It is important to understand the numeracy skills of preschool children so appropriate school-entry teaching and learning can occur.
Children’s experiences in the early years can establish a sound foundation for learning throughout primary schooling and beyond. A new research report, Fostering Understanding of Early Numeracy Development, published by the Australian Council for Educational Research (ACER), uses data from the Longitudinal Literacy and Numeracy Study: Transitions from Preschool to School, to highlight preschool children’s early numeracy skills.
Report author Dr Kate Reid, Research Fellow in ACER’s Education Policy and Practice program, says the skills children develop before school greatly influences their achievement in school mathematics.
‘Children are developing many numeracy concepts before they start learning mathematics formally at school, but there is significant variation in how quickly each child acquires these skills,’ Dr Reid says.
‘Our study focused on the understanding and experiences of children in the year prior to school, in order to better understand the distribution of achievement among preschoolers and children at school entry.
‘If preschool children have very different skills in mathematics, it implies that teachers will encounter a wide range of abilities even in the first year of school.’
The Longitudinal Literacy and Numeracy Study: Transitions from Preschool to School began in 2012 with 219 preschool children from 23 early learning centres around Australia.
A body of research on numeracy development suggests that interactions between children and adults – such as parents and early childhood educators – prior to school can encourage significant growth in children’s informal mathematics.
For instance, the frequency with which parents engage in direct numeracy activities with their children, such as teaching their child to count, or indirect numeracy activities, such as measuring while cooking, relates positively to preschool children’s mathematics achievement.
The report’s second author, Research Fellow Nicola Andrews, says that much more can be done in the years prior to school to encourage the development of children’s numeracy both at home and in early learning centres.
‘There are six significant areas of early numeracy skills examined in the report, including numbers and counting; sharing, number comparison and ordering; calculations; patterns; shapes; and measurement,’ Ms Andrews says.
‘The report describes the development and importance of each numeracy concept, provides information on the skills of surveyed children with each activity and highlights some everyday activities that may help to promote children’s understanding in these areas.
‘It is important that early childhood educators know more about the skills of preschool children so that they can better encourage their development.
‘It’s also necessary to understand the numeracy skills of preschool children to enable appropriate school-entry teaching and learning to occur.’ ■
Read the full report:
Fostering Understanding of Early Numeracy Development, by Kate Reid and Nicola Andrews, is available in the ACER Research Repository.


| Fielding West|
| October 6, 1935, Hammersmith, London, United Kingdom|
University of Westminster
Fielding West Wikipedia
Fielding Reginald West (November 1892–6 October 1935) was a British Labour Party politician.
West was born in Huddersfield, Yorkshire. Following elementary education at the age of 12, he initially worked in a coal mine before becoming a clerk in a Bradford textile factory. During the First World War he was a clerk in the Army Pay Corps. In 1916 he married Lily Noble and had one son. However, she died in childbirth. Later on, he married Peggy Reece and had two children, the first of whom died at one year old.
Following the war he moved to London where he attended the Regent Street Polytechnic and London Day Training College, before taking up employment as a schoolteacher at the London County Council West Kensington Central School.
At the 1929 general election, West contested the seat of Kensington North as a Labour Party candidate, and was elected, unseating the sitting Conservative MP, Percy Gates. Following the election a minority Labour government was formed. However this collapsed in 1931, and a National Government was formed. There was also a split in the Labour Party, with supporters of the Prime Minister, Ramsay MacDonald, forming a National Labour Organisation. The remainder of the party found itself in opposition to the government.
The National Government called an election in October 1931, which they won by a landslide. West was among many Labour MPs who lost their seats, defeated by the government candidate, James Duncan of the Conservative Party.
In March 1934 the Conservative MP for Hammersmith North died. West was chosen to contest the resulting by-election for the Labour Party. In a three-cornered contest with Conservative and Communist opponents, West was elected with a majority of 3,516 votes.
Fielding West died while in office of cancer at Hammersmith Hospital in October 1935.


excerpted from: and Fall of African American Fortunes--interest Convergence and Civil Rights Gains, 37 Harvard Civil Rights-Civil Liberties Law Review 369-387, 369-371 (Summer, 2002)
In 1958, an Alabama court sentenced Jimmy Wilson, a black handyman, to death for the crime of stealing less than two dollars in change. When the world press trumpeted the story, an embarrassed Secretary of State John Foster Dulles intervened and helped overturn Wilson's sentence. A new book by University of Southern California Law Center legal historian Mary Dudziak argues that the Wilson case was not an isolated event, but one of many in which concern for international appearances drove domestic policy during this period. Notes, Index. ($18.95).
As any follower of African American fortunes knows, racial progress has traced a zigzag path, with periods of advancement followed by ones of retrenchment. During Reconstruction, blacks made great strides, but the advances of the 1870s were soon met with violence, terror, lynching, and Jim Crow laws, which swallowed up black gains. In 1896, Plessy v. Ferguson ushered in an era of "separate but equal," which saw blacks consigned by law to inferior, underfunded schools, squalid public bathrooms, and separate restaurants, beaches, and theaters. In 1954, fortune smiled a second time when Brown v. Board of Education announced a ringing breakthrough for blacks. But the heady Civil Rights era of the late 1950s and 1960s came to a halt with the Burger Court, and has continued to erode with three Republican presidencies and a public that today seems increasingly tired of hearing about race and minorities.
What accounts for the rise and fall of minorities' fortunes? Two schools of thought offer competing interpretations. One, an idealist school, takes as its premise that race is a social construction. Blacks, like other groups of color, are racialized by a system of thoughts, words, messages, stories, and scripts that implant in the minds of most citizens indelible images of inferiority. The way to overcome racism, then, is to speak out against it and to arrange social structures, such as elementary education, so that whites will learn firsthand that people of different colors are just like anyone else--some good, some bad. Proponents of this view urge controls on hate speech, tout storytelling and counterstorytelling by minorities, and encourage whites to root out any unconscious racism they may harbor. For this school, social images drive racial fortunes, and the way to change these fortunes is to change the way the American public thinks and talks about race.
A competing view acknowledges that race and racism are ideas and thus, in some sense, under our control, but holds that material factors, including competition for jobs, social and pecuniary advantage, and the class interest of elite groups (that is, "interest-convergence") play an even larger role in our system of white-over-black racism. Writers in this camp, including Derrick Bell and myself, highlight how racism operates to reinforce material or psychic advantages for groups in a position to command them. In its early years, Critical Race Theory was dominated by materialists like Bell and Alan Freeman. Recently, perhaps under the influence of discourse theorists from other disciplines, the idealists have moved to the fore.


Ashby Hill Top Primary School Curriculum
At Ashby Hill Top, we have designed a curriculum that equips our children with the knowledge, skills and personal qualities necessary to lead a fulfilling and rewarding life. We provide a curriculum which aims for all children to:
At Ashby Hill Top, we encourage a view of learning that will:
Year 1/Year 2
Year 3/Year 4
Year 5/Year 6
At Ashby Hill Top Primary School, we follow the National Curriculum. The following documents map out how the curriculum will be approached during the year, supported by the detail of the National Curriculum and the knowledge and skills that we teach the children.
Every year the curriculum map for each phase is reviewed to ensure that full coverage of the National Curriculum is achieved during the 2 years that the children are in the team.
In Key Stage 1 we use the Oxford Reading Scheme and a variety of book banded books. You can find out more about this here.
Phonics is taught using the Sounds-Write programme. You can find out more about this here.
If you wish to find out more about the curriculum at our school please contact your child's class teacher or the school office.


- The world of Victorian writers 1837 - 1901
- Victorian writers
- Making sense of the tangible world
- Making sense of the intangible world
Education in Victorian England
Education was not universal before 1870 and many, particularly in the new industrial slums, were unable to read or write:
Ancient schools such as Eton and Winchester had existed for hundreds of years, but were only accessible to the wealthy and powerful, and this period saw the establishment of many more of these public schools
There were also old grammar schools, usually in towns and cities, which offered education to some poorer students, but places were limited and they were accessible only to boys
There were elementary schools (i.e. infants and primary schools), often set up by either the Church of England or Nonconformist sects
Trade unions and other organizations also set up various kinds of educational establishments, aimed at improving the education of adult members of the working classes in growing cities like Birmingham, Liverpool and Manchester
Some educational provisions were included in the Factory Acts of the 1830s and 1840s
In 1870, the great Education Act was passed, and made a significant start on the provision by the government of universal elementary education.
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“Music reflects the culture and society we live in, and so the teaching and learning of music enables children to better understand the world we live in. Besides being a creative and enjoyable activity, music can also be a highly academic and demanding subject. It also plays an important part in helping children feel part of the community. We provide at Sinai, opportunities for all children to create, play perform and enjoy music.”
Our aims of music are to enable children to:
- Develop a love of music
- Help children make sense of sounds of music by investigation, exploring, experimenting, inventing,
- practising and selecting
- Carry out group activities in a harmonious manner, co-operating, communicating, sharing ideas and building self-confidence
- Develop a basic understanding of musical notation
- Develop an awareness and appreciation of musical traditions and developments at different times and in a variety of cultures
- Celebrate children’s musical successes and achievements
- Integrate music through the curriculum
- Have the ability to evaluate and appraise pieces of music
- Have a means to express ideas and feelings through sound
Variety of Music
All children are given opportunities to perform, compose, listen to and appraise music. This year, all year groups have been using Symbol Smash. Symbol Smash encourages pupils to look at new ways of expressing musical ideas through classical music and interactive experiences. Created by experts in music education, and in Primary/Early learning, SymbolSmash has exceptional resources that combine music with every other subject in the curriculum, from Early Years to Key Stage 2.
The children have access to the following instruments as part of their lessons: violin, African drums, recorder and ukulele.
To view the Music syllabus please click the following link – Music’sCool syllabus.
Extra Curricular Music
Sinai children enjoy choir rehearsals that meet every week as well as weekly Glee Club. The choir participates in Boys town Hall festival, sings at Jewish Care events, assemblies, and elderly people homes. They also often participate in communal events to celebrate the Jewish festivals.
Parents have the opportunity to subscribe to a number of private music lessons, details are available on the After School and Lunchtime Clubs page of the website. .


In the middle of South America, surrounded by land on all sides, sits Paraguay, a small and poor country. Most of Paraguay is covered in dry flatlands, although the eastern part of the country is forested hills. Like all South American countries, Paraguay changed when the Spanish arrived in the 1500s. The Spanish brought disease and a new religion.
From 1865 to 1870, Paraguay fought a war against Argentina, Brazil and Uruguay. The purpose of the war was to win access to the ocean. Paraguay lost, and over 90 percent of the men in the country were killed. Because of this, the population grew slowly. Women were without husbands and children lost their fathers.
Fun Facts about Paraguay for Kids
- 6,896,000 people live in Paraguay (2018).
- Paraguay has 157,048 square miles of land.
- Mario Abdo Benitez is the president of Paraguay (2018).
- People speak Spanish or Guarani, a native Indian language.
- Most people are Roman Catholic.
- People in Paraguay can expect to live 73 years.
- 95% percent of adults can read.
- At 842 meters Cerro Pero is the tallest mountain.
- The national currency in Paraguay (money) is called the Paraguayan guarani.
- Paraguay is full of wonderful wildlife such as: Porcupine, Armadillo, Chinchilla, Tapir, Bear, Jaguar, Opossum and much more.
- Flatlands: low plains
- Disease: illness
- Access: able to enter or get near
All about Paraguay Video for Kids
Watch this awesome Paraguay video for kids:
A video all about Paraguay’s tourist attraction spots, its customs and traditions.
Question: Is the population of Paraguay growing?
Answer: Brazilians are moving to Paraguay because they can buy homes and houses more cheaply.
Map of Paraguay
Here’s a map of the country of Paraguay and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Paraguay! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Paraguay, as though you are actually there!
Enjoyed the Easy Earth Science for Kids Website all about Paraguay info? Take the FREE & fun Paraguay quiz and download FREE Paraguay worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Paraguay Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 17 Feb 2020. < https://easyscienceforkids.com/all-about-paraguay/ >.
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Tobin, Declan. (2020). Paraguay Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-paraguay/
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Study in Scandinavia
Publisher: Ventus Publishing ApS 2009
Number of pages: 30
This book provides the student with an overview of the universities in Denmark and Norway as well as a more detailed description of each of the universities, including testimonials from international students. Furthermore, the book has practical information about studying in Scandinavia.
Home page url
Download or read it online for free here:
by Lauren B. Resnick - National Academies Press
The topics covered are the nature of thinking and learning, the possibilities of teaching general reasoning, the attempts to improve intelligence, thinking skills in academic disciplines, cultivating the disposition toward higher order thinking, etc.
by Kristen A. Munger, et al. - Open SUNY Textbooks
Introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, etc.
by Fredric B. Lozo
A student handbook with checklists for successful critical thinking, written for those with a whole brain thinking style. Sequential Problem Solving helps those with a logical nature to develop creative right brain intuitive processes.
by B. Beiderwell, L.F. Tse, T. Lochhaas, N.B. deKanter - Flat World Knowledge
The focus of the book is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college textbooks. The style is direct and to the point.


How Children Benefit from Music Education
When school administrators factor budgets, music education is often one of the first activities cut from the curriculum due to funding. By cutting music programs, educators are robbing kids of several benefits and achievements music provides. Studies have proven that kids benefit greatly from music, including achieving better grades, improving social skills and developing self discipline.
“If a school does not recognize the value of music education, the risk of music suffering serious budget cuts is heightened. Too often, school leaders and parents lack a true understanding of the importance of music education in a child’s development,” states Joseph Pergola of the National Educational Music Company.
He continues, “Too many school boards believe that cutting or eliminating music programs will ease budget restraints with little or no detrimental effect on students. It is the responsibility of every music education advocate to be able to effectively dispute this claim.”
With that said, more than eight in ten teachers (83 percent) and more than seven in ten parents (73 percent) believe budget cuts in music education are detrimental to students, according to the National Association of Music Merchants (NAMM) Foundation. Urban teachers believe more strongly that music education can improve children’s communication, critical thinking, problem-solving and innovation skills.
“If a school does not recognize the value of music education, the risk of music suffering serious budget cuts is heightened.”
The National Association for Music Education reports that schools that have music programs have a greater attendance rate than schools without music programs. It’s also been proven that children who are enrolled in high-quality music education programs score higher on standardized tests, including English and math, compared to students with deficient music education programs.
Studies prove that children with disabilities succeed better with music lessons as they expand brain development and improve their memory skills. Dr. Laurel Trainor, Professor of Psychology, Neuroscience, and Behavior at McMaster University claims that musically trained children perform better with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics, and IQ.
Music also expands cognitive and IQ development. Studies suggests that music may hold the key to higher brain function and dramatic enhancements in abstract reasoning skills. Studying a musical instrument strengthens hand-eye coordination, fine motor skills and aids emotional and behavioral maturation.
Children who engage in music tend to have better studying habits, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education than those who don’t play an instrument. The NAMM Foundation claims that African American and Hispanic parents feel that music benefits children more than other parents.


Publisher: Pro Lingua Associates
This photocopiable collection of crosswords gives English language learners and native speakers in literacy programs the opportunity to play with the language, and in doing so, learn about the language and discover the enjoyment of language play.
A crossword puzzle is a challenge to solve a problem – to figure things out. Each puzzle is a learning experience. The solver confronts a challenge, uses what they know to discover the unknowns, overcomes frustrations, and experiences the pleasure of success.
The puzzles in this book are best used by intermediate and advanced level students.
They are arranged in five categories. The first four focus on linguistic form – letters, sounds, and words (excellent practice for spelling and literacy development). The last section of topics focuses on semantic fields – time, food, work, sports, and more. This section can be used to review and even discover new vocabulary.
The puzzles are graded as moderate (M) and difficult (D).
Although crosswords are typically done alone, they can also be used very effectively by pairs of students working together, using the language to share what they know and solve the problem. Another good use of the puzzles is in a tutorial situation where the tutor and the student work together.
The answers to the puzzles are in the back of the book.


Music, Informal Learning and the School. A New Classroom Pedagogy
- ISBN: 978-0-7546-6242-6
- Editorial: Ashgate Publishing
- Año de la edición: 2008
- Colección: Ashgate Popular and Folk Music Series
- Encuadernación: Cartoné con sobrecubierta
- Formato: 15x23
- Páginas: 250
- Idiomas: Inglés
- Tipo: LIBRO
Libro disponible en la librería en el momento de hacer la última actualización.
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands.
Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved.
Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
The project's pedagogy and curriculum content
Listening and appreciation
Enjoyment: making music and having autonomy
Group cooperation, ability and inclusion
Informal learning with classical music


I was looking back at the ACOG link on Ob-Gyns Encouraged to Screen Women for Depression During and After Pregnancy from my last post, and wanted to call out this paragraph because I think it’s worth repeating.
Clinical depression is common among reproductive-age women and is the leading cause of disability in women in the US each year. Between 14%-23% of pregnant women will experience depression symptoms during pregnancy and an estimated 5%-25% of women will have postpartum depression. Studies have shown that untreated maternal depression negatively affects an infant’s cognitive, neurologic, and motor skill development. A mother’s untreated depression can also negatively impact older children’s mental health and behavior. During pregnancy, depression can lead to preeclampsia, preterm delivery, and low birth weight.
There’s an interesting article here that I came across on Prenatal Memory and Learning that contains this information:
Studies of a thousand babies whose mothers had experienced various degrees of depression during pregnancy themselves displayed depression at birth and in proportion to the depression scores of their mothers.


Injuries During School Sports? Learn How To Avoid Them!
The definition of education not only inculcates the attainment of knowledge and insights, but it is rather a broad, philosophical concept of the process of understanding and learning about the society. School and many other such institutes are providing the facilities of education, their basic purpose is to educate the child, help them in understanding about new concepts, basic affairs and lastly, the general knowledge. Apart from that, the management of such institutes is also responsible to initiate co-curricular activities; that includes sports and athletics as well. All over the world, sports have become an essential component of various schools and college’s management. Their fundamental objective is dual; they seek to assist students in the worldly knowledge and then later on, try to instill the elements of sports within them. As they are the youth and more active and sporty, their minds are diverted towards more productive and constructive activities such as sports. Every day, they organize various sports which include football, basketball, volleyball and in some cases tennis as well as cricket. There are other reputable institutes that have allowed their students to use the facility of swimming pools within their premises. With sports comes injury, the management is also aware of that and some of them have taken excellent measures to reduce such incidents which take place every year. They make sure they play safe, the students are under the constant guidance and lastly, they are provided with good medical treatment, if suffered from injuries. Let us discuss, what and how, these measures can be taken and in what they have proved to be useful for the betterment of children, physically and mentally.
Visit a Doctor
As a parent, you should be aware of the happenings and activities your child is interested in school. Every child wants to play sports, but some of them are physically fit for the purpose. Instead of allowing your child to go directly into the playground, make sure, you are taking you are starting off by taking your child to a pediatrician first. This quick check up will let you know whether your child is physically fit for any hard work or not. Moreover, a doctor will be able to make the diagnosis and will also suggest various tips for a safer sport.
Be Easy on Yourself
Being motivated and enthused enough for any activity is a positive sign, but allowing your unlimited enthusiasm and passion can lead towards excessive and unwanted strain and stress on the mind and body. Especially, for the younger lot, their minds and bodies are not well equipped to counter strain, they should be kept far away from such tensions. A qualitative research has proved that overusing yourself, without continuous breaks, injuries are more likely to happen. Hence, children should take a day or two off to get used to the excessive strain. Make sure, your child is indulged only in a limited amount of sports.
Water is the Best Answer
With infinite and unlimited intake of water, a body remains fresh and healthy. Apart from being hydrated before the game, it is essential that a child is drinking countless glasses of water throughout the day. This way, no heat strokes as well as heat illness will negatively impact your child and during the sports or any physical activity, they should be allowed a water break.
Well Trained Coach
Lastly, for a safer sport, make sure the coach is well instructed and is trained by having a professional degree. The coach must be an expert in CPR and other first aid activities. Moreover, they should be prompted in conducting first aid responses if a child falls ill.
Author Bio: Alice John is an experienced elementary school teacher with a Bachelors in Elementary Education and Master’s in education policy and management. She passionately pursues her interests in child psychology and motivation tips and the need for improved educational polices via writing blogs and articles on these subjects. She can be contacted for a consultation through Essay help website


K-12 education in America (or maybe I should only make claims for Virginia) is starting to recover from years of over-testing under No Child Left Behind. Schools are able to identify alternative assessments to replace some state Standards of Learning (SOL) exams, and are being tasked with developing Balanced Assessment Plans which include performance assessments. In addition to these adjustments in assessment format, schools are being asked to consider how they can assess growth in the 5 C’s addressed in the Profile of a Virginia Graduate rather than just the disciplinary content addressed in all those SOL tests.
These five C’s have been an important part of art education for ages, even before everyone else started focusing on them.
So, What does this all mean for art?
Art educators should rejoice! Things are turning our way. In my school division, more and more art teachers are being valued as experts in performance assessment. At the division level, work is being done to design ways for schools to assess growth in the 5 C’s over time. Art teachers can help with this too. After all, to show growth over time you need to collect evidence over time. If that doesn’t sound like a portfolio, I don’t know what does.
Parallel to this work, art teachers have been exploring ways to vertically align portfolio expectations so that elementary, middle, and high schools in the same community can teach technology and portfolio skills sequentially to help students create digital portfolios which can follow them across courses, teachers, and schools.
For us, the technology is in place to use Google Apps for Education. Perhaps you would use a different tool. Our student can create portfolio presentations in Google Slides, at a lower level, and in Google Sites, at a higher level. (In fact, some schools are experimenting with students creating multi-yer portfolios with Google Sites as early as the third grade!) In a single document, we have organized a draft approach to building technology skills sequentially while having students document their learning over time. At multiple grade levels from elementary to grade 12, we have identified:
- Platform and skills
- Image expectations
- Reflection expectations
- Five C’s reflection expectations
At this time in education, art teachers have an opportunity to have a strong voice in our assessment practices. This is the opportunity many of us have been waiting for! An opportunity to be valued for what we do. I hope we can take advantage of it and become leaders in our schools.
This is a summary of a presentation presented at the 2019 VAEA Conference. Go to tiny.cc/VAEAPortfolio to view the presentation and access additional links and resources.


CVC or consonant-vowel-consonant words are a very familiar thing in the first-grade teaching world. These short vowel patterns are some of the first ones we focus on blending when teaching our students how to read! Once students start becoming familiar with this CVC pattern, I like to have them play some different games to help […]
After a couple of weeks in school, my first-grade students would start reviewing CVC words. We would blend them, segment them, and spell them. This hands-on game is great for students to practice segmenting and spelling different short vowel, CVC words. To see how to play this FREE CVC phonics game, just watch my […]
This small group phonics and number sense game reminds me of the good ole days. I used to play Spoons when I went up to the cabin with friends and family and it was always a hit. We would laugh and race to be sure we weren’t left without a spoon. With it being such a […]
Sometimes reviewing sight words gets boring. Am I right?! Same with other identification skills: numbers, letters, rhyming words, etc., so I am always on the lookout for some new and exciting games to play with my students. Just to spice it up a little! Enter: SNAP! This is a fast-paced card game that you can […]
How do you start your guided reading groups? What about your morning meeting? I love to have this warm up posted on the board so while I get my last minute things ready, students are already revving up their brains! It’s called, “What’s Missing?” and I play this small group game two different ways that […]
In my new role as a K-2 literacy teacher, I spend a lot of my time working on direct phonics instruction to help my first and second grade students decode words they are encountering in their texts. I thought I would take a little time to go through what a week of small groups phonics […]
Diphthongs! What in the world is a diphthong!? I remember very clearly asking myself that question in my Foundations of Literacy class in college. Diphthongs can be tricky to read since the letters shown in these words don’t make their usual sounds – the sound is an entirely new one that isn’t necessarily represented at all in the word.


- Creative Builder and Brick Runner
- Early Simple Machines and Structures
- Mathematical Origami
- Learn to Learn
- Simple Machines
- Build to Express (Character Education, Language Art & Science)
- More to Maths
- Simple and Motorized Mechanisms
- Renewable Energy and Pneumatic Machines
- Junior Electrical and Electronic Circuits
- Early Robotics Construction
- Advanced Electrical and Electronic Circuits
- Robotic Programming with EV3
- Science Activities with EV3
- Pro Electrical and Electronic
- Social and Emotional Development
- Creative Arts
- Fine Motor Skills
- Behavioral Skills
- Cooperative Learning
- A Link to Math
- Cognitive Development
- Multi-cultural Awareness
- Community Building.
- Following Instructions
- Fine Motor Skills.
- Math Skills
- Eye – hand Coordination
- Fine Motor Ability
- Social Skills
- Problem Solving
- Fine Motor Skill Development
- Pattern Making Understanding
- Understanding of Cause and Effect
- Principle of Engineering including Beams, Columns and Load.
- Testing and Experimentation
- Creativity and Design Process
- Learning about Gravity and Spatial Relationships.
- To craft melt and pour soap.
- To make your own luxury melt and pour soap.
- Traditional Glass Fusing
- Produces Educational, Fun and Beautiful results.


As an experienced preschool teacher with an associate’s degree from Mott Community College, Chelsea Horton was not looking forward to taking mathematics education classes at the University of Michigan-Flint when she began the Elementary Education Program.
“I avoided math classes until I absolutely knew I had to take them,” Chelsea recalled. “I went into my first problem-solving class thinking it was going to be a waste of time, but I didn’t know how in-depth it would go into math and math strategies. It’s about the process you use and understanding how you get to an answer.”
In UM-Flint math education courses, students preparing to enter the teaching profession are solving math problems using multiple strategies where incorrect answers are as valuable as correct answers.
Feelings of frustration and disappointment associated with past math courses fade as students engage in intensive group learning activities and begin to understand mathematical concepts and number relationships in a whole new way.
At UM-Flint, math education courses are designed to take students methodically through the mental processes of understanding mathematical concepts and to see how mastering specific steps helps them to learn to solve more complex problems. This philosophy embraces mistake-making as a critical learning opportunity rather than a simple representation of what a student does not know.
“We’re trying to get students to understand math at a deeper level,” said education lecturer Karin Sippert. “It’s not enough just to be able to get the answer. You have to understand what you’re doing and why. Some problems we give them are open-ended because we want to stretch their brain.”
To do that, UM-Flint requires elementary education students to take eight courses (28 credits) of mathematics in the teacher preparation program. It is a rigorous program that facilitates collaborative learning. Program coordinators say typical professional teacher educator preparation programs require just two math courses in six to eight credits.
In her classes, Chelsea liked listening to other students’ explanations of how they used different math strategies to come up with the same answer. “It helped me to use different strategies that I wasn’t comfortable with before,” she said.
Considering How Kids Approach Math
As they work, students keep in mind how the children they’ll be teaching will work the same kinds of problems. Doing addition, subtraction, multiplication, and division with whole numbers becomes a creative thinking process containing multiple possibilities rather than an answer-driven mission.
“We deepen our own understanding of those operations by engaging with the way the child learns these operations,” explained education faculty Elizabeth Cunningham. “We use manipulatives and visual models to make the connections between all of these things. Having that flexibility makes students more responsive to their students to consider what the child knows and where the child might go next in their thinking process.”
In classes, students consider ways to clarify the language commonly used with math to make learning easier and more precise. Eventually, they lead class discussions about the material and explain how an elementary-aged child would comprehend the same concepts.
Eliminating common fears and anxieties associated with both doing and teaching math is a positive outcome of the department’s research-driven design of its math requirements. All UM-Flint elementary education students graduate with minors in both language arts and math.
Verbalizing Problem-Solving Strategies
Not only do students learn to do math in flexible ways, they also must demonstrate to faculty through required competency testing, their ability to verbally explain math problems. Demonstrating this skill shows their deep understanding of math plus their ability to teach the material, and they are given feedback from faculty to sharpen those skills.
A little nerve-wracking at first, the competency testing is actually a nurturing experience between faculty and student, and students come away with greater confidence in their abilities.
“Now I can see myself teaching middle school,” Chelsea said. “I did not want to do any math when I started in the elementary education program. Now I want to teach it.”
- Center for Educator Preparation
- College of Arts & Sciences
- Graduate Programs
- School of Education & Human Services


Grammar is taught in both languages. Equal time is spent with each, and as students progress, they compliment each other for a true understanding of each language.
The skills needed to communicate in writing effectively and clearly is the objective. In learning the roots of the words and sentence structure properly, much time is spent in this area.
A full course of mathematics that build upon facts and principals to grow and apply in everyday use. Fundamentals are emphasized in order to understand how to apply in the Sciences, Computing etc.
Sciences are not only used in the lab, but in the real world also. To appreciate all that is around us, basic science is taught that builds a solid base for higher learning in later years.
Social Studies and History are core subjects taught in English. It covers all areas required from the Sate of California, also with North American, European and an emphasis of the world as a whole, to instill a global vision for our students.
Exercise, teamwork and friendly competition twice a week for all grade levels. Sports are instructed in 5 week blocks.
Preschool instruction focuses on hand and eye coordination and listening to instructions.
We offer a weekly choir program for our preschoolers all the way to grade 6. Instructed and led by a qualified and enthusiastic music teacher. Followed by 3 yearly concerts in our performance hall.
Full computer classes taught in a dedicated 12 station computer lab.
Students start at the Kindergarten level, with 24/7 access and are coding by the end of grade 2.
L’Héritage Français is a
Non-Profit 501 (c) 3 School.
L'Heritage Francais is a non-profit school, which means that rather than focusing on generating profits, our primary objective is to provide a full educational experience to each attending student. As a registered 501 (c) 3, our school must comply with oversight by a board of directors which ensure our mission is fulfilled.
The school maintains very competitive tuition rates to ensure everyone may take advantage of the opportunity for a quality bilingual education. We also have open enrollment throughout the year.
Core subjects are taught in accordance with France/Quebec and California standards. Our curriculum also includes the Fine Arts, Music, Physical Education, Computer Science, Science Lab and Field Trips. We boast low student-teacher ratios, rigorous academics and up-to-date educational resources. Our warm and caring staff are all native French speakers and strive to make each student feel that they are a welcome and important participant in our community.
At the preschool level, through play, exploratory activities, and common social interactions, children can gently absorb a new language at their own pace, which prepares them for the more traditional lessons during the elementary grades. By the end of their elementary education, students speak, read, write and conceptualize fluently in both French and English.
Our graduates who later attend English-only or French-only schools often become honor students, and many maintain a 4.0 G.P.A. throughout high school.
Our School at a Glance
Previous French Language
is not required for our preschool or Kindergarten classes
100% French Immersion
2 yrs 9 months - 5 year olds
*Potty Training Required
1st - 6th Grade
Ages 5 - 12
Children bring their own snack and lunch Monday thru Thursday
Friday is the nutritious hot lunch served by the school
*optional with a fee
8:00am Doors Open
8:15am School Starts
3:15pm School ends
Monday - Friday
Alternate Options available for
Mon/Wed/Fri OR Tue/Thurs
Full or Half Days
Peace of Mind
Our school is a closed campus.
Security cameras and staff
monitor the entire campus.
Anyone entering must check-in
through the Main Office before being admitted into or onto the school grounds


Book Recommendations for Parents and Teachers
Recently we realised how many incredible books are piling up on our table, and decided to share these recommendations with you all. Each book approaches early childhood learning and our relationships with children from a different perspective.
From young people and their art, to insights on the power of nature, there are so many ideas, reflections and educational research to learn from. All of the books are suitable for both teachers and parents. Besides, who doesn't love a good recommendation!
Rapunzel's Supermarket by Ursula Kolbe
This book is about young children and their art. It's an inspirational book filled with ideas for helping children realise their potential as image-makers. Building on children's curiosity about their world, it offers many suggestions for drawing, painting, collage, clay and puppet making, A wonderful resources for all who live and work with young children. Ideas and projects suitable for ages 1 1/2 - 8 years old.
The Language of Art: Reggio-inspired studio practices by Ann Pelo
Inspired by the Reggio Emilia teaching philosophies, The Language of Art emphasises investigation anchored by drawing, painting and other art activities. It provides great advice on setting up a studio space for art and enquiry. A fantastic resource for any parents who'd like to make a designated area for their child's creations, or teachers who wish to take current art spaces to the next level.
Lost Child in the Woods: Saving Our Children from Nature-Deficit Disorder
"I like to play indoors better 'cause that's where all the electrical outlets are," reports a small child. If this comment disturbs you, then Last Child in the Woods is a must read. The book guides readers in the direction of nature and all the joys it can provide. Author Richard Louv combines cutting-edge research (that might startle you at times) with practical solutions that are easy to try. The only encouragement one needs to get outside and unplug from devices regularly.
The Goodness of Rain by Ann Pelo
A lovely book about ecological exploration. Ann Pelo embarks on a year-long journey with a toddler, and writes about their adventures together for us all to enjoy. It demonstrates that we can teach a child, but at the same time, we must let the child teach us. Great for all parents, educators and anyone that works with children.


Rabbit and The Moon Tale- Free To Print Hidden Words Puzzle
Rabbit and The Moon Tale – Free To Print Hidden Words Puzzle. Download our fun printable Science Worksheets about the tale of the Rabbit and the Moon for FREE!
This word search puzzle worksheet on the Micmac tale of the Rabbit and the Moon is an amazing opportunity for your kids to have fun while reading and learning the Rabbit and the Moon story.
The Rabbit and the Moon is an ancient legend that explains the spots on the moon. Have fun storytelling with your kids with the free science activity sheet!
Rabbit and the Moon Tale Free Worksheet for Science
Read more about the story of the Rabbit and the Moon here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Rabbit and The Moon Tale- Free To Print Hidden Words Puzzle - ." Easy Science for Kids, Feb 2020. Web. 21 Feb 2020. < https://easyscienceforkids.com/rabbit-and-the-moon-tale-free-to-print-hidden-words-puzzle/ >.
APA Style Citation
Tobin, Declan. (2020). Rabbit and The Moon Tale- Free To Print Hidden Words Puzzle -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/rabbit-and-the-moon-tale-free-to-print-hidden-words-puzzle/
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Setting Children on a Path to Success
Research shows that all children benefit from a high-quality early childhood education experience, and that quality early education is especially important for children growing up in low-income families. Our more than 35 years of experience with early childhood education and literacy programs help children enter school ready to learn.
Our early literacy programs help young children build the skills they need to become successful readers now, while laying the foundation for lifelong literacy.
- Raising A Reader is an eight-week early literacy program designed to educate parents about the importance of early literacy skills and how they can build these skills in their young children to help them enter school ready to learn.
- Reach Out and Read promotes early literacy by bringing new books and information about the importance of reading aloud into the pediatric exam room. Reach Out and Read targets children who are growing up in poverty and often at risk for reading and school failure.
Literacy Resources for Parents
More than one-third of children enter kindergarten without the basic language skills they will need to learn to read. Here are some great resources to help you, as a parent, build early literacy skills in your young children:
- Bookmarks with Early Literacy Tips
- Family Reading Tips (English) / (Spanish)
- Favorite Read-Aloud Books
- Feed The Need To Read Placemat (English) / (Spanish)
- Fun Reading Tips
- Great Board Books for Infant, Toddlers and Preschoolers
- Milestones of Early Literacy Development (English) / (Spanish)
- Recommended Book Titles – Fall
- Recommended Book Titles – Winter
- What Children Like in Books


Everyone loves music and there are many people who not only enjoy listening to music, they enjoy playing it as well. Whether it is a profession or just a hobby, playing music carries a variety of benefits, especially for children. Research shows that learning to play an instrument can be incredibly beneficial to the development of young people. In fact, even those who give up playing music when they reach their teenage years are positively impacted if they played an instrument when their brains were developing. Playing music helps kids in a variety of ways, so it’s important that kids spend at least some of their youth learning to play an instrument. Here are a few musical instruments that every kid should try at least once:
The piano is probably the most popular instrument for young musicians, and for understandable reasons. While most instruments focus primarily on technique and form, playing the piano is mostly about learning how to read music. There is technique as well, of course, but sight-reading is one of the most important aspects of learning how to play the piano. It should come as no surprise that learning how to read sheet music is exceptionally good for the brain, especially in developmental years. In fact, it is suggested that good thinkers should pursue playing the piano, so it only follows that the piano exercises cognitive functions. Furthermore, researchers link piano playing to inquisitive and analytic minds.
The guitar is most certainly the most romanticized instrument in the United States. Everyone wants to play guitar so that they can sing along with their favorite songs, and maybe star in a rock and roll band one day. Every kid should be given a chance to play the guitar, because its popularity breeds a passion for music. If a kid plays an instrument as glorified as the guitar, they will likely fall in love with music and want to keep playing. Furthermore, the guitar is the best instrument for learning how to play on your own. Give a kid a guitar and a book of chords, and they’ll sit in their room all day learning how to play. It’s something that every kid should try at some point.
A drum set can be the ideal instrument for a kid because it’s a creative way to release energy. Some kids are a little too hyper, impatient, or active to sit in a chair and slowly learn how to play chords on the guitar or hit notes on the flute. But with a drum set, these kids can channel that energy into their music, making the drums an energy outlet as well as a creative outlet. It can be wildly beneficial to have an instrument that serves the dual purpose of stimulating the brain and exercising the body.
With these three instruments, kids can strengthen auditory and cognitive skills that they will use for the rest of their lives. Playing an instrument has been shown to be incredibly beneficial to childhood development, and these are three instruments that will help every kid with that development.
Werner Yeats is a freelance writer who enjoys contributing material on gadgets, gizmos, musical technology, musical instruments, musical accessories such as the kensington ipad bluetooth keyboard, music education and other related topics.


At the time she does a part time study “Mastercourse in Art Education” at the Hanzehoogeschool/Academie Minerva in Groningen.
She graduated at the Hungarian Design Academy in 1998 at the Animation Department and in 1999 at the Art Education Department. Since then, she has worked as an animator, story-developer, set-maker; She organized animation events, like the International Animation Day and participated in film-festivals a.o. Klik Festival in Amsterdam and Primanima in Budaőrs, Hungary. She has been teaching animation in workshops, schools, universities and professional courses in Hungary and abroad. I am a member of ASIFA.
Training Of Trainers
Everything is possible in animation, but what is possible in an animation workshop?
Target groups and purposes of animation workshops are very diverse. Often they aim at entertaining/infotaining: participants get acquainted and play with animation, with the magic of objects or drawings coming to life. A good example is an animation playground for visitors of a festival or other cultural events.
Art education requires another type of workshop: it takes longer, it is targeted at children/youth who attend education and explores topics such as how to tell your own story, how to use different animation techniques and film language, how to address for example social problems through film, how to use the magic of animation as expression tool.
Animation workshops for young animators/filmmakers aim at professional skill development and it is often dictated by the needs of the market and the industry. These diverse targets and purposes demand different approaches, time frames, technical/spacial/personal circumstances, teaching methods – even vocabulary.
Participants of this Training Of Trainers will – in teamwork – explore different approaches, look at local and international examples, discuss methods, strategies, didactics and techniques, explore and try out ideas, build up hands-on experiences and create practical solutions for possible workshop needs.
To apply click here.


Didn’t Matt and Eilis do a great job with chapters 10, 11, and 12? I’m back today to continue our Literacy Beginnings book study blog party with Chapters 13 and 14. I’ve combined these two chapters because one was super short and the other was long.
In Chapter 13: Developing Early Reading Behaviors in Shared and Independent Reading we explore the different ways in which young children demonstrate their understanding of “reading”. Below are the reading behaviors that most of my students need to be explicitly taught.
- Start at the front of the book
- Turn each page gently by the corner
- Turn the pages right to left
- Look at every page
- Use the pictures to tell a story
Here are some ways I help teach the skills above:
- Use a big book to demonstrate each skill to the whole group
- “Talk Through”- as I read the story I talk about what I am doing, “I’m going to turn the page by the corner now.”
- Play “Pass the Book” Game: Gather the students in a circle; select a book and demonstrate the skill you want them to learn such as locating the front and back cover, turning the page etc. Talk through your demonstration by saying “This is the front of the book, this is the back…” Next, pass the book around the circle and have each child demonstrate for the class.
- Practice concepts of print throughout the day, not just literacy time
What are some ways you teach these early reading skills?
Reading left to right, return sweep, and establishing a voice-print match are other skills the authors address in Chapter 13. The pocket charts Eilis shared in her review of Chapter 12 are perfect for practicing all of these skills. Fun pointers and props can be used to motivate young readers learning these skills for the first time.
What types of fun pointers have you found or made?
The following are some ways teachers can support reading development:
- Provide opportunities daily for students to explore and interact with print in fun and meaningful ways
- Use specific language to help children develop early reading behaviors
The information in Chapter 14: Learning to Read will be familiar to most kindergarten and first grade teachers. The authors list all the complex skills that constitute the reading process, then break them down and explain why they are important.
- Think About the Text
- Think Beyond the Text
- Think Within the Text
Don’t let this chapter daunt you, as you read you will begin to realize how much of what you already do is supporting literacy development.
To be an effective, fluent reader, all of the (reading) behaviors must be in place. (Ch. 14 p. 139)
If any of these crucial literacy skills are not developed it can lead to difficulty later on. Therefore we must be very intentional in the planning and crafting of our lessons. The authors have a great three page transcript of a discussion that happens in the classroom during and after a read aloud. The transcript helps illustrate their points because it also includes an analysis of what the teacher says and how the students respond- fascinating!
What are your thoughts on Chapters 13 and 14? Leave a comment below! If you write a response on your blog, be sure to link up to the Linky party below.
Are you tuning in late? No worries! Matt from Look at My Happy Rainbow has graciously started a guide with links to all the chapters! Not sure what’s going on? Check out the Literacy Beginnings FAQ for answers.
Chapter 15 will be hosted by Leslie from No More Worksheets so stay tuned!
Want to let your friends know about the book study blog party? Click “Like” at the top of this page or choose from other social media options below.


By Teachers, For Teachers
In order to structure a learning environment that encourages positive social interactions among primary students, you must incorporate some strategic classroom management techniques. You already have all of the necessary materials that will support the developmental skills that your youngsters need in order to get along well with their classmates. Now, all you have to do is structure how you are going to use those classroom management materials to promote positive social interactions within your classroom.
To increase the likelihood of your students interacting with one another in a positive manner, try the following three strategies.
Create classroom jobs that will force students to work together to get the job done. Have two children be the door holders, or assign two children to work together to pass out or collect papers. You can also assign your students a job that requires them to interact with the other classmates as well. For example, you can have two students be the morning greeter. One child would welcome their classmate into the classroom by saying, “Good morning” and giving them a high five, while another child would ask them “How are you doing today?” These types of jobs require social interaction among all of the students, there is no way around it. Not only is this a great (positive) way to start the day, but it will also help build a sense of community within your classroom.
Play is an essential part of a child’s development. It’s not only good for their body and mind, but it’s also great for developing their social skills. Many teachers are inundated with the pressures of having to get their students to complete what is on their curriculum, that they leave play for the end of the day, or whenever they have a few extra minutes. What these teachers are failing to realize is that by incorporating play into their curriculum, they can enhance their students’ communication and problem-solving skills. Play is when children learn to work together and figure things out. It’s when students learn to become leaders and learn how to listen to others.
Here are a few ideas on how to incorporate play into your daily schedule.
Another great way to enhance the likelihood of positive peer social interaction among students is to set up learning centers. Learning centers are structured so that students interact with one another. No matter how you set up the station, students will have to interrelate with one another. There are many options for you to choose from when it comes to creating learning centers. You can have all students work on the same project together, or you can have all students work on the same project alone, but at the same table. Whichever way you choose, students will still be together at a table, which means they will be talking and interacting with one another. The way you structure it depends on how you want the students to interact with one another.
Here are a few tips to keep as you carefully arrange your environment to enhance positive peer interaction.
For children that lack social skills, utilizing these strategies in the classroom will help them develop the skills they need in order to succeed in school, as well as in life. Take advantage to every teachable moment that you have, and share stories and talk about how to positively interact with others. The more opportunities that students have to be exposed to peer interactions, the more they will develop their skills in a positive manner.
Do you have any classroom management tips or tricks for creating positive social interactions among primary students? Please share your ideas and stories below in the comment section, we would love to learn from you.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com and TeachHUB Magazine. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or contact her at Janellecox78@yahoo.com.


Year 9 Curriculum
Year 9 have started studying AQA History A for the new GCSE from 2018.
Exam board website: http://www.aqa.org.uk/subjects/history/gcse
- Paper 1: Understanding the Modern World- 1 hour 45 minutes - worth 50%
- Paper 2: Shaping the Nation- 1 hour 45 minutes - worth 50%
- 10% for SPAST (Spelling, grammar and use of specialist terms)
Course rationale from exam board
This popular course offers:
- engaging and relevant content
- a broad, comparable and coherent student experience.
- inspiring interest in History
- An overview of a wide diversity of human experience.
Study of this course will give students of all backgrounds the opportunity to develop:
- communication skills
- Written communication
- technological skills including ICT
- interpersonal skills through debate and discussion
- literacy and numeracy skills
- problem-solving skills
- awareness of career possibilities
- Change and continuity
- Cause and Consequence
- Source evaluation and analysis
- Interpretations of the past
Year 9 is the first year of GCSE and it is the first year through for the new AQA GCSE History. It is an exciting opportunity to develop skills through the study of breadth and depth Histories.
We do this through a development study on The People’s Health. This is on paper 2 of their exam in year 11 and give pupils a broad understanding of key concepts over time. Pupils’ arguing, explanation and analysis skills will all be developed and challenged.
‘The People’s Health’
This is the breadth topic on the ‘Shaping the Nation paper’. It looks at how Medicine has developed over time- the key developments and the individual genius’s involved, as well as the factors that have impacted and been significant in driving forward medical progress.
Medicine Stands Still
- The Ancient Greeks-, the theory of the four humours and the work of the "father of medicine", Hippocrates
- The Romans-, their public health system and the work of Galen, the famous doctor who was followed for 1500 years. The fall of the Roman Empire.
- Medicine in the Islamic world- Rhazes and Avicenna
- Medieval medicine- why things suddenly got worse, Medieval church hospitals and the Black Death
The Beginnings of Change
- The Renaissance- Vesalius, Pare and Harvey, the advancement of medical knowledge
- The Plague
- Quack doctors and treatments.
- Edward Jenner and the discovery of Vaccination
A revolution in Medicine
- Louis Pasteur and Germ theory
- Robert Koch and the development of bacteriology
- Paul Ehrlich and the first chemical cure for disease
- Alexander Fleming, Howard Florey, Ernst Chain and the development of Penicillin
- 19th Century Surgery- the problems of pain, infection and bloodloss
- James Simpson and the development of anaesthetics
- Joseph Lister and the development of anti-septics
- Karl Landsteiner and blood groups
- Gillies and McIndoe- Plastic surgery
- 19th century public health and its problems- Chadwick, Snow and the move towards sanitation.
- The development of the NHS
- New diseases
- Antibiotic resistance
- Keyhole surgery
- Lasers and radiation therapy
- Costs issues and health care choice in the 21st Century.
- 24th Aug 2017: Good luck to all the year 11s getting their results today! 🎉🎉🎉👍👍👍


Jeffrey Wu October 10, 2019 Uncategorized
Children’s education takes place in a classroom with a fair amount of structure. Lessons are issued on paper via assignments, tests and other written course work. Coloring sheets, books and pages can be integral in preparing kids for the more structured work on paper ahead of them.
Coloring can have a profoundly therapeutic and calming effect on children as they shift their focus to concentrate on finishing their picture. This peaceful activity can provide an outlet for processing emotions and take the focus off challenging situations. Filling in the spaces with color on a printed page helps children to recognize hue, perspective, shape and form as well as giving them an opportunity to explore different color combinations.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Sense of Pride and Achievement: We need to give young children every opportunity to gain self-confidence and a sense of self-worth. If they can create something that is aesthetically pleasing, then this will help in the positive development of their personality.
It’s well documented that using light-emitting electronic devices prior to going to bed delays the circadian clock and suppresses levels (a sleep-promoting hormone) which results in more time required before falling asleep. Most of us are guilty of using such devices in the evening so if sleeping is an issue, replacing devices with coloring books can be beneficial.
Coloring is also calming and therapeutic for kids, especially if they have no other outlet for unpleasant or confusing emotions. Even kids who fall into the “normal” range of emotional health can benefit from processing their feelings, frustrations and emotions though the simple but profound act of coloring. Most kids love to color, and it turns out it’s more than just a recreational activity. It can also foster physical and psychological development in a range of areas. Get your kids started with coloring as early as possible, and you’ll contribute to a lifetime of positive benefits.
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Not only the sense of beauty and taste of the mere hope of nature, but also through an integrated system and standards and forms and symbols and buildings and interactive drawings and behavior, in order to refine the student's personality in all aspects of mental, psychological, social and physical Etc. Also to increase aesthetic awareness, aesthetic taste, Aesthetics in order to prepare a promising generation to interact with life in a positive and taste that helps creativity and innovation. As social anxiety is a widespread psychological disease, it has become a remarkable phenomenon in the present age due to the complex and difficult circumstances that the student experiences in particular. It requires him to perform various social roles to satisfy his needs with success and excellence in order to achieve the highest levels of utilization and development To community requirements. The art plays a major role in the student's life, which serves as a main language through which ideas and feelings are transferred to the outside world. Freud has conducted studies on the nature of art and its ability to embrace its psychological feelings directly related to the subconscious. In order to find solutions to psychological and social problems using the arts as a method of treatment, whether psychologically or socially. (Yami, 2000, p. 10) In this sense, the art education is concerned with social anxiety as a manifestation of the behavior that relates to the aesthetic response. Therefore, the present study came in an attempt to answer the following question? What is the relationship between aesthetic response and social anxiety among middle school students? In order to achieve the research objectives, the researcher put the following zero hypothesis: There was no significant correlation between (0.05) between the aesthetic response and the social anxiety among students in the preparatory stage. The researcher used two tools: the aesthetic response scale and the Hijazi scale for social anxiety. The two measures were applied to the sample and the researcher obtained the following result: There is no relationship between aesthetic response and social anxiety The researcher recommended: the allocation of hours of guidance in which the dialogue and educational and psychological discussion directly to know the concerns and suffering of students, and work to broadcast the spirit of hope and optimism in them. It also suggested conducting a study on aesthetic response and its relation to artistic expression among middle school students. (Published Abstract)
للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) :
حسان، نجلاء خضير. (2018). الإستجابة الجمالية وعلاقتها بالقلق الإجتماعي لدى طلبة المرحلة الإعدادية . مجلة كلية التربية الأساسية. مج. 24، ع. 102 علمي، 2018. ص ص. 351-368 تم استرجاعه من search.shamaa.org .


With our study skills program, your child gets the individual help he or she needs at the personal pace that works best. We will work on study skills, with your child, in context with his/her school work. Depending on needs, our program covers the following skill sets:
- Study strategies to become an independent and effective student.
- School time management tips and organizational habits to better manage time and responsibilities.
- Active reading strategies, including reading comprehension strategies, to read better in every class.
- Active listening strategies and presentation skills to communicate clearly.
- Effective note taking strategies and how to use study tools, such as flash cards and color coding, to study efficiently and improve test scores.
- Test taking strategies to take tests and quizzes with confidence, tackle different types of tests and manage testing anxiety.
- How to research effectively, such as learning how to research a topic, evaluate sources and write a bibliography.
- How to write effectively, such as mastering all the steps of the writing process.
- How to be safe online, such as learning how to locate, evaluate and share digital information responsibly and other tips on how to be safe on the internet.
- Give your child the study skills tools he/she can carry through their academic career.
- Teach strategies to make assignments, projects and studying for tests and quizzes much more manageable.
- Instill positive behaviors and attitudes..
We will work with your child in-home, at the library or online.


October 2, 2009
General Studies Taskforce
October 2, 2009
10:30-12:00 WC 260B
1. Notes from last meeting were reviewed, no changes or corrections
What is the purpose of a general education program?
- develop intellectual and practical skills
- foundational, integrative, summative...laying the foundation, integrate the major
- common knowledge that all students are exposed to
- foundational knowledge with practical skills
- civic engagement, global education
- integrate skills and understanding
Foundation skills should teach basic concepts and scientific methods; common knowledge.
Skills and knowledge of a college educated person. What is a college education supposed to provide? What is society’s perception of a college education?
We need to make the distinction between common knowledge and foundational knowledge.
What would serve the students best?
Can we be a preeminent institution before being adequate?
Foundational skills: learn how to write, speak and do math.
Do we need a narrower core selection?
Should students be allowed to test out of general education courses?
Should they have to take courses that are mostly a repeat of what they’ve already learned?
Level I courses prioritize skills learned.
Level II courses prioritize knowledge gained.
Have the basic skills courses been taken? Can they be integrated with other classes? Do skills have basic standards competency levels?
The committee agrees that the current program is too broad. This prevents faculty from expecting specific knowledge and building on it.
There is a need for better initial testing and advising.
Suggestion: There is a need to trim some classes and to steer students into the courses they need. Students would get a choice of A or B or test out and take a different course. For example, if they test out of American History, then they would take World History.
More focused content that will require cutting down and establishing courses that people need in today’s society.
Strong advising and ability to test out of courses and the advising support to steer them into other courses.
Establish, with clarity, what is a general studies course. Need a more focused content with basic knowledge that all departments can develop from.
What is the role of the general studies committee of the Faculty Senate?
They are tasked with getting word out and to convey information to the faculty. Also, in bringing concerns and information from the faculty to this taskforce.
Learning Outcomes. When we develop learning outcomes it will become evident that General Studies needs to be (or not) more focused.
What is needed for the major?
The results of the survey completed by the faculty last Fall indicates the top 10, which are skills. Is a survey needed to determine what faculty consider to be common knowledge we should be teaching the students?
What information and when do we give information out to the faculty?
Concern: How much information do we give to the faculty and when?
Suggestions: Let them know that the taskforce is looking at the survey results and working on the learning outcomes that address these.
Draft email to send to faculty:
Based on what we have learned from the survey, we are working on developing a draft of learning outcomes to send to you for feedback. These are questions this committee has been grappling with.
Attach the names of the Faculty Senate General Studies Committee and the General Studies Taskforce Committee.


The Creative Arts Key Learning Area of study that the students experience at St Patrick’s Catholic School is guided by the NSW Board of Studies K-6 Curriculum.
The Creative Arts Key Learning Area covers:
– Dance, and
– Visual Arts
At St Patrick’s students across infants and primary school are involved in a range of activities and experiences with at least 90 minutes per week allocated for Creative Arts.
Our Music program is inclusive, recognising that every student has the ability to participate in and appreciate music. Through exposure to various forms of music and the nurturing of their music skills each individual’s musicianship is developed. A typical music class has an emphasis on identifying and interpreting musical concepts through singing, moving and playing. Students are exposed to a range of musical repertoire through listening, participating, composing and improvising.
We utilise a range of tuned and untuned percussion instruments in our hands on approach to music at St Patrick’s. Our ‘Keyboard Room’ provides the opportunity for students to further their musical notation and musical literacy skills as they compose and play their own music.
At St. Patrick’s, we actively seek out opportunities to broaden our students exposure to quality music programs and events. Through partnerships with professional musicians, we are able to provide students with exposure to high quality performances and interactions. These partnerships include: Master Drummer Craig Morrison (Kids on Congas), Soprano Angela Brewer (Coast Opera Australia) and the NSW Police Band
Extra-Curricular Music Opportunities
We also offer a range of extra-curricular music opportunities for our students. please follow the link: https://www.spegdbb.catholic.edu.au/learning-teaching/extra-curricular-music/
The Benefits of Music Education
Active participation in the ‘Creative Arts’ has been proven to enhance students ability both academically and socially. Through being creative and composing, students are using and extending their imaginations, opening themselves to a world of possibilities, thinking critically, expressing their thoughts and opinions and broadening their experiences Australia Council 2014
When you listen to music, multiple areas of your brain become engaged and active. Neuroscientists have found that the artistic and aesthetic aspects of learning to play music are different from any other activity, and that those who were exposed to a period of music learning showed enhancement in multiple brain areas, compared to others.
Please find the link to this TED Talk: How playing an instrument benefits your brain, Anita Collins, TED -Ed


Computers are now part of everyday life. For most of us, technology is essential to our lives, at home and at work. ‘Computational thinking’ is a skill children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The national curriculum for computing has been developed to equip young people in England with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. E-Safety has become compulsory in the new curriculum ensuring that all pupils are taught how to respect themselves and others in the digital world. This has been something that Corsham Regis has had as standard practise for some years now.
Through the programme of study for computing, they will learn how computers and computer systems work; they will design and build programs; develop their ideas using technology and create a range of content. We aim to teach pupils how to use the computer hardware and software confidently and access a range of media to support their learning in other areas of the curriculum.
This is a really exciting time to be a pupil at primary school. The opportunities that advances in technology will bring to our pupils as they grow up are hard to imagine. The curiosity, creativity and courage that are nurtured in them now should endure as they move on through education and into adult life.


Earlier this year I shared WriteReader – a fantastic web-based platform that works through your Chrome browser. WriteReader is an English Language Arts and ELL early literacy designed for K-5 student authors. With WriteReader children can become student authors by creating their own books while learning how to read and write. The phonics supports built into this tool can support early literacy development. The idea behind WriteReader is to give kids the opportunity to learn through creation and exploration of their own interests.
6 Reasons to Use WriteReader with K-5 Student Authors
- WriteReader lets kids publish, share and print their books to become student authors. It’s a great tool for teachers looking for hardcopy versions of students’ digital products. Students can write about topics that are important to them to increase authenticity in their written language.
- With WriteReader kids experiment with written language. This tool lets students write before they can spell, making it easy for children to jump into storytelling without having to worry about spelling
- Giving students an audience can help engage parents, grandparents, family members and friends in their writing activities. WriteReader lets student authors shine and create a shareable piece of work.
- The user-friendly tools built into WriteReader can foster independence in elementary school-aged students. Kids can compose their stories in an online platform designed with them in mind.
- WriteReader can be used as part of collaborative lessons where students are asked to create stories in pairs. Kids can come together around shared interest and produce a book in collaboration with a fellow student.
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UNESCO will award its Literacy Prizes on 7 September on the eve of International Literacy Day, celebrated every year on 8 September. The theme chosen for 2018 focuses on literacy and skills development.
Earlier in the day, an International Conference on Literacy and Skills Development will bring together stakeholders and decision-makers from all over the world to examine how integrated approaches to literacy and skills development can help close the literacy gap and improve learners’ ability to meet the needs of today’s increasingly globalized and digitized employment market.
Globally, at least 750 million people still lack basic literacy skills. Two-thirds of the people concerned are women and 102 million of them are youth aged 15 to 24. At the same time, many of the 192 million unemployed worldwide are unable to find a decent livelihood due to the lack of foundational skills, including literacy, and failing to meet the skill demands of the rapidly changing labour market.
These challenges are at the heart of this year’s International Literacy Day, which will seek to identify effective, combined approaches to literacy learning and skills development so as prepare and support life-long learning, improve lives and livelihoods.
“It is through literacy that every one of us can become the master of their destiny,” declared Director-General Audrey Azoulay. Acquiring this fundamental skill marks a first step toward freedom, liberation from social and economic constraints. Literacy is the cornerstone of individual and collective development. It helps break the vicious circles of social and gender exclusion.”
“While considerable progress has been achieved in recent decades,” she adds. “We have yet to create a world in which every individual disposes of the basic skills they need. UNESCO is committed to working on the redefinition of literacy policies to foster innovative educational practices. On this Day, I invite all the actors in education and beyond to commit themselves to bringing us closer to the achievement of full literacy.”
The International Literacy Prizes ceremony will celebrate the laureates and their programmes, examples of best practices in advancing literacy and skills development:
The two UNESCO King Sejong Literacy Prize awards for mother-tongue literacy education and training, sponsored by the Republic of Korea, will be given to:
- Accelerated Education for Marginalized Women and Girls (Afghanistan), a programme created by Aid Afghanistan for Education immediately after the Afghan war to provide learning opportunities for women and girls outside of the formal school system. It gives people a second chance to complete their high school education and vocational training enabling them to find work or establish their own businesses.
- Programa Aprender Siempre (Uruguay), a programme by the Ministry of Education and Culture of Uruguay that offers flexible citizenship education to prisoners in a framework of lifelong learning, along with literacy and technical and vocational education and training.
The three awards of the UNESCO Confucius Prize for Literacy, supported by the Government of the People’s Republic of China, rewarding work that benefits rural populations and out-of-school youth, particularly girls and women, will be given to:
- Consolidated teaching of literacy and ICDL (International Computer Driving License) basic computer skills (Iran), a programme by the Literacy Movement Organization, which promotes literacy and computer skills for children and adults, focusing on women and girls in rural areas, minorities, factory workers, and people in detention.
- National Open University of Nigeria - Nigerian Prisons Study centres and inmates General Education Programme (Nigeria), a programme of the Nigerian Prisons Service that seeks to change attitudes, values and behaviours through literacy, and technical and vocational trainings for inmates to facilitate their social reintegration.
- Spanish as a second language for adult immigrants (Spain), a programme by The Foundation Elche Acoge that promotes social and workplace integration for immigrants, through Spanish classes and other activities that improve language and skills learning.
Media Accreditation: Djibril Kebe, UNESCO Media Section, firstname.lastname@example.org, +33(0)14681741
New stories about literacy and skills development will be posted regularly on the International Literacy Day website until 8 September
follow us #LiteracyDay and @UNESCO, for literacy updates


Some animals, like rats, learn linguistic patterns better than humans can.
It’s a simple word with a strange history.
The word 'OK' has only been around for 180 years, but it's become the most spoken word on the planet.
Drawing of a ‘bogan doll’ which featured in a 1984 edition of a student-produced Xavier College magazine Sursum Corda.
A 1984 magazine produced by students at Xavier College contains the earliest known reference to the word 'bogan' as we now understand it.
Instead of overreacting to minor slights, it’s healthier to just say, ‘pyt.’
Pyt doesn't have an exact English translation, but there's a rich strain of psychological research devoted to its benefits in everyday life.
What to write to get that next grant?
Grant abstracts with more words, more complex language and more storytelling tend to earn more money – even if that's not exactly what funders say they'd want.
Why do some words sound pleasant to us, while others provoke disgust? Learning a new language can help us find out.
Probably the most famous 'Welsh' word, 'cwtch' is the perfect example of a dialect term.
Pharmacy or marijuana dispensary?
Scott Sonner/AP Photo
Marijuana has a rich linguistic tradition. But drive by dispensaries like 'Advanced Medical Alternatives' or 'Alameda Wellness Center,' and you might think you’re passing the office of a physical therapist.
Edward Hopper’s ‘Office in a Small City’ (1953).
Although loneliness may seem timeless and universal, the word seems to have originated in the 16th century,
A grand monument to love.
A loving relationship may be a unique mix of different 'flavours' of love.
Wes Mountain/The Conversation
'Milkshake duck', a word created in 2016 on Twitter, is the Macquarie Dictionary Word of the Year. Efforts to coin new words have a long history and were particularly in vogue in the 1980s.
World map of linguistic families / Wikimedia Commons
Evolutionary biologists ask very similar questions about species to those asked by linguists about languages.
Everyone sees them all, but we don’t all give them the same distinct names.
People across the globe all see millions of distinct colors. But the terms we use to describe them vary across cultures. New cognitive science research suggests it's about what we want to communicate.
Research has typically found that shared reading experiences are highly beneficial for young people.
There are benefits to shared reading long after children can read to themselves, so how long should you read to your children?
Bobex-73 via Shutterstock
A recent study uncovered the words that people find the funniest. But humour differs between men and women in surprising ways.
The Oxford English Dictionary overflows with words that have been created (most during the 1800s) to tilt at governments of various sorts.
Here is a handful of extremely useful expressions with political application which have fallen by the wayside, but remain apt and adept today.
Browne's skull and books.
Thomas Browne is now better known for his literary work but in his own time was legendary as the greatest – and first – scientific populariser.
Phonics helps teach children how to merge separate sounds together to make it one word.
Phonics instruction gives children letter-sound knowledge, a skill that is essential for them to read unfamiliar words by themselves.
How many colors in your language’s rainbow?
Eye image via www.shutterstock.com.
New research investigates how people sequentially add new color terms to languages over time – and the results hold surprises about assumptions linguists have made for 40 years.
Balga is the Noongar name for the grass tree - seen here in the Flinders Ranges.
Words from 100 Indigenous languages are in the new edition of the Australian National Dictionary – reflecting a heightened interest in Aboriginal and Torres Strait Islander culture.


In a negotiation, it’s very important to know when to speak, when to ask and when to listen. Here students rank and discuss the stages of negotiation, do a reading activity and look at negotiations vocabulary, examine question types, then finish with a role play to practise clarifying, summarising and responding.
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How can you support a child’s development by helping them with their numeracy skills at home?
Parents often worry about their child’s first day at school and how they can help to make it a positive experience.
There are many reasons why it is a good idea for parents to work together with teachers to support children at school.


A major symphony orchestra on the world scene, the National Symphony Orchestra of Ukraine is the leading symphonic organization of the nation of Ukraine. It became the most-recorded orchestra located in any former Soviet territory.
Ukraine (Ukraina in the Ukrainian language) is a large nation located in the south-western part of the former USSR territory. Until the rise of the Dukes of Muscovy it was the most important territory of theRead more groups of Slavic peoples known generally as Russians. It was a leading center of Orthodox Church music and developed its own early Baroque style and its own folk music. The Ukrainian Cossack state and Muscovy were politically united in 1654 and Ukraine remained dominated by Moscow until 1991. During this period, Ukrainian music declined as the best musicians and composers tended to go to the national capitol of Moscow or St. Petersburg.
Even so the capital, Kiev (Kjiv), became a center of music education and one of the first places in Europe to have a long-established municipal symphony orchestra, the Kiev Municipal Orchestra (1704-1865). A music school founded in 1868 survived until 1912 and is famous as the teaching home from 1875-1893 of Otakar Sevcik, one of history's great violin teachers. The school became the basis of an orchestral conservatory in Kiev. A Kiev Opera was founded in 1867.
Following the November Revolution in Russia of 1917, a Council of Ministers was established in Ukraine. It founded a Ukrainian symphony orchestra in 1918, with Oleksander Horilyj as conductor. It took part in the generally adventurous tone of Soviet music in the 1920s, but faltered when Stalin disapproved of musical modernism, and practically died out during the general starvation in the Ukraine in 1931-1932, in which it is estimated that seven million Ukrainians died.
Stalin's Soviet Constitution reorganized the USSR into quasi-independent Union Republics, including Ukraine. Under this governmental arrangement, the symphony was renamed in 1937 the Ukrainian State Symphony Orchestra, with Nathan Rachlin as Artistic Director from then to 1962. Under his direction, the orchestra gained national respectability, though its quality was kept down by the fact that the best players were siphoned off to the national orchestras of the USSR. In addition, operations of the orchestra were drastically affected by the German occupation of Ukraine, during which another seven to ten million Ukrainians died.
After 1962, Rachlin was succeeded, in turn, by conductors Konstantin Simeonov, Stefan Turchak, Volodymyr Kozhuchar, Fedir Hlushchenko, and Igor Blazhkov. It continued to get less international recognition or financial support than the major orchestras of Russia.
After 437 years, Ukraine regained its independence in 1991. In recognition of this fact, the orchestra voted in 1994 to rename itself the National Symphony Orchestra of Ukraine (NSOU), and promoted its Principal Guest Conductor, the American Theodore Kuchar, as Principal Conductor and Artistic Director. He undertook a firm commitment to improving the quality of the ninety-eight-member orchestra, to the point of buying supplies such as strings, rosin, and woodwind reeds, even though Ukraine's economic troubles made his salary the equivalent of $200 a month. He also made an arrangement with HNH Records, the world's largest company in terms of international sales of classical CDs, to record for its labels Marco Polo and Naxos. Kuchar and the NSOU produced fifty CDs before he stepped down in 1999, including copious amounts of Ukrainian, Russian, and American music, much of it little known.
Since April, 1999, the NSOU's Chief Conductor has been Volodymyr Syrenko. The orchestra plays in the acoustically excellent Mykola Lysenko Hall in Kiev, and has frequently toured in Europe, Australia, and Asia. Read less
There are 10 National Symphony Orchestra of Ukraine recordings available.
Select a specific Composer, Conductor or Label or browse recordings by Formats & Featured below
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