The Primary Program at BASIS International School Bangkok offers an unmatched learning experience for students as they begin to fully embrace a variety of subjects and their inter-connectivity. This program is uniquely defined by the emphasis on connections between subjects as well as the teaching partnership present in grades 1–4.* Students have different Subject Expert Teachers (SETs) for every core class paired with a Learning Expert Teacher (LET) shepherding the learning environment as they move from each SET’s classroom to another with their LET.
Grades 1 through 4 Curriculum
Starting in Grade 1, BASIS Curriculum students are no longer in a self-contained classroom for a full-day. In every subject, students work with a Subject Expert and Learning Expert teacher.
Our Primary School curriculum (Grades 1 through 4) was developed through collaborative work within the BASIS Curriculum Schools Network by teachers with deep subject knowledge, and elementary education experts with diverse teaching experiences.
Subject Expert and Learning Expert Teacher Model
The BASIS Primary School Program has a unique educational model that enables students to rapidly master content knowledge. Two teachers work in tandem to introduce and reinforce skills and knowledge that accelerates the learning process.
The Subject Expert Teacher (SET) is a teacher who specializes in the subject that they are teaching, many of whom have advanced degrees in the field they teach. These teachers bring the depth of content knowledge and passion for their subject material that ignites student’s interests.
The Learning Expert Teacher (LET) is a teacher who specializes in educational pedagogy. The role of the LET is to ensure that students understand what they are being taught and that each individual student is working to the best of his or her ability. The LET travels with the students throughout the school day as they move between subjects.
The synergy of the SET and LET facilitates a rapid transition from instruction of foundational skills and knowledge to independent thinking and active learning.
Spiraling Curriculum and Connections
The BASIS Curriculum has been designed to link subject matter across content areas and grade levels. This approach teaches students that the ability to combine information and methods among various content areas is a powerful tool necessary to understand and change the world. To help reinforce concepts and master subject material, our curriculum is designed to revisit core concepts as students progress through the school year. This spiraling curriculum ensures a thorough understanding of the content within each subject.
Emphasis is placed on making connections between subjects by reiterating key concepts throughout the curriculum fostering the move from acquisition to application of knowledge. A key element of this is the Connections Class (Grades 1-3) taught by the LET in which students synthesize the information they have been learning throughout their various subjects in a project based group setting.


I’m not going to lie, i’m a little bit sentimental about the “birth” of this curriculum! It has been a LONG time coming!
Each unit contains everything you need to teach an effective and engaging whole group literacy block, including phonemic awareness, reading comprehension, writing, vocabulary, phonics, and crafts – all you need to add is the books!
What does a typical unit look like?
Each unit contains 4 weeks worth of materials (except August/September which contains 6 weeks). Each week will focus on one text you will do a close read on as a whole class.
Why a close read? By focusing on one book a week, but reading it for different information and thinking about it in a different way, students really get to know the text and can really focus on the reading comprehension strategies they are practicing each week.
NOT every week will look the same, though! In the August/September unit, most of the weeks focus on the same comprehension skills to build a routine, but by the 6th week, the strategies change as nonfiction text is also introduced. In the October unit, students some of the comprehension skills will stay the same, but 1-2 will be different each week.
Each week, you will have a week overview and 5 days worth of lesson plans. These lesson plans offer easy ways to differentiate for K/1 (or for your higher/lower students).
Each week generally contains 4 vocabulary words students will focus on and one day a week is generally dedicated to working with that vocabulary.
You are given two options for these vocabulary cards to make it easy for you! You may also choose to just print the picture and word card and let the students generate the definition using context clues in the text. For kindergarten, this is a skill I would introduce later on in the year.
This is one of the fun phonemic awareness activities included for kindergarten! I can’t take credit for this idea, but I can guarantee that students LOVE this game!
These are an example of one of the comprehension skills covered – making predictions. You can see how the pages might be different for kindergarten or first, but the skills stay the same. If you have students at different levels in your classroom, you could also use these to differentiate their work.
Phonics is also differentiated for K/1. In the August/September unit, kindergarten will focus on being introduce to the letters and reviewing the letters. In October, they will focus on reviewing letter sounds, working with beginning sounds, and learn medial vowel a.
First grade will focus on all of the medial vowels and cvc words in August/September. In October, they will focus on word families. Their word work generally contains one paper activity or interactive board activity per day and a short assessment/check in for Fridays.
Interested but still not completely sure if this is for you?
Try the first week FREE for a limited time!
I’m interested! Where can I find this?
BUT you can also save a HUGE amount of money by getting the growing bundle! This bundle will be $25 (a $102 value) through Friday only as well. Right now it contains the first 2 units, but each additional unit will be added at least 2 months before the actual month.


This Sentence Analysis kit (42 pages of work) covers the proper sequence of sentence analysis for grades fourth through sixth. It includes work on one subject and one predicate; two subjects and one predicate; two subjects and two predicates; one subject, one predicate and one direct object; two subjects, one predicate, and one direct object; two subjects, one predicate, and two direct objects one subject, one predicate, one direct object, and one indirect object; the following adverbial modifiers: time, place, cause, manner, purpose, source, accompaniment, and instrument; subject compliments: predicate nominatives and predicate adjectives; appositives; attributive adjectives; and complements of specification. This kit includes a wooden set of sentence analysis pieces to be used in analyzing sentences (22 pieces), a journal, and an answer sheet. There are illustrations so you can help your child or student with the work if needed.
This educational kit was made with love by a certified Montessori teacher of 18 years. I am certified in Early Childhood Education (preschool and Kindergarten), Elementary Education I (grades 1st to 3rd), and Elementary Education II (grades 4th to 6th). I have worked as a lead teacher in all the above grades, Montessori teacher trainer, dance director, and Parent Education director. I hope you enjoy this kit as much as I enjoyed making it.I created the ABC Crate LLC so that I could share the joys of Montessori lessons and philosophies with all who seek wonderful lessons for their little ones. I have many more kits to come ranging from preschool to middle school.Feel free to drop a note about which lessons you would like sooner. ABC Crates are great for Home School programs, parents seeking support material for the home, and for teachers to use in their classroom.My website is abc-crate.com and my email is email@example.com.


Situated in the eastern Caribbean Sea, Saint Lucia is home to 185,000 people. Almost 40 per cent of them (68,000) live in the capital, Castries City. The island country’s official language is English, but French patois, which merges elements of French with languages such as Yoruba and Igbo, is also widely spoken, particularly in rural areas.
Saint Lucia’s government considers education to be key to economic prosperity, cultural cohesion and democratic governance. The developing economy has 14 per cent of its annual budget allocated to education. Furthermore, education is seen as a lifelong process with learners at the core. A lifelong learning perspective is integrated into various policies and national education plans, e.g. the Literacy Development Plan and the Education Sector Development Plan 2015–2020.
One of the main challenges that Saint Lucia faces is a high level of unemployment (20 per cent in 2016, according to the United Nations Development Programme) and underemployment. Therefore, great importance has been attached to human resource development and technical vocational education and training (TVET), specifically for vulnerable youth and adults, so as to better match skills with labour market needs. Two examples of this are: the Information Communication Technology Skills Development Programme, which provides certified training to unemployed young people between 17 and 35 years of age, and the National Enrichment and Learning Unit, which trains more than 1,000 graduates annually in subjects such as information technology, languages and community education (e.g. human relations). In addition to government interventions, institutions such as the Sir Arthur Lewis Community College also contribute to continuing education and the promotion of youth and adult learning, by offering mathematics, English and various other training courses for industry and government.
Recently, UNESCO conducted a TVET policy review on behalf of the Saint Lucia government, suggesting a national TVET policy framework for the country. The review emphasized the importance of a demand-driven provision of TVET, efficient data collection by all stakeholders, as well as a central repository for TVET information. The review outcomes are expected to strengthen governance, access, quality and financing for the TVET system in Saint Lucia, which will hopefully promote the skills development of citizens, and, ultimately, the sustainable growth of the society.
UIS (UNESCO Institute for Statistics). Saint Lucia. Available at: http://uis.unesco.org/country/lc [Accessed 14 March 2017].
UNDP (United Nations Development Programme) in Barbados; OECS (Organisation of Eastern Caribbean States). 2016. About Saint Lucia. Available at: http://www.bb.undp.org/content/barbados/en/home/countryinfo/saint_lucia.html [Accessed 20 March 2017].
UNESCO (United Nations Educational, Scientific and Cultural Organization). 2017. TVET Policy Review: Saint Lucia. Available at: http://unesdoc.unesco.org/images/0024/002474/247494e.pdf [Accessed 14 March 2017].
Government of Saint Lucia. Education Sector Development Plan 2015–2020. Available at: http://www.govt.lc/media.govt.lc/www/resources/publications/education-sector-development-plan-2015-20200.pdf [Accessed 14 March 2017].
Caribbean Regional Communications Infrastructure Programme. Available at: http://www.carcip.govt.lc/ [Accessed 14 March 2017].


"I know, because I have experienced." ~ Emile Jaques-Dalcroze
We attended a session led by Dr. Kathryn L. Evans about incorporating Dalcroze, Orff, and Kodaly methods into the classroom. Led by Dr. Evans, we as a group collaborated to create concise definitions of each practice. We concluded that the Dalcroze method is primarily characterized by movement and the embodiment of rhythm to improve musical ability. The Orff method involves games and experimentation through play. With the Kodaly method, the focus is on music literacy. The common thread linking these three approaches to music education is the idea that music is essentially a kinesthetic learning experience.
Throughout the session, Dr. Evans introduced a wide variety of activities that can be used to incorporate D-O-K techniques into the music classroom or choral activities. We began with an attention-grabbing game similar to Simon Says called "Poison," in which the teacher intones a musical phrase that is dubbed the "poison" phrase and cannot be repeated. The teacher asks the students to reproduce pitch patterns or rhythms as they hear them, but if the "poison" pattern is presented and a student repeats it, then they are out. Another game we played was the "question and answer" game, in which the teacher sings a musical question (ending on a weak cadence) and asks the students to come up with an answer that adheres to a specific guideline (such as "It must end on DO"). Each student must use their musical creativity to compose a short phrase, and individuality is encouraged.
We also discussed multiple ways to utilize solfege, Kodaly, and Curwen hand signs with students. Dr. Evans led us in various exercises that incorporated both diatonic and chromatic hand signs, and she introduced multiple tools that can be used to enhance students' musicality. One such tool was the "texting stick," which can be useful to both visual and kinesthetic learners. (See attachment below for details.)
We participated in a number of activities that focused on phrasing. One was the "rainbow ring," which involved a group of students pulling and stretching a large scrunchie-like band to show their interpretation of the shape of a sung phrase. Another exercise required us to pair up and sing up and down a scale, leaning in toward each other on the highest notes. The purpose of this activity is to help students embody the peak of the phrase.
Dr. Evans also shared examples of tools that can be used to explore Kodaly stick notation. One example she highlighted in particular was the "heartbeat kit." Her reasoning behind the name stems from how a human's heartbeat may vary in tempo, but always needs to beat consistently to stay alive. This is directly applicable to notation.
For much of this session, we were all up and moving around the room. We enjoyed playing a game called "find the bird," where we were asked to move around the room in a way that reflected the mood of Dr. Evans' improvised piano accompaniment. As we were moving, Dr. Evans would suddenly stop playing the accompaniment and instead play a two-note pattern that resembled the sound of a coo-coo bird. We would then be asked to identify whether the bird was hiding up high or down low, depending on the register of the sound. She also discussed the use of the "rhythm in the hands, beat in the feet," an activity commonly associated with Dalcroze Eurhythmics, to practice mixed meter. We marched around the roomed, stepping quarter notes and clapping eighth notes until Dr. Evans asked us to stop and do the inverse. This requires quick thinking on the students' part and helps them to develop an internal sense of pulse.
We thoroughly enjoyed this interactive session, and we now have some additional teaching tools to experiment with in the future. Attached is Dr. Evans's handout from the session!
-Caitlin Walton, IC ACDA Secretary, & Juliana Joy Child, IC ACDA Treasurer
Welcome to our site!


In the past few years, the world has changed considerably because of changes in the way people communicate. Because of this, nations and continents are moving together, not only economically and through increased travel, but also culturally. For all kinds of music-making, this means acquiring influences in the most eclectic of ways!
This is exactly what the workbook presented here is intended for: expanding the horizons of music education. The short duets by composers from all parts of Latin America are characterized by the vibrant rhythmic tradition of those countries and give special insights into new music from this part of the world. They are meant to complement elementary music education and bring a delightful ray of sunshine to traditional methods of music education. It is especially practical that these pieces can be easily taught in groups and are greatly suited for music-making families.
If these short chamber music pieces end up whetting your appetite for music from the other side of the Atlantic, then our idea of “musical globalisation” has been successful!


Mexican Jumping Bean Moth Video for Kids
Mexican Jumping Beans
Mexican jumping bean is a very special type of bean that can be very fascinating to watch. These beans are the seed pods of a shrub found in Northern Mexico and the south western United States. These seed pods contain moth larva, undeveloped young insects. Laspeyresia saltitans, a small gray moth, inserts its larva into the seed capsule by laying eggs on the plant of genus Sebastiana. When the eggs hatch, tiny larvae bore into the immature green pods and begin to devour the seeds. These larvae move inside the pod and that is why these beans appear to jump around.
Quick Facts: –
- The Mexican Jumping Beans are mainly found in the mountainous regions of the states of Sonora, Sinaloa, and Chihuahua.
- When the stems of Mexican jumping bean shrubs are cut, it exudes a toxic milky sap. It was used by many native Indian tribes to poison the tip of their arrows.
- These jumping beans become active when they are exposed to light or heat.
- The bean starts to jump when the tiny larva inside curl up and uncurl. It hits the capsule’s wall with its head.
- The beans were used in many cartoons in the period between 1930s and 1950s.
- By summer, the jumping bean shrub capsules divide, break open, and the seed is released.
- The Mexican Jumping Beans are usually only sold seasonally, from July to September.
- The scientific name for these jumping beans is Frijoles saltarines.
- Only pods without jumping larvae develop a seed and, later, a plant.
- In their natural environment, monsoon weather tends to keep them plenty hydrated.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts for Kids about Mexican Jumping Beans ." Easy Science for Kids, May 2020. Web. 27 May 2020. < https://easyscienceforkids.com/mexican-jumping-bean-moth-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Facts for Kids about Mexican Jumping Beans. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/mexican-jumping-bean-moth-video-for-kids/
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Designing university entrance arrangements presents a “vexed policy problem”, according to a new report from the Productivity Commission.
The report looked at students who went to university as a result of the demand-driven system (DDS) — implemented between 2010 and 2017 to increase domestic student numbers and give under-represented groups more access to higher education.
The expansion in university places had advantages over previous policies that “severely rationed access”, the report said, but “results were mixed”.
Higher education was more accessible to some disadvantaged students, and more than 40% of additional students attracted through the DDS had graduated by the time they were 23, according to the study. These graduates eventually obtained managerial and professional roles at similar rates to other students.
While students from a low socioeconomic background and ‘first in family’ students were more likely to participate in higher education, participation ‘gaps’ remained – and may have widened – for Indigenous, regional or remote students.
Many of the additional students did not succeed academically, and identifying those most likely to benefit from university is difficult.
Productivity Commission Chair Michael Brennan said governments and universities must move towards a “mass participation model”.
“Our report doesn’t make specific policy recommendations, but it certainly points to areas where improvement is needed, regardless of whether or not funding is demand driven,” he said.
Policy challenges that have emerged from the DDS include:
- How governments effectively tackle the growing number of students who perform poorly, so they can succeed at university and meet the growing skills demand in the economy.
- The lack of incentives for universities to change, despite enrolment practices and student support helping student retention. Such incentives could reduce standards or discriminate against groups who are more likely to drop out, and rigid requirements for entry and support ignores the diversity of students and universities.
- Improving access for remote or regional students has proven resistant to policy, despite them having the same academic ability to metropolitan students.
- University is not for everyone, but flaws in the youth labour market and the vocational education and training system have made the alternative options less viable.
“The chance of a university education has been transformative for many, setting them on a path to better economic prospects. But it is also costly — to students as well as taxpayers,” Brennan said.
“The university sector needs to be motivated by informed choice much more than enrolling large numbers of students, bringing a stronger focus on student outcomes, quality teaching and support.”
The report suggested that in a continually expanding system, some of the lessons from eight years under the DDS may be of value to future policy design.
It also encourages policymakers to consider ways of improving the foundational skills of students, addressing access issues for regional or remote students, upping retention rates for additional students, and giving young people a range of options.


Celebrating Black History Month
By Jennifer Williams
“Music does a lot of things for a lot of people. It’s transporting, for sure. It can take you right back, years back, to the very moment certain things happened in your life. It’s uplifting, it’s encouraging, it’s strengthening.” – Aretha Franklin
February is Black History Month. To celebrate, Education Through Music teacher Marissa Steele is taking the opportunity to introduce her Orchestra students to the well-known anthem “We Shall Overcome.” Through group discussions and performance, students have the ability to explore and incorporate the rich history of the Civil Rights Movement in their music class.
“[We Shall Overcome] has played a part in many Civil Rights movements and important moments in history that I felt it was important for my students to know it; most of them had never heard it before,” says Marissa, who teaches at P.S. 87 in the Bronx.
Marissa wanted her students to learn more than just playing notes on a page. She wanted them to understand the history and context of the song so they could play it with feeling and meaning.
During their discussions, Marissa played recordings of the songs and asked her students to really think about what the words meant to them, personally. She discovered that her students felt empowered by the words and meaning of the song, and were able to translate those messages to their own lives. “Many of them said things like ‘If I’m going through a hard time I can think of the phrase “I Shall Overcome” and realize that I can get through it.’”
They also discussed how the song relates to other key moments in history. “When we talked about the Civil Rights Movement, a lot of my students said that they could see why people would be singing this song during that era. We talked a lot about how this song was not an aggressive fight song but a song of peace.
“It was really cool to see them really thinking about what the lyrics mean instead of just playing the song with no meaning. It really helped their playing too!”
Her students also related the song to Barack Obama’s election as President of the United States. “My students recognized that Obama’s election was this BIG MOMENT that had been fought for for a long time, and understood that “We Shall Overcome” was a really relevant song. They saw themselves in that moment – they too can overcome anything.”
“My hope is that they realized the importance of music – any music in history. But mostly [I hope] that THEY can make music that will have an impact. They can play music that was written a long time ago by people that were going through something and put their own meaning to it and [still] remember the history. I also hope that they will see themselves represented in the music and take pride in the music that they can play or create.”
Marissa’s students aren’t the only ones feeling empowered and inspired this month. Reflecting on our history reminds us all that when we work together, we can all overcome. ETM started in one school nearly 30 years ago, and we now provide access to high-quality music education to 36,000 students in 70 schools citywide. With the help of our supporters, our community, and our leaders, we know we can reach far more.


Our early education programs bring to life all the senses in every child to promote natural growth and development intellectually, emotionally, mentally, and physically. In Waldorf-inspired, nature explore classrooms, your child will experience a safe, nurturing, play-based learning environment that feels like home while providing multiple opportunities for education and life skills.
- Educational curriculum
- Nurturing care
- Kindergarten preparation
- Nutritious snacks
- Real-time communication
- Adult education and community building
We implement the Creative Curriculum for children of all ages. This robust curriculum provides children with a well-rounded educational experience that will serve them in the future. (Coming Soon)
Creative Curriculum is:
- fully aligned with the Early Childhood Readiness standards according to the Wyoming Department of Education
- designed with daily opportunities for teachers and caregivers to individualize routines and experiences for young children
- structured with complete support in classrooms where children are learning two languages
Preschoolers enrolled will strive for kindergarten readiness standards, with an emphasis on social and emotional development, building a healthy sense of self and responsibility, fine and gross motor skill development, and thinking skills needed for primary school.
Visit us to learn more about us and how we can help your child learn to the fullest and create memorable experiences in a positive, nurturing environment.


Elementary Education 小学部
Northwest Chinese Academy’s Elementary Education program engages and challenges students with a rigorous Mandarin curriculum, building off of the strong foundations developed in NWCA’s early childhood classrooms. Our elementary curriculum recognizes students as active learners, providing students experiences that engage their curiosity about the world around them. Our teachers serve as guides and collaborators, helping students discover their interests through specialized projects and course themes.
Northwest Chinese Academy uses a Mandarin curriculum provided by the People’s Education Press (人教版) textbooks, a Beijing-based publishing house led by China’s Ministry of Education. People’s Education Materials are used throughout China and are the standard bearer of Mandarin education worldwide.
NWCA also uses an accelerated China-based elementary education math program, provided by the People’s Education Press. Similarly to Chinese, a fifth grade graduate of NWCA will have a math ability on par with that of a fifth grader in China, which is about 12 - 18 months more advanced than U.S. common core programs.
Beginning in Grade 1, all NWCA students have homework hour built into the last hour of the school day, everyday. This homework hour allows students to complete their work in the presence of native Chinese speakers, allowing students from families who speak English at home to receive adequate homework support. The majority of students are able to complete their daily work in this homework hour, which frees up student time afterschool for family or extracurricular activities.


Welcome to the Bear Cubs Classroom
I hope your dreams take you to the corner of your smiles,
to the highest of your hopes, to the windows of your opportunities,
and to the most special place your heart has ever known.
At GES we try to make the transition into school a joyful one. Kindergarten a wonderful time to build new friendships, expand on curiosities and creativity, and learn new routines and responsibilities. Five and six-year-olds are often eager to explore and share ideas. They thrive in a classroom with routines and clear expectations. The kindergarten year is a tremendous time for personal, social, and academic growth.
Much of the beginning of our year is focused on learning about our classroom community and broader school culture. Along with learning new classroom routines the Bear Cubs also practice cooperative play and how to be a good friend. We read lots of books together and notice ways to build empathy for how others may be feeling. The Bear Cubs also learn about the ways in which we are alike and different. As they explore their own identity and notice their own strengths and challenges, we emphasize the ways we can support each other. We often remind each other to “keep trying even when something is hard”.
Our schedule seeks to find balance throughout the day. The Bear Cubs engage in regular free play indoors and out to build on interests, stamina, and collaboration. These are crucial moments for social growth! At other times of the day, the students are engaged in focused small group learning, hands-on exploration, or large group discussions. The Bear Cubs also have time to rest their bodies and rejuvenate for the afternoon.
Outdoor play is an important part of the Bear Cubs day. We will play outside several times each day in (almost) every weather. Outdoor play may include climbing, fort building, digging, playing with mud and clay, imaginary play, rock hunting, sledding, snowshoeing, and hiking. Outdoor play provides a wonderful backdrop for developing physical and character skills. It also gives students lots of practice in working through social situations. We will make a strong effort to connect to our environment both in and out of the classroom including regular trips to the beach and trails to explore the seasonal changes.
Bear Cubs Educator: Anne
Anne grew up in Northfield, Minnesota and graduated from Gustavus Adolphus College with a degree in Elementary Education and Spanish. She taught in Roseville, Minnetonka, and in rural Honduras as a Peace Corps Volunteer before moving to the North Shore. Anne taught in the Lynx for three years before becoming a Bear Cubs teacher. She is thrilled to be working with kindergartners! If her free time, she loves hiking with her family, creating art, and cooking.


SPELL-Links Class Links for Classrooms provides everything you need to deliver a year of high quality, hands-on Tier 1 structured literacy instruction to meet all the Common Core standards for Reading Foundational skills, along with many other English Language Arts Standards, including spelling, word decoding, reading fluency, vocabulary, reading comprehension, and writing.
The curriculum includes:
- Quick and easy lesson plans for word study to improve all five language blocks fundamental to reading and writing success
- Access to a library of downloadable decodable books that help students apply and further develop their skills
- Tracking tools to help teachers identify students who require more intensive (Tier 2 and Tier 3) instruction
Skills & Content: Consonants, Consonant Digraphs, & Double Consonants
Target Audience: Early 1st grade classroom
Included: 1 Activity book, 9 decodable pattern‐loaded stories, 20 peel & stick 8.5 x 5.5” labels, 1 classroom poster, cloud library of reproducible materials


Art Curriculum Statement
Artists explore ideas, record experience and to represent the highest forms of creativity!
At All Saints' we believe that art is a vital part of children’s education and has a significant and valuable role in the broad and balanced curriculum we offer our pupils. Art contributes to children’s personal development in creativity, independence, judgement and self-reflection. The art curriculum will develop children’s critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists.
Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed by providing a curriculum which will enable children to reach their full potential. We teach an artists and skills-based art curriculum, which gives opportunities for children to express their creative imagination as well as practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture, all whilst studying a range of noted contemporary and classical artists.
Our objectives in the teaching of art and design are:
- to enable children to record from first-hand experience and from imagination,
- to encourage children to select their own ideas to use in their work;
- to develop creativity and imagination through a range of complex activities;
- to improve the children’s ability to control materials, tools and techniques;
- to increase their critical awareness of the roles and purposes of art and design in different times and cultures;
- to develop increasing confidence in the use of visual and tactile elements and materials;
- to foster an enjoyment and appreciation of the visual arts, and a knowledge of artists, craftspeople and designers;
- to develop the cross-curricular use of art and design in all subjects.
At All Saints, we endeavour to use a variety of teaching and learning styles in art and design lessons with our principal aim being to develop the children’s knowledge, skills and understanding within the subject. Children will be given the opportunity to develop their understanding of the visual language of art with effective teaching and considered sequences of lessons and experiences, including effective and insightful feedback, allowing all children to make progress within the subject.
We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual or group activities. Teachers draw attention to good examples of individual performance as models for the other children, allowing the children to constantly be evaluating their own work and making decisions to develop their own learning as we encourage children to evaluate their own ideas and methods, and the work of others, and to say what they think and feel about them.
We give children the opportunity to work, by themselves and in collaboration with others, on projects in two and three dimensions, and at different scales. Children also have the opportunity to use a wide range of materials and resources, including Information and Communication Technology.
We ensure that children:
- develop creativity and imagination through a range of complex activities
- become confident to recognise and use a range of different medias
- develop their own thoughts and ideas, allowing them to develop pride in their artwork
- build and apply a repertoire of knowledge, understanding and skills in order to design, evaluate and critique their own work and ideas, as well as the work of others
- foster an enjoyment and appreciation of the visual arts, and a knowledge of artists, craftspeople and designers
Children learn how to become independent thinkers and problem solvers, becoming resourceful, innovative, and evaluative artists. Through the analysis of contemporary and classic artists, children develop a critical understanding of its impact on entertainment, heritage and culture. High-quality art education makes an essential contribution to the creativity of children throughout their lives.


Combining Koda_ly and Orff to create a first grade music curriculum
The research question addressed is, how can one combine Koda_ly and Orff methods to create an effective first grade music curriculum? It documents one teacher's creation and implementation of a new first grade music curriculum that utilizes techniques from the Koda_ly and Orff teaching methods. Key influences included student teaching mentors, music education professors, colleagues, and authors such as Choksy, Frazee, Houlahan and Tacka, and Steen. In order to answer the question, the author created a new curriculum based on the ideas of Koda_ly and Orff, implemented the curriculum in all first grade classrooms for one school year, and observed how the different strategies and techniques impacted the students' learning. The author's study resulted in increased student learning and motivation.
Meyer, Elizabeth C., "Combining Koda_ly and Orff to create a first grade music curriculum" (2006). School of Education Student Capstone Theses and Dissertations. 1747.


T Rex Dinosaur Facts for Kids Video
T. Rex were one of the largest herbivores on the earth.
About this T Rex Dinosaur Video
T. Rex is an abbreviation of ‘Tyrannosaurus Rex’. Here, Tyrannosaurus, a Greek word means- ‘Tyrant Lizard’ and Rex, a Latin word means ‘King’.
- The largest T. Rex tooth found is 12 inches (30cm) long.
- Their length was up to 12 metres (40 feet).
- Their weight was 5-8 tons (approx.).
- They could sprint up to 20 mph (32kph).
They lived about 65 to 70 million years ago – in the late cretaceous period.
What Helped them hunt better?
- Large parts of their brain helped their vision and smell. It may have even had telescopic vision.
- Flexible neck for different attack positions.
- Long tail, used for balance.
- Long and sharp teeth, like knives.
- Powerful back legs for speed.
- Strong Thighs.
T Rex lived in an area of earth that now makes up western North America because their fossils were found there. The skull of a T Rex alone measured up to 5 feet long. They had tiny but extremely powerful arms and featured two clawed fingers. Estimates suggest that their maximum speed was around 40 kph. It had the most powerful bite with a force of over 5800 Kg.
- Along with Stegosaurus and Iguanodon, T Rex was one of the three dinosaurs that inspired the appearance of Godzilla.
- In ‘Jurassic Park’ movies, T Rex had a starred role.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
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Declan, Tobin. " Fun Facts about T Rex Dinosaur ." Easy Science for Kids, Jun 2020. Web. 04 Jun 2020. < https://easyscienceforkids.com/t-rex-dinosaur-facts-for-kids-video/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts about T Rex Dinosaur. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/t-rex-dinosaur-facts-for-kids-video/
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During one of those parenting seminars that our team conducted, a concerned mom asked me,
“What should I do with my baby? She keeps on touching our electrical outlets. I tell her not to touch it but she keeps on doing it. I’m growing tired of reminding her.”
I remember telling the mom four things:
1. She needs to understand that her baby is at that stage where she/he is exploring. She/he is using her body and hands to move about and to find out the things around his/her environment.
2. I told her that you can’t do anything about restraining your child from exploring. That’s just how babies are. That’s how they play, and definitely, that’s how they learn.
3. What she can do instead is to child-proof your house, meaning, you can cover those sockets to prevent any further accidents or provide an alternative environment where your child can explore around your house.
4. Last, I encouraged her to be extra patient because she will need lots of those as his/her child becomes more mobile in the months to come.
Some parents are wondering if their babies are really learning anything when they transfer a block from one hand to another, or when they pick up and drop their rattle again and again? They’d often ask, “Are they really playing? and later ask, “why is play so important for them?”
Play, according to the National Association for the Education of Young Children (NAEYC), one of the leading organizations in early childhood education, considers it as an essential foundation in promoting developmentally appropriate practices for children. In short, this means that play is an essential ingredient for a child’s holistic development. Research shows that there is a connection between play and the development of foundational skills such as in a child’s memory, self-regulation, oral language abilities, social skills and later success in school.
In layman’s terms, Play can be defined as an activity that your child loves doing. It is simple, spontaneous, flexible and led by the child (Centre of Excellence for Early Childhood Development, 2010, p. 2).
How does your child look like when he is playing? What does he like to play with? Whom does he play with?
I love this saying from Diane Ackerman, “Play is our brain’s favorite way of learning“. Studies will show you the positive effects that play has on your infant’s brain development and even more, on your infant’s total development (meaning, his physical, social-emotional, intellectual development).
Play and your child’s brain development
Babies thrive on both exploration and interaction. Their ability to move about, to touch things around them, to babble/coo at a familiar person, opens up a new world for them. When they explore, they truly become absorbed as they play.
According to Sutton-Smith (1997), an infant’s early experiences are important in the development of neural pathways/connections for the brain development. Play functions as a way to help reach the brain’s potential, otherwise, lack of any stimulus will lead to some loss of these essential neural connections.
Your infant when playing may look something like this:
Practice and repetition in any child’s play does not mean that your child’s activity is purposeless, rather, it paves the way in building your child’s brain and promotes fast responses in his central nervous system.
So, before assuming that your child is not learning anything when he does things over and over again, keep in mind that this is actually good for his brain development. (and for his other domains of development, too. This we will discuss in the coming posts).
Let me end this article with Brierley’s statement on the value of play,
“A child does not learn from a passive kaleidoscope of experiences but from the outcomes of actions that he or she has initiated” (1994, p.75).
The topic on Babies and Play continues in two more articles. Find out what parents like you can do to help your babies play. 🙂


The word "personal" is important because students, parents and fellow professionals want to know how the teacher's intellect, academic training and heart play into his or her plans for guiding a new generation of learners. Getting Started Vanderbilt University's Center for Teaching has developed some great general guidelines for beginning the statement process. Among them are the following:
The theoretical background of distant education.
Motivation theory in the classroom. The situated learning concept. Education of Children with Special Needs Hearing-impaired education.
Education of children with dyslexia. Education of ESL students. Education of children with learning disabilities. History of special education.
Special education policies in the U. Teaching the visually impaired.
Teaching children with speech language pathology. Early and Elementary Education Educating infants and toddlers with learning disabilities. Issues in early childhood assessments. The impact of family involvement on academic achievements.
Early education of children from low-income backgrounds. Career development programs in elementary schools. Character development programs in elementary schools. Addressing learner diversity in elementary schools. Challenges of curriculum development in elementary schools.
Promoting parent volunteering in elementary schools. Looking for help with your thesis or dissertation? Hire an experienced thesis writer online to get your thesis written from scratch by professionals from US or UK.My personal philosophy of special education drives not from teaching within the specialty, but out of, observations, and personal experience, as well as the workshops I attended.
Home» My Special Education Advocacy Philosophy Statement I believe education is one of the most important tools a person can have in life.
Every child deserves to receive the best education possible, regardless of special needs. Education research paper topics offer education majors a choice of samples on how to write projects on administration, classroom managment, curriculum development, early childhood education, elementary education, philosophy of education, children with special needs, and education theories.
This rubric was designed for essays and research papers in history, CMU. Projects Example 1: Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU. That teacher's philosophy detailed perfectly the many roles a special ed teacher–and other teachers–must assume everyday, and it was one that made quite an impression! Bottom line: Choose the technique that you are most comfortable with and use it to express your values and vision as a special education teacher. After an introductory section, the paper describes the strategic planning process and identifies the three strategic decisions that influenced the development of De Anza's handicapped services program: (1) to provide a full range of services and programs; (2) to maintain a balance between service and instruction; and (3) to establish a Special Education Segment of the college.
Special education or special needs education is the practice of educating students with special needs in a way that addresses their individual differences and needs. Philosophy of Special Education Essay Week 5 Assignment Week 5 Assignment Benchmark- Philosophy of Special Education Essay In a ,word paper, research, develop, and write your philosophy of special education that addresses your beliefs on the following topics.
Writing a philosophy of administration and leadership statement to submit for a school administrative position will take time and be a thought-provoking exercise.


Child psychologists explore factors that affect behavioral development and learning patterns in youth of all ages. To work as a practicing child psychologist, you'll need to possess a master's degree, but a bachelor's enables you to pursue fulfilling career opportunities as well. This page offers an overview of bachelor's child psychology programs and potential careers for graduates.
Child psychologists examine the social, emotional, cognitive, and language development in children and adolescents. At its heart, the field addresses psychological needs and offers solutions to the array of problems children often face, such as cognitive deficits, emotional and developmental issues, trauma and loss, mental disorders, and stress. Psychologists also study the social contexts that influence child development, such as family dynamics, school, and communities.
In practice, child psychology involves the study, evaluation, and treatment of biological and psychological issues, as well as research into how early experiences affect one's later life. Psychologists take a keen interest in the various factors that affect children's lives, such as school, bullying, parenting, social media use, and social pressure. Child psychology majors commonly find employment in social work, child services, education, and healthcare. Given the nature of the work, child psychologists may also consult with businesses and other organizations that serve children.
The best child psychology online programs equip you with a versatile skill set that can lead you to professions outside of psychology, such as social services or education. This section offers an overview of the common competencies stressed in child psychology programs, along with potential jobs for graduates.
A child psychology program builds comprehensive knowledge both in general psychology and child psychology principles. Most programs offer a core that covers major topics such as human development, research methods, the history of psychology, and introductions to subfields (e.g., abnormal, social, and physiological psychology). Specialized topics include child development, psychology of learning, pediatric neuropsychology, applied behavior analysis, and preferred behavior enhancement. Some programs also offer courses exclusively in the abovementioned subfields.
Through academic coursework and experiential learning activities, a child psychology program builds its students' communication, observation, evaluation, and problem-solving skills. Graduates will use these skills to work directly with children, and to organize and manage mental health programs and other initiatives.
Child psychology jobs can be emotionally taxing, particularly when working with children who have undergone trauma or anxiety. To this end, those who anticipate working in this field should exhibit trustworthiness, empathy, and patience.
While a child psychology bachelor's won't allow you to serve as a dedicated child psychologist, you can still find rewarding work in schools, social services agencies, and community organizations. Gaining hands-on experience serves as valuable step in your professional development process and can make you more competitive when applying to graduate programs.
An online bachelor's in child psychology degree prepares you to work in education, social services, mental healthcare, and the private sector. The list below outlines common career options and average salaries for child psychology graduates.
Annual Median Salary: $47,980
Social workers help clients navigate social and family issues. Predictably, child psychology majors most commonly work with children.
Annual Median Salary: $56,900
Instructing young students in math and reading, elementary school teachers help students develop foundational skills, such as communication and problem-solving.
Annual Median Salary: $58,980
These teachers tailor curriculum and teaching strategies to meet different student needs. They may also teach basic skills such as communication and literacy.
Annual Median Salary: $64,100
At a higher level, social workers may move into community management positions as organizers and administrators. Child psychology graduates often manage organizations that serve children.
Annual Median Salary: $33,120
Social services assistants support families and children in social work and education. They typically work alongside other social workers to help clients and arrange for care.
Annual Median Salary: $34,000
These specialists develop lessons plans and other curriculum measures for young children (typically pre-school or elementary age). They may work with students in groups or individually.
Annual Median Salary: $47,979
These specialists work with social services agencies, such as Child Protective Services, to ensure the wellbeing of children. They may assess family situations and determine appropriate care measures for families and children.
Annual Median Salary: $46,890
These directors oversee operations at preschools and childcare centers, managing staff and directing education programs. They also typically hire employees and budget management.
Discover schools with the programs and courses you’re interested in, and start learning today.
You're about to search for degree programs related to a career that you are researching. It's important to recognize that a degree may be required for a career or increase your chances of employment but it is not a guarantee of employment when you complete your degree.
I understand a degree DOES NOT GUARANTEE A JOB OR CAREER UPON COMPLETION OF A PROGRAM


by Azzara and Grunow. Spiral bound book and 2 play-along/demonstration CDs. With Developing Musicianship through Improvisation, you will learn to improvise as readily as you would join in a conversation.
Using the tunes in this book, you will build a vocabulary of tonal patterns, melodic phrases, rhythm patterns, and rhythm phrases you can apply to a wide range of music in classical, jazz, and folk styles. You will also read and write music, connecting your improvisation to meaningful experiences with notation.
Each unit in Developing Musicianship through Improvisation contains six components:
2) Patterns and Progressions
3) Improvising Melodic Phrases
4) Learning to Improvise – Seven Skills
5) Reading and Writing
6) Learning Solos
Regardless of your musical background, you can play tunes and learn harmony by ear—skills at the heart of improvisation. This intuitive and engaging approach to Developing Musicianship through Improvisation is a major advance in music teaching and learning.
Book 1 repertoire (2 CDs) — Long, Long Ago - Mary Ann - Joshua - Simple Gifts - Down by the Riverside
All-star musicians on the CDs includes Christopher Azzara, Gene Bertoncini, Bob Sneider, Aleck Brinkman, Jeff Campbell, John Beck, Mike Melito, Ramon Ricker, Kirsten Edkins, Clay Jenkins, Mike Kaupa, Mark Kellogg, Lisa Azzara, Karl-Erik Jansson, and Lauann Saunders.
Christopher D. Azzara is a pianist, author, arranger, and Associate Professor of Music Education at the Eastman School of Music.
Richard F. Grunow is Professor of Music Education at the Eastman School of Music.


Since being earmarked by the New Media Consortium (NMC) as a key focus for junior and secondary schools, the use of 3D printing has become a leading trend in Kindergarten to Year 12 education across Australia. But problems can arise when responsibility for running 3D capable design and printing equipment is left in the hands of an enthusiast within an environment where such technological spending is often seen as discretionary. So, Datacom Education was asked to find a way to bring easy-to-use, new technology to a group of schools with a shared need yet limited budget. A successful outcome would go some way to easing the growing equity gap in Australian schools, encourage mutual teaching support and expose whole communities of students to cutting-edge technology.
Datacom Education proposed a scaled environment, a cluster, that would allow multiple schools to contribute to a tailored training programme - 3D Printing: Reimagine Collaboration and Creation. This meant that each school would gain access to otherwise unaffordable technology in a highly-collaborative environment featuring an online learning portal and the professional support needed to equip teachers with the knowledge and expertise to enable consistency in teaching and enhanced student outcomes. A centralised online platform is also available to store all educational deliverables while being accessible to each participating school.
Installation of this program was conducted over a 10-week period in late 2015 in partnership with Makers Empire, the 3D design software, and the online platform, myEd. At the same time, the 14 participating teachers underwent a professional learning programme to ensure a consistent level of expertise and knowledge.
Participation in the programme cost each school AU$2,000, which included software licensing for 100 students for one year with the option of covering all students for a further AU$500. Printers were not included, but are available from Datacom should a school decide to purchase them.
Once installed, teachers from all schools collaborated in the creation of an educational pathway which involves a challenging quest for multiple learning activities that could be enhanced by the use of 3D printing. One such challenge was the design of a Big Bad Wolf-proof home that combined literacy and numeracy skills with elements of their science curriculum. The students worked in groups to collectively read the stories, select materials, measure and design their homes, and then scale them down for 3D printing.
As a result of this approach, teachers are now sharing such ideas and content across schools which are then accessible to teachers not involved in the programme. In this way, new teaching approaches and learning possibilities using new technology have been made available to every teacher and administrator in the participating schools.
“This new learning enables staff to embed technology authentically into future-focused teaming and learning practices. It allows staff and students to innovate and collaborate on projects and create real tangible solutions through the printing and design process.”
Michael Strahan, Principal, Curran Public School


When it comes to writing an assignment, many students know what they want to say, but struggle with finding the right words to put their ideas down on paper.
It was watching her daughter Elizabeth tackle this problem, that lead to the creation of Pat’s first book, How to write what you want to say… Elizabeth was the very embodiment of the student who knew what she wanted to say but couldn’t always find the words. Having created a number of resources to assist students’ literacy development over the years, Pat created the guide to give students a starting point.
Language is the way that it is because of the job that it does and letting students into the secret of this makes a significant difference to the quality of the work they produce. This is why How to write what you want to say…. (or the Blue Book as it is often called) is built around the writing skills the student is to demonstrate.
The blue book dedicates two pages to each writing skill, providing sentence starters and key connectives for students to use when demonstrating a particular writing skill. There is also an example of the skill in a short piece of text and key task words linked to each skill.
Focus on the Writing Skills
These writing skills have been called key task words, task words and verbs, and cognitive verbs over the years, but whatever name they are called, they are common curriculum elements that should be very familiar to teachers and to students.
The first step in using the blue book is to check their assessment details to identify the writing skill they are supposed to be demonstrating. The words used to describe the assessment criteria may not exactly match the key writing skill listed the blue book, but a range of key task words are listed in each section and in the glossary to help students select the correct section.
Once the student has selected the correct section they can use the sentence starters and connecting words to flesh out their ideas into words.
As an example, a student asked to distinguish the difference between plant and animal cells, would turn to the Contrasting section of the guide. The sentence starters and connecting words used from the guide are highlighted below, with sentence starters in bold text and connecting words in italics.


Library reopening Monday 1 June 2020. See Frequently Asked Questions here
The State Library of New South Wales established a research partnership with the Institute of Early Childhood, Macquarie University with the key aim of supporting public libraries in NSW to be recognised for the early literacy services offered.
The project included:
- a survey of all NSW public libraries about the types and structure of early literacy programs they offer (from birth to 5 years)
- a comprehensive review of research on early literacy development and practices in diverse homes and communities and associated later literacy outcomes
- close observation and analysis of early literacy programs at 24 NSW public libraries representing the variety of programs and library settings across the state.
The findings were used to build a context-sensitive framework that includes:
- a set of core literacy competencies that all young children should be given opportunities to develop prior to school, which NSW public libraries can use to benchmark their early literacy programs
- professional development materials for library staff involved in the design of early literacy programs
- guidelines for developing effective early literacy programs across different public library settings in NSW that identify the key elements of such programs, supported by examples of programs designed following these guidelines.
- Early literacy and NSW public libraries project overview infographic
- Early language and literacy in NSW public libraries: framework for developing and evaluating early literacy sessions
- Report on a survey of NSW public library staff involved in early literacy initiatives
- Survey - supporting early literacy in NSW public libraries
- Early language and literacy: review of research with implications for early literacy programs at NSW public libraries - a comprehensive review of research on early literacy practices and development in diverse homes and communities and associated literacy outcomes to identify the prior-to-school literacy competencies and contextual factors related to success at school and beyond
- Early language and literacy in NSW public libraries: framework for developing and evaluating early literacy sessions - a set of guidelines that supports public libraries in developing and evaluating early literacy initiatives.


By Teachers, For Teachers
Preparing for your first teaching interview can be very stressful. If you’re a hopeful first year teacher, it’s imperative that you come to the interview prepared with teacher interview questions and answers. Use the following tips to help you in your preparations.
The single worst thing you can do when in an interview is to not have an answer for the interviewer. Be prepared and show them that you took the time to research teacher interview questions and answers, what programs the school districts use, and what innovations they are trying. Familiarize yourself with the common core standards, and be prepared to have an example of a behavior management plan, and how you would assess students.
In addition to all of that, make sure to research higher order thinking questions such as Bloom’s Taxonomy, how would use data to guide instruction, and how you can reach out to parents. If you know your stuff, you will definitely stand out and it will speak volumes to the prospective employer.
Your professional teaching portfolio will be your best asset in an interview. Fill this will examples of student work, lesson plans, common core standards, your resume, pictures, a class website, recommendation letters, your degree, a teacher certification, or anything that you have from student teaching. When the prospective employer asks you a question, you will not only give them a verbal answer, but show them a concrete example of what you are talking about.
Interviews are all about how you answer the questions. It’s wonderful for you to use your teaching portfolio, and to be dressed for success, but if you stumble your words and cannot answer a question, then there’s a good chance you will not get the job. Here is a list of a few possible interview questions and answers to help you prepare.
Know and understand all the catch phrases or “buzz words” in education so you can discuss them with confidence and clarity. Here are a few examples: Common Core State Standards, differentiated instruction, standards-based instruction, progress monitoring assessments, data-driven instruction, problem-based learning, flipped classrooms, student-centered, digital literacy, right-brain thinking, college and career ready, differentiated learning, E-learning, Bloom’s taxonomy, six traits of writing. These are just a few, so be sure to research what the school district uses that you are interviewing for.
In order for you to stand out in the interview think of something or some way to make you stand out above the rest of the candidates. For example, leave the prospective employer with a brochure that outlines your educational philosophy, or a cd that links to your online portfolio. At the end of the interview ask them questions to show your interest. Show that your innovative by coming up with your own behavior management plan that is unique from everyone else’s. Or, create an iMovie while student teaching that features you presenting an innovative lesson to students.
As much as you feel you are prepared for an interview, there may come a time in the interview when you are unable to have an answer for a question. Instead of trying to come up with an answer that may be wrong, be honest and say that you are unfamiliar with that term but would love the opportunity to find out more about it. Employers will love your candidness.
Teaching Interviews will focus on your experience, teacher training, and what you can contribute to their school district. If you come prepared, and be yourself, you are off to a good start.
Do you have any tips on how to prepare for a teaching interview that you would like to share? Feel free to leave a comment below. Your tip may just be the one that gets a prospective teacher the job!
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 also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Mathlink Cubes Activity Set
Mathlink® Cubes Activity Set contains everything you need to develop early Mathematics skills. It also supports the Maths Mastery teaching method. The mastery approach to teaching maths involves three main elements: fluency, reasoning and problem-solving. It allows primary maths skills to be developed gradually through three different stages of learning (concrete, pictorial and abstract) as the child’s knowledge increases.
The activity set includes 15 double-sided activity cards and 100 Mathlink Cubes in ten bright colours. So, together the cards and Mathlink Cubes support the development of a range of numeracy skills. These include sequencing, sorting, grouping, ordering, measurement, early arithmetic, colour and size recognition.
Finally, this set is great for both independent and group learning and ideal educational toy for Kids in the age group of 4-8 years.


STEAM Enrichment Class
Four week sessions, Saturdays mornings 9a-12:30p
Students learn two different platforms of CAD [computer aided design] software. Projects that students will complete are; making a 3d puzzle cube, a rubber band powered catapult, and a unique creature or monster.
Projects that students design will be 3d printed and students will be able to take their 3d printed projects home at the end of the four week session.
3d D&D- 3d Design and Dungeons and Dragons
Four week sessions, Saturdays; morning session 9a-12:30p or afternoon session 1p-4:30p,
Students will learn the basics of Dungeons and Dragons and 3d design for 3d printing. During this class they will use their creativity to participate in a group storytelling game by designing and creating their own character including a custom 3d printed and painted mini, they will also design and defeat a custom monster of their own design. Students will make unique characters, create a unique 3d design of that character that will be printed for them, they will then do the same for a monster that will be used in the game. The class will culminate in playing a custom game using elements that students created.
Students ages 10 and up are welcome, prior experience with D&D or 3d design are not required but also welcomed.
Skills used in this class will include 3d design, creative writing, small group public speaking, group storytelling, as well as basic math.
Join us for a fun way to learn new skills, learn a new game, and generally have a good time.
M.C. Ginsberg will work with local teachers to instruct them in how to create 3d files to be printed by the 3d printers already present in their schools.
The goal will be to enable teachers to create their own teaching aids and class room models.
Mike Sneller has a BFA in metalwork from the University of Iowa school of Art and Art History. He has also taught welding classes at Kirkwood Community College’s Career Academy and Advanced Manufacturing and Design and 3d Design and Prototyping at the University of Iowa Belin Blank Honors Center Junior Scholars Institute and National Scholars Institute.
Lizzie O’Neill has a BFA in 3D design, an Art Education license, and a minor in Museum Studies from the University of Iowa School of Art and Art History and School of Education. She teaches art classes throughout the Iowa City community, and designs jewelry at M.C.Ginsberg: Objects of Art. Her passion is making art accessible and relevant in every person’s daily life. She enjoys using art and creativity as a way to solve any and all problems, questions, and desires encountered throughout the course of a day.
Tuition fees are due before the start of class and are non-refundable.
Financial assistance is available for those who need it. Please contact Lizzie at M.C. Ginsberg for more information.


Breakdown of the 6 units of the Trinity Certificate for Music Educators (CME).
Click on a unit below to see the breakdown of learning outcomes and assessment criteria.
This unit explores ways in which children and young people value music and why it is important to them. A variety of learning methods suitable for different settings will be considered. Much of this work will be assessed through brief written tasks and lesson observation.
This unit will be addressed through two face to face training sessions as we believe these 3 core topics are the key to successful teaching and learning in music. The training sessions will cover areas such as planning teaching strategies that are fit for purpose; leading musical learning activities; using a range of appropriate assessment activities and evaluating progression in children and young people's musical understanding. This unit will be assessed mainly through workplace observation.
Learners will use a learning journal throughout the duration of the programme to reflect on the effectiveness of their teaching and how they have improved in their own subject knowledge and practice.
This unit will consider a number of behaviour management strategies that are pro-active rather than reactive ways of encouraging positive behaviour. Learners will demonstrate through lesson observation how effectively they deal with challenging and inappropriate behaviour from children and young people in their chosen setting. This unit will be assessed through online study and analysis; lesson observations and mentor dialogue.
This unit will consider ways in which to ensure music education is fully inclusive all for children and young people. Online learning will bring learners up to date with current developments and challenge them to reflect on areas of their work where there is potential for them to discriminate. This unit will also have a faced to face training session.
This unit will be mainly online study with application in the learner's workplace. It is crucial that all involved in music education are up to date in their knowledge of safeguarding procedures and can demonstrate how they would apply this knowledge in a real-life situation.
Find out about the costs and how to express an interest in starting the CME course.


|Training approved for||
|Registration deadline||Oct 05, 2019|
|Number of open seats||5|
|Event Owner||Starting Point|
|Sponsor Phone||(216) 575-0061|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs,Family Child Care|
|Age Groups related to content||Infants,Toddlers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||Principles of growth and development|
|Early Learning and Development Standards||
Approaches Toward Learning
Physical Well-Being and Motor Development
Cognitive Development and General Knowledge
Language and Literacy Development
Small group activity
List sensory experiences that support the five senses.
Describe guidelines for appropriate creative art experiences.
Explain three types of infant & toddler science experiences and the teacher’s role.


Item banks and pre-built assessments that exceed all standards including the one that matters most—yours.
Inspect ELA and Math
High-quality standards-based assessment content that paves the way for actionable data
A formative assessment item bank and library of 500+ pre-built assessments, aligned to your state's academic standards.
- 100,000+* items that provide districts ample items for classroom and district assessments
- Ready-to-use interim assessments that can be easily modified to align to pacing, assess student learning, and help prepare for high-stakes testing
- Performance tasks and technology-enhanced items that reflect the rigor and format of high-stakes tests while promoting deeper thinking and learning
- Detailed distractor rationales and rubrics that equip teachers with specific feedback for quick, targeted intervention and re-teaching
- Pre-builts aligned to the SBAC IAB blueprints to allow districts to mirror SBAC assessments
- Items created by content experts that ensure content is accurately aligned, is free of bias and sensitivity concerns, and provides the results that educators need to drive instruction forward
- Continuous item evaluation process that uses psychometric analysis to ensure items are performing as expected
*Alignments and counts vary by state
Educators want assessments that reflect the principles of the NRC's Framework and the NGSS. This requires a departure from traditional science assessment to content that has been written to specifically address the NGSS.
Pre-built NGSS assessments that support the three dimensions of science learning.
- Pre-built assessments configured to assess NGSS bundles and state-specific instructional segments for California, Michigan, and New York
- Contain 18-24 items per assessment that cover the PEs defined in the bundle, topic, or instructional segment for grades 3 through high school
- Elicit evidence of learning from each response so teachers can gain insights into student progress and make meaningful instructional choices
- Embedded professional development by showing the relationship among specific PEs, the three dimensions, and higher-order thinking
- Quickly and easily incorporate cross-curricular alignments to College and Career Readiness Standards in ELA and Math
*NGSS is a registered trademark of Achieve and is included as reference only
Quickly, flexibly, and accurately inform instruction.
Teachers need strong classroom assessments that fuel the formative assessment process and serve as a solid foundation of a successful comprehensive assessment system. Quick Checks are organized around instructionally important concepts like clusters in math and text complexity in reading.
- 600+ short-cycle assessments specifically designed to support teachers’ classroom assessment programs
- 250+ ELA Quick Checks address standards in reading, writing, language, and foundational skills strands
- 350+ Math Quick Checks address every CCR cluster or concept
- Designed to blend into classroom activities and be incorporated into lesson planning


CAN’T I JUST PLAY CLASSICAL MUSIC FOR MY CHILD INSTEAD OF CLASSES?
Why not just listen to music? Research shows that for benefits such as music making children smarter, increasing spatial reasoning abilities, increasing standardized test scores, etc. to be long lasting, they must be obtained through active music making. Passively listening to music only results in temporary benefits sometimes lasting for only a few minutes. Active participation – singing while playing instruments, keeping the beat, analyzing the patterns – is the key!
DO EARLY CHILDHOOD MUSIC CLASSES PREPARE CHILDREN TO STUDY AN INSTRUMENT?
Yes! The Little MusicMaker program is designed to build a strong foundation is music so that a child is prepared for their first year of an instrument study. Music theory concepts included on Music Teachers National Association theory exams are introduced to children in our classes from day 1. Learning to speak the language of music provides for a much more positive first experience in instrument study.
MUSIC EDUCATION FOR CHILDREN UNDER THE AGE OF 5 – IS THAT POSSIBLE?
On a daily basis, we see evidence that music education for children under the age of five is not only effective, but vital. Children are introduced to sign language, shapes, symbols and letters from a very early age. Why should we wait to introduce them to the language of music along with the associated symbols? “Research shows that music is among the first and most important modes of communication in infants. As young children grow and develop, music continues not only as a form of communication, but as a form of self-expression as well. Music expands memory and assists in crucial language and reasoning skills. We have learned much in recent years about the human brain and cognitive growth that has yet to be incorporated into educational offerings and planning-at all levels. The fact, for instance, that the “infrastructure” of the brain is already half developed by age 5 is rarely factored into the nation’s educational planning.” Report from the Early Childhood Music Summit, MENC, June 14-16, 2000.
WHAT SETS APART LITTLE MUSICMAKER CLASSES FROM OTHER CLASSES?
- Our innovative program is designed to for children as young as 18 months old.
- Children receive an actual music education – learning to read music through active music making.
- Our classes are all live music making. We do not use prerecorded music. Research shows children must be actively making music, not passively listening, to receive all of the wonderful benefits such as music making children smarter.
- While our classes are dynamic, high energy, full of laughter and fun, our goal is education, as opposed to entertainment.
- Whether it be for hobby or career, we want to nurture our little musicians as early as possible so they can enjoy the many benefits of making music for life.
If a class of two year old children can identify a quarter note, tell you it receives one count and clap the count, while laughing uncontrollably at Max the puppet holding the quarter note in his mouth, we know it’s a success!


Scientists have discovered what they believe to be the first direct evidence of yarn-making dating back more than 40,000 years, showing Neanderthals were just as intelligent as modern humans.
The 6mm-long cord fragment, which as found at an archaeological site in Abri du Maras in the south of France, was made by Neanderthals who lived during the Middle Palaeolithic period, 30,000 to 300,000 years ago.
According to the researchers, the findings published in the journal Scientific Reports suggest Neanderthals would have needed basic numeracy skills to create bundles of fibres to make yarn.
This means their cognitive abilities may have been more advanced than previously thought.
An international team, led by Bruce Hardy a professor of anthropology at Kenyon College in Ohio, US, analysed the cord fragment which was found twisted in three small bundles wrapped around a 60mm long stone tool.
The scientists believe the cord may have been used as a handle for the tool or was part of a net or bag containing the implement.
Microscopic analysis showed that the fibres had been intertwined to create a three-ply cord, a feat that the authors believe would required Neanderthals to have an understanding of basic mathematical concepts.
Further analysis revealed the strands were made of fibres taken from the inner bark of a conifer, indicating these ancient species would have required "extensive knowledge of the growth and seasonality of these trees".
Researchers believe the cord, dated between 41,000-52,000 years ago, is the oldest known proof of textile and fibre technology to date.
They speculate this technology would have enabled Neanderthals to make items such as bags, mats, nets, fabric, baskets and snares.
The authors wrote in their paper: "Understanding and use of twisted fibres implies the use of complex multi-component technology as well as a mathematical understanding of pairs, sets, and numbers.
"Added to recent evidence of birch bark tar, art, and shell beads, the idea that Neanderthals were cognitively inferior to modern humans is becoming increasingly untenable."
Prior to this finding, the oldest discovered fibre fragments were from the Ohalo II site in Israel, believed to be around 19,000 years old.


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ST. PAUL (Jan. 8, 2015) — A new initiative is equipping local parents and community members with the necessary tools to ensure local children receive the music education they deserve.
The grassroots campaign, called “Music Makes Us Whole,” was developed by a diverse group of individuals and organizations, ranging from area educators to radio and television stations to businesses and nonprofits from across Minnesota.
Community members can visit MusicMakesUsWhole.org to learn why quality music learning isn’t a luxury. Music training equips students with communication, critical thinking and problem-solving skills, plus discipline and many other skills that are crucial to a successful adulthood.
• Music training stimulates nearly every region of the brain, and students with 1+ year of high school music experience earn higher ACT scores.
• Music education may help Minnesota close the achievement gap: Low-income students who took music lessons in grades 8 to 12 saw math, reading, history, geography and social skills soar by 40% compared to non-music students.
• NEA research found at-risk youth with access to arts programs in schools also have higher career goals and are more civically engaged.
• Music students gain the skills employers want most: teamwork, communication and problem solving.
• 83% of adults with incomes higher than $150,000 participated in music.*
Are Kids In Your Community Receiving the Education They Deserve?
Students can only reap the broad benefits of music learning if their schools have strong music programs.
While Minnesota schools have been adding teachers since 2006, the trend in music is the opposite – a decline, according to the latest Minnesota Department of Education data. That means larger music classes, fewer music classes or less time spent in music class.
Principals and superintendents value input from community members, and “Music Makes Us Whole” encourages Minnesotans to contact schools, focusing on why music is important for students’ success. Can students choose from multiple offerings? How often and for how long do classes meet? Does each student have access to an instrument and the chance to sing? To help start the conversation, Music Makes Us Whole offers criteria for quality music programs, which can be found at musicmakesuswhole.org/quality- school-music.
The site also features a “find your school” tool, as well as sample email and phone scripts for use when talking to local principals or superintendents.
“We advocate for quality music in schools not only because of music’s intrinsic value in the human experience, but also for the whole-brain and whole-life benefits to the child, as well as his or her community,” says Brian Newhouse, managing director of Minnesota Public Radio’s classical programming and a member of Music Makes Us Whole. “Whether it’s classical music, hip-hop or rock ‘n roll, music truly does make us whole.”
“We’re thrilled that so many diverse organizations have joined together to support quality music programs for young people,” adds Mary Schaefle, Executive Director of the Minnesota Music Educators Association. “We want to ensure that every child in Minnesota experiences the joys and lifelong benefits of music.”
*Find more statistics about music education and the research from which they were derived at MusicMakesUsWhole.org.


The corrective reading program, Reading Club, at Richboro Elementary is a program that provides extra support in reading to students in grades 1 through 6. Students meet with the literacy specialist for 30-minute sessions in small groups 2-3 times per week during the regular school day. Reading Club helps students become more proficient readers. Students are not permanently placed in this program. Each child's growth in literacy development will determine the length of participation in the program.
Depending on the grade level, Reading Club will provide activities in phonemic awareness, phonics, vocabulary, comprehension, and fluency. In addition to receiving further instruction in the skills and strategies appropriate for the grade level, students will be encouraged to develop a positive attitude towards reading and, hopefully, a love of reading!


What is a Music Education Hub?
Music education hubs build on existing music services. A music education hub is a collection of organisations working in a local area, to create joined up music education provision for children and young people, both in and out of school.
Music education hubs ensure that every child aged 5-18 has the opportunity to sing and learn a musical instrument, and to perform as part of an ensemble or choir. They also allow young people to take their talent further – this might be through local ensembles, partnerships with nationally funded music organisations, including National portfolio organisations or through involvement in, for example, the Music and Dance Scheme.
The purpose of the Sandwell Music Education Hub is to deliver the core and extension roles of the National Plan for Music Education, as follows:
a) Ensure that every child aged 5-18 has the opportunity to learn a musical instrument (other than voice) through whole-class ensemble teaching programmes ideally for a year (but for a minimum of a term) of weekly tuition on the same instrument)
b) Provide opportunities to play in ensembles and to perform from an early stage.
c) Ensure that clear progression routes are available and affordable to all young people.
d) Develop a singing strategy to ensure that every pupil sings regularly and that choirs and other vocal ensembles are available in the area.
a) Offer CPD to school staff, particularly in supporting schools to deliver music in the curriculum.
b) Provide an instrument loan service, with discounts or free provision for those on low incomes.
c) Provide access to large scale and / or high quality music experiences for pupils, working with professional musicians and / or venues. This may include undertaking work to publicise the opportunities available to schools, parents/carers and students.


Large-scale testing, or what many know as standardized testing, often carries important consequences for students. The results of large-scale tests may be used by schools or policy-makers to make important decisions such as grouping students by ability or assessing how well schools are doing.
Yet when it comes to literacy testing, while the competencies of literacy have changed in our digital, globalized world, the methods that many educational systems use to assess literacy have not.
One recent analysis of standardized tests in the United States, for example, found tests havent changed much over the last 100 years: tests are mostly multiple choice, with questions geared toward assessing skills like vocabulary, recall and comprehension.
In Canada today, on such large-scale standardized tests, students are likely to read a passage and answer a series of multiple-choice questions. Students might have an opportunity to write a short answer or essay response. Provincial tests, for the most part, continue to prioritize measuring traditional literacy skills of reading and writing with answers primarily communicated via pencil-to-paper. Such a testing structure forms the basis for public accountability in many provinces.
Across Canada, researchers and educators have documented the need to transform how the provinces assess literacy and consider more innovative designs. Testing should accurately capture what children are learning without detracting from authentic teaching and learning.
What literacy means today
Formerly, literacy was broadly understood to encompass four domains: reading, writing, speaking and listening. But today, how we define literacy has changed.
Firstly, literacy is now understood to involve skills and knowledge related to all modes of visual representation and digital communications. Todays students tend to read shorter texts within a variety of platforms on social media, websites and apps. Schools now teach literacy through visual, moving image and even sound-based texts that children and teenagers encounter when reading and writing online.
Secondly, literacy today is also understood to be about how students can use knowledge and skills related to personal and citizen engagement and agency. According to the United Nations Educational Scientific and Cultural Organization (UNESCO), literacy involves the capacity for social awareness and critical reflection as a basis for personal and social change.
These forms of literacy teaching and learning both multimedia literacy related to varied forms of representation and expression and applied literacy are called multiliteracies.
Large-scale literacy testing needs to keep pace with how the skills related to these concepts are practised in classooms, assessed by teachers and mandated by provincial curriculum.
Overall, curriculum is increasingly emphasizing a more holistic concept of literacy development. The English curriculum in Ontario acknowledges students literacy development is not understood solely as reading and writing. B.C and Alberta similarly recognize the changing nature of literacy.
Revamping large-scale testing for the 21st century
The need to reconsider large-scale testing formats was recently acknowledged by Andreas Schleicher, director for the directorate of education and skills for the Organization for Economic Cooperation and Development (OECD) the organization that administers the most prominent cross-comparative test in the world, the Programme for International Student Assessment (PISA). He recently said PISA is trying to move away from multiple choice to have more adaptive, engaging formats.
In Singapore the country that performs highest in PISA global tests the minister of education recently announced a reduction in testing for students to better balance rigour and the joy of learning.
When we understand literacy to also be about developing adaptive and connective skills in our rapidly changing world, we can see that such decisions to transform assessment are not potentially downplaying literacy, but rather, potentially enhancing it.
In Canada, assessment reforms and innovations are slowly taking shape. For example, British Columbia revised its Foundational Skills Assessments in 2018 to include collaboration and self-reflection. Alberta also made changes to large-scale provincial achievement tests to focus on assessment for learning rather than assessment of learning.
And in Ontario, a 2018 report to the premier recommended replacing the Ontario secondary school literacy test, now a graduation requirement. Researchers who conducted the review (including one of the authors of this story, Carol), as well as those invited to comment as assessment experts (Chris and Louis), made a number of other recommendations including integrating technology for large-scale asessment of students learning and progress.
If we are to support literacy skills for the 21st century then we must explore how large-scale testing might capture students contemporary literacy competencies, and also how the testing itself might integrate contemporary practices and understandings of literacy.
For example, computerized testing could allow for timely feedback that would close the gap between testing and feedback for learning. Right now, any curricular changes to address demonstrated gaps in learning are often communicated months after the large-scale test.
We need to change how we assess literacy. Ministries of education have the expertise and capacity to modernize our assessment systems. We are hoping there is the political will to do so.


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Learn to improvise with this state-of-the-art book and CD set!
With Developing Musicianship through Improvisation, you will learn to improvise as readily as you would join in a conversation.
Using the tunes in this book, you will build a vocabulary of tonal patterns, melodic phrases, rhythm patterns, and rhythm phrases you can apply to a wide range of music in classical, jazz, and folk styles. You will also read and write music, connecting your improvisation to meaningful experiences with notation.
Each unit contains six components:
- 2—Patterns and Progressions
- 3—Improvising Melodic Phrases
- 4—Learning to Improvise: Seven Skills
- 5—Reading and Writing
- 6—Learning Solos
Regardless of your musical background, you can play tunes and learn harmony by ear—skills at the heart of improvisation. This intuitive and engaging approach to Developing Musicianship through Improvisation is a major advance in music teaching and learning.
Christopher D. Azzara is a pianist, author, arranger, and Professor of Music Education at the Eastman School of Music. Richard F. Grunow is Professor of Music Education at the Eastman School of Music.
Book 1 repertoire (2 CDs)—Long, Long Ago - Mary Ann - Joshua - Simple Gifts - Down by the Riverside
Book 2 repertoire (2 CDs)—When the Saints Go Marching In - Amazing Grace - Motherless Child
Book 3 repertoire (2 CDs)—Blues (Saint Louis Blues and More Blues) - Transformation (Rhythm Changes) - Red Wings (Familiar Harmonic Progression)
Book 1B repertoire (MP3 Downloads)—Greensleeves - My Country 'tis of Thee - La Folia - Rule of the Octave - Seven Bach Chorales