offers the Malaysian Secondary School Curriculum (KSSM). Form 1 to Form 3 students will read eight subjects as specified in the national curriculum. Form 4 and Form 5 students can be in either the Science or Business stream. They will read twelve down to ten subjects. All students who complete their secondary school education in KYS will sit for two public examinations – the PT3 in Form 3 and the SPM in Form 5.
The academic time spreads over 56 periods in a week. We follow closely one hour periods timetable. Students move from one teaching room to another for lessons. There is no bell in between periods. The purpose for these two practices is to eliminate boredom, improve time management skill and to keep our students active during academic time.
The curriculum aims are to:
- Extend the curriculum to prepare students for more advanced learning needs.
- Further develop the knowledge on learning principles for lifelong continuous learning.
- Devise effective teaching and learning techniques that develop independent learners.
- Integrate information technology to enhance the learning experience.
- Develop the confidence in students to apply their skills and knowledge in appropriate situations.
- Provide instructional leadership appropriate for leadership and personality development.
The extended curriculum is to help students discover or develope new interests and talents. Students are given learning experiences beyond the curriculum by offering a varied menu of activities, learning support and extended services such as quick intervention and easy access to subject matter experts. These offers have positive effects on students’ achievements and participation.
Three initiatives taken by KYS to include extended curriculum element into the National Curriculum:
- Provision of Music Education, Art and Design, General Knowledge, Integrated English, Guidance Programme and Mandarin Classes.
- Inclusion of value added elements
- Developing generic skills and teaching beyond the curriculum specifications.
Music Education is compulsory for Form 1, Form 2 and Form 3 students. They learn music theory, practical and music appreciation. Music lessons are aimed at engaging music intelligence, developing performing art talents and discovering potentials in our students. The music department has been able to produce good young musicians, some of whom came into KYS with no music background. Many musicians in the four KYS Orchestra groups consist of students with no musicianship initially.
Only subject matter experts are hired to handle teaching. Training and development are provided to equip our teaching staff with knowledge and best practices on methodology and pedagogy. There is a good mix of teaching staff – experienced teachers and also young graduate teachers, expatriates and locals.
Teacher establishment is based on teaching staff doing effective and efficient work. KYS practices the optimum load for each teacher using Total Student Load and Total Period Load approaches. Teaching staff are not over burdened with work so that they can have quality contact time with students. Teaching staff are expected to be highly professional in dealing with students providing good instructional leadership and engaging in accountable talks.
Class size is kept small. The teacher to student ratio is 1 : 8. These two situations made it possible for student centredness services to be deployed. The four areas of the student centredness exercise are :
- Personalisation of Education
- Developing independent learners
- Managing student learning
- Designing performance improvement plan


- Subject index
Fifty research-based literacy strategies designed for busy K-8 classroom teachersOrganized around 10 key areas for teaching and learning literacy—phonemic awareness, phonics, reading fluency, vocabulary, story comprehension, comprehension of informational text, questioning for understanding, discussion for understanding, narrative writing, and writing to learn-Promoting Literacy Development offers 50 clearly written, step-by-step strategies for developing proficient readers and writers. The authors also include suggestions for differentiating instruction for English language learners and for students with special needs.
Strategy 37: Dialogic Reading
Speaking Briefly: An Overview of the Literacy Strategy
The Dialogic Reading strategy offers children an opportunity to play an active role in reading picture storybooks. Children's participation and role in Dialogic Readings are dramatically different than in read-alouds (Biemiller, 2006). In the traditional story reading, the teacher reads and the child listens. In Dialogic Reading, the children are engaged as storytellers and the adult listens to them, asks questions, offers prompts, scaffolds children's answers, and encourages them to elaborate on their responses. The research-based strategy of Dialogic Reading is found in “the theory that practice in using language, feedback regarding language, and appropriately scaffolded adult-child interactions in the context of picture book reading all facilitate young children's language development” (Zevenbergen & Whitehurst, 2003, ...


Meeting the Needs of All Learners
The Visual Arts
Ms. Michelle DaGrosa, Supervisor of Arts Education
Carol Smith, Secretary
Pablo Picasso once marveled how "every child is an artist." However, he was quick to add how difficult it was to have the child remain an artist once he/she grows up. This is a challenge that the East Brunswick School District takes very seriously.
Formal Art Education begins in kindergarten and in accordance with the 2014 revision of New Jersey's Student Learning Standards for the Visual and Performing Arts, broad-based exposure to the visual arts continues for all students through grade seven.
In art classes, students learn to express themselves creatively, observe the world around them, and understand the interplay between art and society while developing techniques and skills that increase eye-hand coordination and communication abilities. They learn to appreciate the art of past and present cultures and become aware of the role of art in everyday life, its historical significance, and its importance to the people who create it and the people who enjoy it.
The visual arts are extremely rich. They range from drawing, painting, sculpture and design to architecture, photography, film, video and folk arts. In the primary grades, children work with a variety of materials while basic concepts and vocabulary are introduced. In the upper elementary grades, students explore design, color, texture and line, learn how to organize two and three-dimensional space, and examine art criticism and aesthetics in greater depth. Kindergarten through third grade students receive art instruction one period a week for half of the year and twice a week for the rest of the year for an average of 60 minutes weekly. Fourth and fifth graders have two periods or one double period a week all year, for an average of 80 minutes weekly.
At Hammarskjold Middle School all students continue to gain exposure to the visual arts through cycle courses in both grade six and grade seven. Students who demonstrate greater artistic talent or interest may also take an alternate day art elective.
The NJ Standards require that by grade eight students will have gained greater depth and understanding in at least one of the arts disciplines (Dance, Music Theatre and/or Visual Arts) and by grade twelve they are able to demonstrate competency in at least one. Our secondary program affords them many opportunities to develop that competency. Eighth and ninth graders at Churchill Junior High School may select any of five art electives: Ceramics Exploration, Three Dimensional Art and Design, Intro to Digital Graphic Arts and Design, Drawing Exploration, and Drawing and Painting.
The elective program continues at East Brunswick High School, where more varied studio courses as well as Advanced Placement Art History classes are offered. The EBHS program provides opportunities for all students (regardless of skill) but also includes a rigorous sequence of classes that prepares those considering a career in art for development of a personal portfolio of quality work. Courses include Scientific Illustration, Photography, Illustrating the Written Word, Jewelry, Ceramics, Printmaking, Digital Graphic Arts and Design, Animation, Airbrush, Sculpture, Interior Design, Advanced Placement Art History, Studio Art, Studio Art II Honors, Advanced Placement Studio Art, Film Appreciation and Humanities. Workshop courses for advanced students are available in most studio areas. East Brunswick High School has been identified as a New Jersey Model School for the Arts.
Clearly, the district embraces the vision of the visual arts as a vital part of a complete education.


- The Gross Dropout Rate (GDR) between general category candidates and SC/ST candidates, which was 6.7% and 15.1% in 2001-02, deteriorated to 10.4% and 16.6% in 2003-04 respectively.” (CAG)
- 3% of child labourers in India have been to school (planning commission 2006)
- More than 32,000 schools in India, mostly primary schools in rural areas,
- do not have a single student
- no teachers
- only para-teachers.
- Seasonal migration of communities in search of a livelihood
Source‘Elementary Education in India 2005-06’, prepared by the National University of Educational Planning and Administration (NUEPA), covered 11,24,033 schools in 35 states and union territories.


Course: Mathematics milestones for year 3 (KS2)
Numeracy skills become increasingly formal during this age bracket as children work to develop a number sense and confidence with using mental and written strategies to solve problems.
Children in this age bracket can progress in leaps or bounds, or develop skills at a steady pace. Please consider what you read below in the context of your own child’s unique development
What is the course about?
It is during this stage of development that formal written algorithms are introduced. This should only occur once children have a solid grasp on the basic concepts of place value and can mentally hold in their mind two digit numbers. If this is not the case then persevering with developing number sense through games and activities will be more beneficial than pushing your child to begin writing algorithms.
What will I achieve?
•Children can generally order, read and write numbers to 999 by the age of eight. They have begun using tallies to record totals but some children may still be using simple drawings to support their explanation of problem solving.
•Children understand the concept of numbers being on a number line and can use these as tools to support the development of mental counting strategies. Most 8 year olds can handle larger numbers on a number line and can determine that a number such as 3000 is closer on a number line to 5000 than 2000 is.
•7-8 year olds can create and continue number patterns and relate these to addition and subtraction to 20. Patterns can be linked to strategies such as skip counting. Most children at this age can skip count to 100 and identify the pattern, skip counting by 2s, 4s and 5s.
•Some children at this age may still be learning to name a specified number in the hundreds for example “What number comes after 192?”.
•Children at this age are mostly able to understand that ten ones is the same as 1 ten.
•Mental strategies are improving and children can understand that 3+4 = 4+ 3. Children who are 8 are usually able to grasp that 3+4+5 is the same as 3+9.
•Children are now adding, subtracting, multiplying and dividing. They are still talking about multiplication and division using the language of groups, fair shares and are not yet expected to know their times tables. Multiplication is talked about as repeated addition. Children at this age are learning many strategies for counting and combining numbers for addition and subtraction. These strategies are linked to recognising relationships between numbers such as doubling.
•Children can understand the concept of ‘base 10’ and recognise that numbers have different values depending on the position in the number. A child will learn that the 4 in the number 14, 45 and 432 all represents a different value. Children at this age are using longs, flats and ones to show understanding in the classroom.
•At this age children are also working with fractions using the terms halves and quarters. This is linked to real life situations such as cutting a cake or pie into halves or quarters and finding the number of pieces. Children understand that a quarter is a half, halved again.


- Increases logic skills
- Helps Improve creativity
- Improves memory retention and cognition
- Helps refine hand-eye coordination
The game Pictionary is a great group activity that can engage children in creative drawing and the development of visualizing ideas. Alongside this proactivity towards creativity is the practice of logic and problem-solving skills. A great activity for memorization and motor skill development with hand-eye coordination, these aspects about the game create the opportunity to teach children important elements that can benefit their education experience.
When playing Pictionary, logic is used in different ways. First of all it engages the player when you are drawing the prompt handed to you. You must consider the audience and draw something that can lead to the answer for your team, creating healthy communication skills and logic skills at the same time. The team members trying to guess the image and decipher what is the image drawn are using the same cognitive abilities, but in reverse. Getting into the perspective of the player who is drawing necessitates the creative use of logic within the context of the game. Pictionary helps hand-eye coordination by the act of drawing and focusing on what the drawing is to represent, and it helps improve memory retention and cognition by putting a name or title on the drawing itself and taking the win.
Educationally speaking, Pictionary is a great method for supplemental teaching as well, bringing it out of the classroom and into the family environment. You can make your own prompts related to any topic you want to teach or discuss, and as a team each person can draw out the identified prompt. This can enhance leadership abilities and create a healthy way for teamwork exercises. Pictionary helps break the ice in a social situation and it can engage children in a social academic experience, growing their confidence and practicing pattern recognition and memory at the same time.


Module 2 introduces your child to long vowel sounds. In Module 2 Introduction we focus explicitly on hearing long versus short vowel sounds, and then in Step 1 we teach the main role of Silent e. Through a series of fun, multi-sensory games and activities child will practice reading and spelling short words containing silent e. They will then build reading fluency with a targeted set of 'silent e' decodable 60 Word Stories.
The pace of learning is different for each child, but it is anticipated Step 1 will take at least 5 weeks to master. For reading outcomes, a minimum of 5 sessions per week (20 minutes per session) is recommended. Children should then apply this learning for an additional 10 minutes a day, and a curated list of decodable readers, computer games and other resources is provided for each step.
What you get in Step 1
Module 2 Introduction and Step 1 includes online access to:
- 2 lesson videos where experienced speech pathologist Robyn Monaghan introduces long vowels and the silent 3 concept
- easy to follow session practice guide
- 16 different 'silent e' activities/games
- additional activities for more complex '_ce' and '_ge' sounds
- instructions and scripted lessons
- downloadable activity sheets and resources
- monitoring tools and record sheets
PLUS you receive a reading fluency program:
- 60 Word Stories: Good Mate Jake. These six fully decodable 'chapter' stories can be read repeatedly with confidence as they only include spelling patterns taught so far in the Read3 program. Time your child's reading speed daily and chart to track your child's fluency progress.
Printed CARD KIT saves time and effort
Add a STEP 1 CARD KIT, containing essential game cards and multi-sensory concept cards, to your order and we will mail it straight to your door. Feedback tells us that the kids love the 'professional' game cards and you'll love less cutting and laminating! Kit includes:
- Sound Train Cards
- Word Maker Cards (50+ unique endings)
- U-Know Words Playing Cards (2 packs)
What your child will learn in Step 1
In Step 1 your child will:
- learn to instantly distinguish between short and long vowel sounds
- build familiarity of spelling patterns for words containing short and long vowels using the Sound Train
- fine-tune listening skills by isolating word beginnings and endings containing long vowel sounds
- start reading small words that contain 'silent e' and 'ee' such as bike, late, hole, keep and cube
- start writing short sentences featuring words containing 'silent e'
- continue to review all letters and sound segments learned previously
- continue to build a bank of high-frequency words
The Read3 Program works to strengthen the three foundational skills needed for reading and writing. Developed by experienced Speech Pathologist Robyn Monaghan, the strategies have proven effective when teaching children with multiple processing difficulties including: poor phonological awareness, poor working memory, poor letter-sound knowledge and poor rapid automatic naming. Learn more about Read3.
Sign in to access program content
Program content is accessed via the website using your own unique log in. Upon completion of payment, you will have automatic access to the program. Using the email and password used to purchase, sign in to view the Read3 Main Menu. Click each Module Step to access lesson videos, and print/download your Session Practice Guide and activities.


Pants, pants, pants. Knickers, knickers, knickers.
Go ahead, get your giggles out now because you are going to be saying these words in your head if you read further and I want you to be prepared.
As an American working with the curators through my work placement at the Summerlee Museum, I found that some of the words I am used to saying cause some sniggering if I am not careful. To me, “pants” meant “trousers” and “knickers” was a word I only heard in period films. To avoid more embarrassment, I decided to look at names that museums use. As I searched through the collection databases of the V&A, National Trust for Scotland, Glasgow Museums and CultureNL I couldn’t find a consistent pattern in what underwear was called. The terms drawers, knickers, and bloomers were overlapping on similar objects and sometimes were just called “underwear”.
Here is a graph of the main terms for the underwear at CultureNL:
The confusion of what to call underwear doesn’t seem to be just a present day problem. Women have been negotiating the world of undergarments for a long time. I am not sure we can call it an “evolution of underwear” but a constant struggle between morally acceptable, style, and comfort.
The first divided leg underwear were drawers, named because of being “drawn on” to the body. Women’s drawers started as open-crotched due to toilet options and were very similar to men’s drawers.
The drawback with the larger bell-shaped dresses in the 1800s was that there was more of a chance that an accidental fall could reveal everything while wearing open-drawers. The Victorian sensibility couldn’t have that, so closed-crotched drawers became common around the 1880s. Design features to give an option between open and closed drawers were button closures along the opening, or an attached narrow piece of fabric that could fill the gap when needed, with buttons at mid-point between the legs.
The length of longer drawers even came under scrutiny. Longer drawers were on a modesty seesaw. They covered more of the feminine leg, but they could also be. . . gasp! . . . seen below the hem, which was immodest. By the 1860s-1880s drawers became shortened to knee level and gained the name knickers.
Even within the term knickers, there are many types such as the Directoire and the camiknickers that came out in the 1900s with the advent of easily manufactured and washable fabrics. I bet you can think of many different types just within Marks and Spencer’s.
“Bloomers” is another term that is used broadly. It seemed the word bloomers has become a catch-all term for historical underwear that can also mean drawers or knickers. Bloomers started as a part of a Bloomers Costume that fell to the ankle to be worn with a shorter dress but still covered the legs in a trouser-like-way. Later bloomers referred to active-wear trousers for women. See the above timeline for more on bloomers.
So, next time you have to choose between saying drawers, bloomers or knickers, I suggest using interpretive dance instead.
About the Author:
Amy Ollila graduated from Hamline University in 2009 with a degree in Elementary Education and Archaeology. She has been teaching, working in living history museums and was a commercial archaeologist for the state of Minnesota for the past 8 years. Currently she is finishing up her Material Studies and Artefact Studies Master’s degree through the University of Glasgow.


National Education Framework Wales
Following a disappointing PISA performance in 2009, the Welsh government developed a curriculum planning tool called the Literacy and Numeracy Framework, borne out of international best practice, to identify the expected outcomes for students. The government then needed a strategic partner to help implement and embed the new Framework to improve literacy and numeracy in students aged 4 to 14.
With our extensive international experience of school and curriculum reform, Education Development Trust (then operating at CfBT Education Trust) was chosen to design and implement the National Support Programme for the government's Numeracy and Literacy Framework. We worked with all 1604 schools in Wales to support them through the process of adopting the government’s Literacy and Numeracy Framework. Working in partnership with the Welsh government, we established a school-centred, sustainable model of improvement, building competency at every level in the school system through training, materials and personal support. As a direct result of our work, adoption of the Welsh government's Literacy and Numeracy Framework has vastly improved.
In the first year of operation alone, the percentage of schools rated red against their application of the Literacy and Numeracy Framework went from 80% to 0%.
Measuring Framework adoption
We gathered our experts on school system reform to develop a baseline-assess adoption of the Framework against 25 statements across four areas - leadership, curriculum, assessment and learning and teaching. We worked with all 1604 school leaders to capture this baseline on progress tracker software we specifically created to ensure all the data was captured and trackable. The software used a traffic light system of red, amber or green, and was updated at six scheduled checkpoints throughout the life of the programme. This was the first national body of knowledge for Wales on literacy and numeracy skills and development needs for every school across this age range.
Targeted and prioritised support
Data from baseline assessment informed the identification of each school's top five priority support needs, at which point support packages were mapped to schools. This ensured support was prioritised against the greatest needs of the schools. These priority areas were shared as a detailed cross-system map with the Welsh government. We used our experienced education experts to offer specific interventions and targeted support to a cluster of schools. This support included:
- coaching and mentoring,
- materials and resources, and
- facilitation of school to school support and professional learning communities.
Establishing data-driven school improvement
During the final phase of the programme, the progress tracker measured where the Framework was being most successfully applied and where support was still needed. This process of regular feedback means that resource allocation was targeted and tailored directly to the point of need, ensuring that schools continued to progress with their adoption of the framework and resources were cost effectively distributed.
Building schools' capacity to self-improve and collaborate
The benefit of our schools led approach is demonstrated in the body of best practice resources, quality assured by Education Development Trust, shared nationally on the National Support Programme website. In total, 90 grants were given to schools and this system of grants has yielded around 300 materials and resources. Education Development Trust's experts were also able to facilitate collaboration within peer-to-peer networks in local hubs.
As a result of our delivery of the National Support Programme, schools are well networked and have an established learning community to draw upon for support, best practice and collaboration. This sustainable approach to school improvement empowers education practitioners and ensures that school systems are able to continue to self-improve against the Government’s Framework. Education Development Trust's activities have supported the drive in adoption of the Framework, and ultimately improved school performance in Wales.


Phonetics is the study and classification of speech sounds. It is interrelated to other methods of sound analysis such as phonology and phonics. Phonology includes the analysis of sound system as it relates to grammatical forms. In Phonics, diacritic marks indicate long and short vowels and the pronunciation of other sounds, similar to the markings used in Dictionaries. With the current emphasis on literacy, the sounds/spelling/pronunciation relationship of phonetics to speaking, reading and writing is very significant and thus it is all the more important for ESL trainers to pay great attention to it as they will be teaching to students from various countries with different articulation, pronunciation and accent differentiation.
Basic elements of the characteristic of the sounds and symbols are unique, but once that foundation has been acquired, the application of such knowledge provides many oppurtunities in a wide variety of settings including education, speech language, industry, medicine, linguistics, psychology and more. Thus for a Phonetics trainer or teacher everyone is a prospective student and thus the study of the program has global implications on thw whole.
Phonetics science includes the study of speech sounds and the perception of these by the listeners. It does not concentrate on the meaning of sounds in words but rather on the features of the sounds and their influence on one another. Phonetic science has many different disciplines that focus on the different aspects of the production and reception of human speech. Phonology is concerned with the patterning of sounds in a language and is thus comparable to areas of linguistics such as syntax and morphology which deals with structural elements of language at various levels.
The knowledge of Phonetics helps the teacher to understand not just how but why words are pronounced in a particular manner and how the sounds differ. Incorporating phonics instruction in the ESL classroom provides focussed training on the sounds of the English language. When the ESL students learn the meaning of the word along with the sound of the word simultaneously it works better. ESL students’ confidence increases when they are empowered with skills that help them successfully read and pronounce and spell English independently. The effect of teaching phonetics to ESL students is not only effective but powerful also. Our course is designed to make you an effective ESL and Phonetics trainer and teacher.
1) What is Phonology and Phonetics
2) Segmental and Supra segmental Phonology
3) Organs of speech
6) Phonetic Transcription
7) Stress and Intonation
8) Weak and Strong forms
9) Why teach pronunciation?
10)How to Overcome the pronunciation barrier
11)Manner of articulation
12)Diphthongs or vowel glides
The Course is available at an affordable cost of Rs 10,000 only
Notarized Certificate with the seal and sign of Govt of USA Notary Official which can be attested, apostle and validated across all embassies of USA, UK, Canada, Australia, New Zealand, Europe, Middle East, South East Asia, South America and Africa.


A recent National Endowment for the Arts (NEA) Survey of Public Participation in the Arts data reveals that 3 out of 4 Americans participate in the arts. This participation includes a full spectrum of artistic genres and participation via electronic media and personal arts creation. The good news is that US adults are participating in the arts in more ways than ever before; the bad news is that we are depriving children of the art education needed to maintain this.
According to the report, arts education is the leading factor in arts participation. No surprise there.
“Childhood arts education has a potentially stronger effect on arts attendance than age, race, or socioeconomic status. Long-term declines in childhood arts education have serious implications for the future of arts participation in America.
- In addition to reporting higher arts-attendance rates, those who receive arts education as a child are more likely to create or perform art, engage with the arts via media, and take art classes as an adult.
- In 1982, nearly two-thirds of 18-year-olds reported taking art classes in their childhood. By 2008, that share had dropped below one-half (2.6 million), a decline of 23 percent.
- Declines in childhood arts education from 1982 to 2008 are much higher among African American and Hispanic children than among white children. In that timeframe, there was a 49 percent drop for African Americans, and a 40 percent drop for Hispanic children, compared with a statistically insignificant decline for white children.”
We are not serving these children – or this country – well.


Tech Integration for Busy Teachers
COOL SCIENCE SITES
- Discovery Channel Science Search — Terrific way to search for science information. Depending on age level, there is also Discovery Kids.
- Bill Nye the Science Guy — Great site if you are thinking of doing a science project
- My Reference Desk – Science — Dozens of science sites to visit…a real gold mine
- Eric’s Treasure Trove of Scientific Biography — Want information on any scientist?
- BrainPOP (Science) — Great science site for elementary school students
- Science Homework Helper — Great information on any science subject from Fact Monster
- Raders Science Subjects — A must see science site from Kapili.com
- National Geographic for Kids — Great overall resource
- Edheads-Activate YOUR Mind! (Simple Machines) – EdHeads helps students learn through educational games and activities designed to meet state and national standards (US). Students can learn about simple and compound machines, how to predict the weather, perform virtual knee surgery, and even create a stem cell line.
- Animal Diversity Web – Nice site from the University of Michigan for students to find information about the Kingdom Animalia.
- Cells Alive – Learn more about Cell Biology, Microbiology, Immunology, Microscopy. There are also some great interactives, galleries, and videos.
- Science Fair Central – From Discovery Education, project ideas, virtual labs, and tons of resources.
- Science for Kids – Learn more about the amazing world of science by checking out fun science experiments, cool facts, online games, free activities, ideas, lesson plans, photos, quizzes, videos & science fair projects.
- Kinetic City – boasts that they have “the most amazing collection of science experiments, games, activities, challenges, and more.” Along with a pretty solid set of science related games, there are also have hands-on games and activities, mind games, and activities for creative writing and art. Kids will really dig the interface.
COOL INSECT LIFE CYCLE SITES
COOL STAYING HEALTHY SITES
- Food Pyramid – Fun, healthy activities, and information about the updated food pyramid.
- Kids Health – Health for kids!
- Dole 5 a Day – Highly interactive site from Dole Foods encourages kids to eat well.
- Nutrition Cafe – This site offers students the opportunity to learn about nutrition in a fun, interactive way.
- Nutrition Explorations – This site provides teachers, food-service professionals, and students with information and resources about nutrition, the Food Guide Pyramid, and healthful living.
- Healthy Teeth – Oral health education database.
- No Cavities Club – The No Cavities Club is a site dedicated to healthy teeth. Dr. Bunny teaches children about oral hygiene with interactive games, stories, and art projects.
- The Food Guide Pyramid – The Food Guide Pyramid was designed as an easy way to show the groups of foods that make up a healthy diet.
- Sleep For Kids – Teaching kids the importance of sleep from the National Sleep Foundation


Children’s Ground’s Learning & Wellbeing platform is the first of its kind in Australia
It is innovative, yet simple.
Too many Aboriginal and Torres Strait Islander children are failing in mainstream education in Australia – either because they cannot access education or because the education that is offered sets them up to fail.
- Kids learn better in their First Language
- Kids learn better if they are confident and belong
- Kids learn better if what they are learning reflects their identity and world view – i.e. it makes sense to them
“When taught first in their own languages, children learn better, are more self-confident and transfer their literacy and numeracy skills to additional languages. Children who start formal education in a second or foreign language are much more likely to experience frustration and failure, resulting in higher dropout rates for these children.”
– UNESCO 2012
Aboriginal and Torres Strait Islander Education is over 65,000 years old. The systems and practices are recognised in global leading practice.
The Children’s Ground Learning & Wellbeing platform privileges a child’s First Language and culture as the foundation of learning. From this we build a learning experience that embraces identity, knowledge, emotional literacy, creative thinking and physical, social and cultural wellbeing.
Children develop the skills and knowledge that allow them their identity as Aboriginal children in a global world.+ Learn More
The Children’s Ground Learning & Wellbeing platform includes:
- First Nations and Western education systems
- Curriculum and resource development
- Learning both on country and in a centre
- Teaching First Language & English
- Delivering where children live
- First cultural educators and Western trained educators
- Elders and family involved in children’s learning
- Specialist educators in music, arts, health, languages, psychology, digital and new technologies, etc.
Our learning platform is designed to grow as children grow.
In Central Australia we are focusing on early learning and are looking to expand to primary education subject to funding. In the Top End we deliver both primary and early years learning.


All 21st Century Skills After School Programs Artificial Intelligence Arts Assessment Astronomy Bilingualism Blended Learning Bullying Prevention Character Education Chemistry Coding Collaborative Learning Creative Thinking Creativity Critical Thinking Dance Design Thinking Digital Citizenship Digital Skills Displaced Children Drama Early Childhood Education Economically disadvantaged EdTech Educator training Empathy Employability Engineering Entrepreneurship Equity Financial Skills Game Based Learning Gamification Gender Equality Global Citizenship Health Inclusion Language Learning Leadership Learning By Doing Learning Environment Literacy Math Media Literacy Mental Health Mentoring Middle School Education Mindfulness Music Nature Numeracy Online Learning Open Educational Resource Outdoor Parents Personalized Learning Physical Education Play Primary Education Problem Based Learning Professional Development Project Based Learning Public Schools Reading Real World Learning Robotics Rural Education Science Secondary Education Self-esteem Skills Social Emotional Learning Soft Skills Special Needs STEAM STEM Storytelling Student-led Student Voice Sustainability Sustainable Development Goals Teacher Training Technology Visual Arts Wellbeing Whole-school Model Writing Youth Empowerment
innovationRising On Air
Rising responded to school closures by creating radio and SMS content that builds foundational skills in literacy and numeracy, allowing students without internet access to continue learning from home
iLaBS shares education about the brain to promote better teaching, learning and health. We offer: student classes on brain health and learning; teacher professional training in the translation of neu
innovationNew wordless languages
Knowledge is not words. Words suffocate complex knowledge. Like IKEA and LEGO instructions, we don´t tell people; we show. Every human being can understand what to to, how to do it, when to do it a
innovationAcademic Adventures 2018
Academic Adventure is an international week for teachers and staff all around the world 21.5.2018 - 25.5.2018. Read more and book tickets: http://academicadventures.fi
innovationThe Edtech Podcast
A free podcast which aims to improve the dialogue between "ed" and "tech for better innovation and impact. Downloaded in over 145 countries, with UK, US and Australia at the top 3.
innovationTeachers Without Borders
Teachers without Borders is a project in which Finnish teachers plan and implement teacher training and support improving pedagogical know-how in the development cooperation country.
innovationGraduate Aims Database
The Graduate Aims Database is a growing collection of summaries focused on research-based learning outcomes that schools often take influence from when constructing their own graduate aims. Each summa
innovationSchools on the Move
The aim of the Schools on the Move program is that every student under the age of fifteen exercises an hour a day. Every school can make school days more active in their own way. Schools on the Move p


Musica Maths is a subject relating to music for all learners, predominantly for 'Music Student and Music Lovers'. Musica Maths imparts the 'fundamental to complex' concepts of making Music in an interesting and standardized structure and methodology.
Musica Maths enables to 'Read & Write' music, which will help students to explore instrumental or vocal music to greater heights.
Music learning cannot be complete without Musica Maths.
Reading a music score, playing your favorite composer's tune, or simply recreating a new melody to an intricate musical structure for an instrument, voice or orchestra you've always dreamed of performing, and if there is a deep and strong will to master music, you'll certainly find a way.
A beginner, professional singer, aspiring composer or a passionate teacher - no matter who you are in music, we have just the right course structure - spread across 50 levels and 5 Bridges - where each level is taught, examined, monitored and certified on a monthly basis.
Under the unique and structured methodology of Ms Ahluayu S V Naiud, you will understand rather than memorize, explore rather than learn, and read rather than listen.
Founder of 3Bs Western Music Academy in 2004, Ms Ahlauyu is a qualified musician with an LTCL (Licentiate of Trinity College of London), who is into music education since 1991 with a vast knowledge and teaching experience in India and abroad for international examination boards.
Musica Maths is a mesmerizing subject that has made learning music theory a beautiful art. This is the only subject that can help to apply our knowledge practically. I have now developed more interest towards music and its system. My parents can witness a sense of confidence that I have developed over a year as Musica Maths student.
I am really happy that I started learning music theory through "Musica Maths". The Levels are structured so well and makes the learning process easier. It helps me to read music sheets and understand music better. I believe strong music theory base should help someone to progress faster while learning to play an instrument. I strongly recommend it!
One Fantastic Subject, which is making my brain more active. Took this course with a doubt "whether it will work for me or not". However, my doubts are shattered in the first level. It is designed perfectly to make my brain conceive the subject and its concepts with unique exercises. Now I have completed Level 2, feeling more confident that I can go far to complete all 50 Levels and be perfect in the art of music.
If you would like to share our vision in imparting music through unique mathematical concepts, you can become our presenter.


Full School Day Kindergarten
A high quality, play-based Kindergarten program has long-term benefits for children's academic and social skills and helps them to succeed in school and in life.
StrongStart Centres In Powell River Schools
StrongStart Centres are an initiative that supports smooth and successful transitions for children and families into kindergarten, supports families as the primary educators of their children, and makes school facilities and resources available to the preschool population.
StrongStart Outreach Programs
School District #47 provides a StrongStart Outreach program in three separate venues:
Stepping Stones at Westview Elementary, and on
the ORCA Bus. ORCA stands for "On the Road with Children's Activities"- a mobile preschool activity bus designed to bring exciting preschool learning and resources to remote areas of the community.
Ready, Set, Learn
The Ready, Set Learn initiative provides opportunities for elementary schools to influence school readiness in children through school-based community events. It is also intended to facilitate partnerships between schools and local community agencies and early childhood service providers, and is designed to encourage positive connections between families and the school system as well as the participating community agencies.
The Parent-Child Mother Goose Program
The Parent-Child Mother Goose Program is a group experience for parents of young children focusing on the pleasure and power of using oral rhymes, songs, and stories. This program promotes the development of early literacy skills but also empowers parent with tools to encourage positive social development in their children.
Ages And Stages
School District #47 contributes to "Ages and Stages"- an interactive preschool fun day that takes place at the Powell River Recreation Complex. It is a collaborative effort of the Building Blocks Committee 0-5; members are from agencies and services that serve the preschool population.
Young Parent Program
School District #47 offers a young parent program through Brooks Secondary School. This program is offered to young adults who have become parents before they have had the chance to complete their grade 12 education.
The Toddler Development Instrument (TDI) is a survey collecting information on the early experiences of toddlers and their families. Powell River is a pilot site for the development of this instrument.
EDI stand for "Early Development Instrument" and is a questionnaire designed to measure children's school readiness. Kindergarten teachers participate by administering the EDI to current kindergarten students.
Roots Of Empathy (ROE)
ROE is a program offered in School District #47 classrooms. This evidence-based program has shown a dramatic effect in reducing levels of aggression among children while raising social and emotional competence and increasing empathy.
Parents As Literacy Supporters (PALS)
PALS helps family members and caregivers support their preschool- or kindergarten-aged children’s early literacy development. Each PALS session focuses on learning through play and includes time for parents and caregivers to talk with a facilitator, and time for adults and children to learn, play and have fun together.


A child who isn’t following the rules is a child who’s always in trouble. This book starts with simple reasons why we have rules: to help us stay safe, learn, be fair, and get along. Then it presents four basic rules: “Listen,” “Best Work,” “Hands and Body to Myself,” and “Please and Thank You.” The focus throughout is on the positive sense of pride that comes with learning to follow rules. Includes questions and activities adults can use to reinforce the ideas and skills being taught.
Praise for the series
“Surely needed . . . I heartily applaud this important series.”—Jay A. Monson, Ph.D., professor of elementary education, Utah State University
“Top Five Character Education Series”—Booklist
“Positive, gentle messages are given without preaching.”—Library Media Connection
Supports the domains of Social & Emotional Development, Logic & Reasoning, Language Development, Literacy Knowledge & Skills, and Social Studies Knowledge & Skills in the Head Start Child Development and Early Learning Framework.
MS.1, MS.2, MS.6
BS.LS.1, BS.LS.4, BS.LS.7, BS.LS.8, BS.LS.9
BS.SMS.1, BS.SMS.2, BS.SMS.4, BS.SMS.7, BS.SMS.8, BS.SMS.9, BS.SMS.10
BS.SS.1, BS.SS.2, BS.SS.3, BS.SS.4, BS.SS.5, BS.SS.6, BS.SS.7, BS.SS.8, BS.SS.9


Summer is the perfect time to get outdoors, play games and to get wet. Why not include a little balance and coordination to an afternoon of Gross Motor Play. Water Balloon Stomp is a fabulous way for your Little Pnuts to practice color recognition, build on counting skills, improve strategic thinking all while enjoying outdoor fun. A great water play activity for a play date or for individual play this activity is sure to elicit plenty of giggles.
What You Will Need
- Filled Water Balloons in a variety of colors, filled.
- A bucket filled with water
- A Timer for the variation on play
Gather up some water balloons. We usually fill up a bucket(s) with water and then drop the water balloons in that to keep them safer longer.
Find a good place for your Little Pnut to “stomp”. The beauty of this activity is you can do it just about anywhere outdoors. We did this activity on our deck but the yard, the driveway, or patio work great too. Gently lay out one or more water balloons on the ground.
You may have to demonstrate for your Little Pnut the action you are after but I promise you they will catch on quickly. Our 22 month old did! He had the best time trying to stomp on and break the water balloons with his feet. That alone is a good exercise in concentration and coordination. The older Little Pnuts will be a little more accurate and break the balloons more quickly but it may take the littles a few tries. Mix it up and make a color recognition game out of it for your Little Pnuts by laying out more than one balloon at a time and telling them what color balloon to stomp. Practice counting by challenging them to break a designated number of balloons.
For even older Little Pnuts write numbers on the balloons with a sharpie and see how many balloons they can break (ie. points they can score) in a designated time period. Older Little Pnuts will love the added element of a time challenge. The possibilities are almost endless. Most importantly though, have fun & get wet!
This activities focuses on the following Developmental Milestones for your Little Pnuts:
Gross Motor Skill Development, Focus and Concentration, Strategic Thinking, Balance, Coordination, Color Recognition, Number Recognition, Number Sequencing, Counting Skills, Cooperative Play, Cognitive Development, Group Play and Individual Play.—Jennifer Haas, founder of Plain Vanilla Mom.


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Curriculum Materials (A How-to Guide)
Curriculum Materials (A How-to Guide): Music
DePaul University Library guide to finding curriculum materials.
Music Education Resources
Animated, curriculum-based content, including movies, quizzes, games, mobile apps, experiments, and activity pages.. All content is aligned to and searchable by state standards including Common Core.
Internet Resources for Musicians and Music Teachers
General music information, guitar links, african drums, and all things music related including lesson plans and activities for music teachers.
K-12 Resources for Music Educators
Valuable resources for music educators and students of all areas and educational levels. Includes resources for band, orchestra, vocal, and classroom music teachers (from Mankato (MN) Area Public Schools).
MusicKit and Mr. E's Virtual Music Classroom
Music activities for kids and resources for teachers promoting music literacy.
Federal Resources for Educational Excellence
Teaching and learning resources from federal agencies
Resources for teachers, including lesson plans, printable worksheets, rubrics, teaching tips, worksheet makers, and others.
Access note: Freely available to the public.
Teachers.net Lesson Plans
Over 4000 lesson plans and classroom ideas submitted by teachers. Browse lesson plans by category, grade level, or search by keyword.
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Arts and Sciences
General education provides an intellectual foundation for the completion of the degree program of study as well as a lifetime of learning. These classes expose students to wide-range of educational knowledge and methods. In the General Education requirements, students focus on:
- Developing critical thinking, analysis and communication skills.
- Acquiring quantitative and scientific literacy.
- Understanding basic components of civic engagement, citizenship, and the ethical dimensions of behavior.
- Exposure to the arts, humanities, behavioral science, and natural science.
- Diverse prospective on cultural, national, and historic diversities.
Learning to build connections between concepts and ideas, general education courses provide students with an environment to contemplate their meaning and significance, ensuring that they acquire a set of critical foundational skills through the completion of their online degree.
To learn more about the General Education Requirements course catalog, click here.


Water-Walking, Sidewinding, and Other Remarkable Reptile Adaptations
Spit Nests, Puke Power, and Other Brilliant Bird Adaptations
Not all birds build nests with sticks and have good manners. Some construct nests with their own saliva, while others use vomit as a defense! Sound strange? In Spit Nests, Puke Power, and Other Brilliant Bird Adaptations, curious kids ages 5 to 9 discover many of the unique adaptations of birds. Stories of these brilliant adaptations cultivate$9.95 - $19.95
Antifreeze, Leaf Costumes, and Other Fabulous Fish Adaptations
When might a fancy leaf costume be useful for a fish? And how do fish in Antarctica keep from freezing? In Antifreeze, Leaf Costumes, and Other Fabulous Fish Adaptations, children ages 5 to 9 discover some of the amazing adaptations in the world of fish!$9.95 - $19.95
Physical Science for Kids
In Matter: Physical Science for Kids, readers ages 5 to 8 discover the basic building block of most of the material they come in contact with every day, including themselves-matter! Children are introduced to the study of physical science through detailed illustrations paired with a nonfiction narrative that uses fun language to convey familiar examples$9.95 - $19.95
Physical Science for Kids
This installment in Picture Book Science, a set of books about physical science for kids ages 5 to 8, encourages readers to observe lots of different kinds of waves, including those found in water, wheat, a baseball stadium, and even invisible waves! By combining children’s natural curiosity with prompts for keen observations and quick experiments,$9.95 - $19.95
Praise for other books in the Picture Book Science series
Forces - Booklist Starred Review March 15, 2018
“Forces, despite its down-to-earth scientific grounding, manages to do the nearly impossible. Diehn brings gravity, magnetism, push-pull forces, and friction to life in everyday contexts, without a hint of schoolroom jargon. Children, parents, and teachers alike can enjoy learning the charming, often funny, relatable, and accessible science within this Picture Book Science series (4 titles) offering.”
Detailed Book Description
A lizard that walks on water? A snake that slithers sideways? These are animal adaptations!
In Water-Walking, Sidewinding, and Other Remarkable Reptile Adaptations, children ages 5 to 9 learn how and why the green basilisk lizard runs on the water’s surface, along with the very good reasons sidewinder snakes move the way they do. Explore these reptile adaptations and more with vivid illustrations, layered text, a hands-on activity, and plentiful back matter that motivates readers to further investigate the remarkable adaptations of reptiles. Perfect as a read aloud or early reader for science-curious kids!
TABLE OF CONTENTS


Your Child's Language Development Starts in the Womb
I spent most of my time feeling like a beached whale in the third trimester and the only type of activity that I could do with skillful precision was surfing the Internet. I was looking for topics on giving children an early start in literacy development and one of the most important starting points, I discovered, was cultivating in them the interest to read, and that interest is first planted before the baby is even born! I was tickled at the prospect of reading to my tummy and wondered how I would sound like to him from inside.
From 25 weeks onwards, fetuses are able to discriminate between different voices, languages, and even individual speech sounds. While there hasn't been any strong scientific proof of long-term benefits from reading to a child in utero, a study in the Proceedings of the National Academy of Sciences shows that babies can recognize words after birth. So, with this knowledge forming the basis of my new belief, I proceeded to talk to my belly and feeling a tad silly in the process. On the third day of the retelling of The Three Little Pigs I got a clear reaction from my unborn child. He would stir – with what I like to think is in excitement – every time I get to the "huff-and-I-puff" part. Now that I have gotten a response, I wanted to know if there are any books out there that experts would recommend over a story of architectural integrity. Turned out that fetuses couldn’t discern apple from banana and you could read off a phonebook and it would be just as entertaining for your unborn child.
However, fetuses can recognize rhythm and sounds. This forms the early foundation of language development. According to an article in WebMD, speech pathologists Melissa Wexler Gurfein states that infants acquire speech patterns of their mothers’ native tongue faster than any other languages. This suggests that infants may have started language development while still in the womb. The secret is: repetition. So I thought to myself, if I am going to have to read the same story every-single-night, then it better be a book that I would enjoy reading ad nauseam.
The following is a list of popular books recommended by other mothers.
- Oh Baby, the Places You'll Go!: A Book to be Read in Utero by Dr. Seuss
- Dear Zoo by Rod Campbell
- I Love You Through and Through by Bernadette Rossetti Shustak
- The Best Daddy in the World by Eleni Zabini and Susanne Lutje
- Guess How Much I Love You by Sam McBratney
- Counting Kisses: A Kiss & Read book by Karen Katz
- It's a little book by Lane Smith
- The Hungry Caterpillar by Eric Carle
- How do I love you by Marion Dane Bauer
- Moo Baa La La La by Sandra Boynton
If you have any personal favourites, please let us know by using the comment box below or send us an email at firstname.lastname@example.org and share with us the books that worked for you.
In my next article, we’ll be looking at reading tips for newborn babies.Written by Grace Chai, mother of a newborn baby boy.
Grace is a new mom and currently undergoing intensive On-The-Job Training for her new role. Between pumping milk, changing diapers and taking selfies with her baby, Grace manages stress by writing about her motherhood experience for ParentTown.


Setting the scene is important in any music session and in the classroom or rehearsal space this usually begins non-verbally with the arrangement of the furniture that greets participants when they enter the ‘music space’. If the session is taking place in the general living area, there may be limited scope for rearranging the physical setup but it’s vital that the the music leader should be able to get close to each participant and make eye contact. The best arrangement is to seat them in a semi-circle around the leader and/ or accompanist. Anyone who needs a wheelchair tray or small table to support an instrument or switch should have this in position, ready to receive an instrument at the appropriate time.
When sessions take place in the living space, televisions, music-players, etc., should be switched off well before the session. In this ‘quiet time’, attention will be engaged by watching the leader set up for the session. When the moment to begin finally arrives, the air of expectancy may be further enhanced by the leader playing a very quiet and simple tune on melody instrument, whilst endeavouring to make eye contact, or singing a song such as “Something Is Going To Happen”, written by Clive Robbins and Paul Nordoff, expressly for this purpose.
‘Gathering’ songs further secure the engagement and will pay dividends later in the session by focusing attention. This is particularly true of those which elicit both a verbal response and physical activity, such as tapping an instrument, clapping hands or raising arms.
See Living My Song Specials to download sheet music and listen to two examples. You can also see the lyrics and listen to the music of “Come On, Everybody, It’s Music Time!” by clicking here.
Update 23/9/2914: (The music of the latter song is the same as for “Come on, Everybody, Let’s Sing God’s Praise! which is a free pdf download on the Sacred Music page)
To some extent, improvisation is a state of mind. A lot of people feel they could never do it because they have a model in mind that is unattainable. When piano teachers adopt a creative approach to tuition, though, the pupil feels free to explore the simple resources to which they are exposed in the early days of tuition and it is more likely that they will continue to experiment when left to their own devices.
The latest addition to improvisation-based resources on www.fullpitcher.co.uk is an article suggesting simple improvisatory activities for absolute beginners. The important word here is ‘simple’ because, in truth, great music is essentially simple and the same resources can be used by players at different levels of ability and experience, with very different results.
The article quotes the Dalcroze teacher, Laura Campbell, whose book “Sketching at the Keyboard” won the ‘Music Teacher’ Magazine Music Education Award in 1983. That publication and its follow-up, “Sketches for Improvisation” is full of examples of famous composers building their works from the same simple ideas suggested to the readers. These courses have been followed by ” child piano pupils, amateur adult piano pupils, professional music students and class teachers”. Highly recommended!
So, what I am saying is: don’t dismiss the ideas suggested at the following link because they are accessible to absolute beginners. There are things we can all learn by focusing on the basic building blocks of music from time to time. :>)
See: Improvisation for Beginner Pianists.
Getting started with improvisation can be more daunting for pianists than for players of melody instruments because of the need to combine both melody and accompaniment. Nevertheless, we have uploaded some ideas for improvisation which can be explored by absolute beginners, whilst remaining absorbing and useful activities for more advanced players.
See Improvisation for Beginner Pianists


Add ing and drop the e
The kids and I have been talking about words with ing added on the end. My youngest has just started coming across these words in his reading and his big sister was showing him how to break the wo…
Multisensory Monday: H Brothers Digraphs - Orton-Gillingham Weekly
The H Brothers activity is a fun way to introduce your students to digraphs. Remember, digraphs are two sounds coming together to make an entirely new single sound. Because this is sometimes a confusing concept for kids, multisensory props and gestures are crucial. Below are a few ideas to get you started: CH: wear a Continue Reading
Teaching Word Families - Tunstall's Teaching Tidbits
Booklets to help you teach and track sight words, word families, short vowels, long vowels.
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Fonts play a big role in creating classroom worksheets, activities and many teachers love making their own! Here are 42 free fonts that were created by teachers and will help make your classroom activities bright, whimsical and add just the right touch.
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It's a verb. It's a verb. I. It's an action word. You can do it. You can do it. It's a verb. Check out these ten ideas for teaching verbs.
A timeless design that combines a versatile blue trim line, bright light blue whipping knot details and the signature sterling anchor.


Need ideas for easy and fun at-home music learning? Here's our latest Classical Kids Music Lesson.
Earth has two polar regions- the Arctic (north) and Antarctica (south). Learn a little about each region and hear some music inspired by these remote places.
Target age range: K-6
1. Here is a short video that explains some key characteristics of each region.
2. After watching the video, look at the chart below. After each statement, say or write the correct region-Arctic or Antarctic.
3. Think about how a composer might try to capture the sounds of a polar region through music. Brainstorm a list of adjectives or objects associated with each region. Use words or pictures or a combination of both. See the boxes below for an example.
Think about these questions as you consider how you might compose a piece about the Arctic or Antarctic regions.
• What instruments would you use to express these ideas through sound?
• What tempo (or speed of the music) would express cold and ice?
• How would you use dynamics to create the atmosphere of a polar region?
4. Listen to music inspired by these polar regions. First, let's visit Antarctica. Here is Nigel Westlake's Antarctica Suite for Guitar and Orchestra, Mvt. III Penguin Ballet.
5. Musician Terje Isunget is so inspired by the Arctic landscape that he creates instruments out of ice. In this video, he plays his ice instruments in a cave underneath a glacier. Notice how he uses his foot on crunchy snow to help keep the beat.
Here is another piece by Terje Isunget featuring ice instruments and including animation that is also inspired by the Arctic region.
6. After listening and watching, write down or tell someone three observations for each piece of music.
7. Find some more reading and resources for older students at the National Snow & Ice Data Center.
Have a question or suggestion? Contact Katie Condon, music education specialist.


Methodology Piano Jazz & Pop
3 or more
Number of course weeks
One 60-minute lesson per week
Total contact hours
Form / content / level
The student has completed Education.
Students learn to:
Analyze and critique a method for beginners.
Make a critical comparison of different methods.
Write methodically grounded exercises and pieces.
Acquire a ready repertoire of simple pieces in various genres.
Understand the basic techniques of those genres.
Devise a lesson series for beginners of different target groups.
Students are able to compose their own learning trajectory with appropriate content for the different phases, including a learning program, methodology and didactic work forms. By means of peer review and practical assignments, they develop insight into their own identity as a teacher and a general vision on music education.
Relation to other modules
The contents of this module follow where Education left off
Lessons based on the topics listed under Aims, as well as assignments based on the materials discussed.
Mode(s) of instruction
Group lessons, assignments and presentations.
Material & Tools
All of the necessary learning materials can be found on the ELO (electronic learning environment) under Education Modules.
Making assignments, giving presentations, offering feedback.
Examination and assessment
Mode(s) of assessment
Assignments / portfolio.
The student should have mastered the elements described under Aims.
The student has successfully completed the module with a minimum grade of 5.5 for each assignment, with a minimum class attendance of 80%.
Assignments are graded by the teacher. A weighted average of the assignment grades is used as the final grade.
This module explores the methodology of (beginners) education.
Students will develop a theoretically grounded perspective on the systematic development of instrument technique. They will study the most important methods for their main subject instrument for beginners and advanced. This module focuses on specific subjects of the main subject instrument, including planning a curriculum and learning trajectory, as well as selecting methods. In addition, peer review allows students to learn about specific educational elements of their main subject instrument through the teacher's experience. Experiences from their traineeship will inform the discussion.


Consider this. Children who read for 5 minutes a day are exposed to 182,000 words in a year. Children who read for 20 minutes a day are exposed to 2 million words in a year. The bottom line is that the more children read, the better they read, and the more they learn.
Unfortunately, in many cases, getting children to read for 20 minutes a day is easier said than done. Some children simply lack the motivation to spend time reading and need parental encouragement in order to do so. However, other reluctant readers may not like or want to read as a result of difficulties beyond basic motivation.
At a recent Liberty Christian School Coffee & Conversation, Mrs. Joan Collins, SpellRead Director, shared insights on how people learn to read, predictors of success in reading, reading difficulties and intervention. Here is some of what she had to share with those who attended this informative session.
Oral Language vs. Reading Skills Development
When it comes to language development, while some aspects are innate, others must be taught. For example, oral language, which includes receptive language, or the ability to listen to and make sense of English speech, as well as expressive verbal language, or the ability to speak and make oneself understood in English are natural and are developed in children in their early years. On the other hand, reading and writing must be explicitly learned through conscious, applied effort. In other words, reading and writing must be taught.
7 Essential Skills of Reading
There are seven sequential steps as it relates to developing the skills to read. They are:
- Phonemic Awareness: Hearing the Sounds. Phonemes, or individual sounds, are the building blocks of language. Phonemic awareness is the ability to hear, identify and manipulate the individual sounds within words.
- Phonics: Spelling the Sounds. Phonics is the system by which 26 letters (graphemes), alone and in combination, combine in ways to encode words and meanings. Instruction in phonics helps students gain knowledge of letter-sound correspondence
- Decoding. This invloves the ability to attach sounds to letters that spell a printed word.
- Word Identification. This is the ability to read a word at the level of automaticity.
- Fluency. This is the ability to read text quickly and accurately.
- Vocabulary. This is the knowledge of word meanings.
- Comprehension. This is ability to construct meaning from text.
The first three skills, phonemic awareness, phonics, and decoding, form the foundation of the learning process and offer the greatest predictor of success in reading. Furthermore, struggles at the foundation will have a trickle up effect.
Brain Function and Reading Struggles
In many cases, struggles with these foundational skills and the resulting poor reading performance may not stem from learning disabilities, but rather from dyslexia, a disorder resulting from a disconnect in the brain’s processing of graphic symbols.
Symptoms of this condition may include:
- Delayed speech
- Trouble recognizing rhyming words
- Mispronouncing words
- Directional confusion (left vs. right)
- Multiple ear infections
- Slow to acquire reading skills
- Recognizes a word on one page but does not recognize the same word on the next page
- Slow choppy oral reading
- Letter reversals due to left-right confusion (i.e. b and d)
- Difficulty completing reading or writing assignments independently
The presence of multiple symptoms may indicate a need for assessment and reading intervention.
Liberty Christian School currently works in partnership with Mrs. Collins and SpellRead to provide assessment and intervention options for families in our community who may be in need of these services. For more information regarding this topic, please visit the SpellRead website.


Music education can enrich a person’s life whether a child or an adult. Children that learn to sing or musical instruments perform well in school. The following are some of the reasons music education is quite beneficial to both children and adults.
Benefits of music education
Music education helps children build self-confidence as they have fun. In fact, learning how to play a given instrument is quite fun. It is easy to teach children how to play musical instruments even when they are young as nine. Remember that bands have concerts on a routine basis. Also, children can play with their colleagues in school or with their parents. Adults that have a music background can create their bands and perform for public audiences. In this way, you can build self-confidence.
Friendship and team work
Music education gives you an opportunity to learn about the value of notes, exits, entrances, and time signatures when you are a member of a band. Members of a band are required to work together to create a well-coordinated work. Other than teamwork, you can make friends easily. This is quite beneficial for adults and children who want to be sociable. Thus, you can explore a broad range of types of music and even learn various musical instruments.
The good thing about music education is that it helps improve one’s analytical skills. For students, music plays a vital role in improving their thinking and math skills. The majority of the people are said to use only one part of the brain. Fortunately, music helps you develop the other part of the brain. In this way, students can solve problems easily.
Music is considered an effective way of reducing stress. It is one of the major reasons, which make music education quite popular. A lot of people feel cheerful and calmer when they play music, even children. Unfortunately, rock music and heavy metal music appears to have a reverse effect. Thus, it is not ideal for stress reduction.
You can easily turn music into a well-paying career. This is good for people that have a lot of love for music. In fact, you can decide to do it full time. Nowadays, there are many forms of jobs which are related to music. Such jobs include professional singers, drummer for foreigner, music teachers, and many others.
Parents should encourage their kids to take up music studies. This explains why parents are taking their children to schools that offer music education. Many students like taking guitar or piano lessons. These are instruments that are very popular among adults.