Back to school 2019
September 2019, a new academic year
A new academic year generally starts with a sense of optimism - the hope that teachers and students return to their studies refreshed and reinvigorated for the challenges ahead. Since 1966, 8 September has been International Literacy Day so this is clearly a time of year when the thoughts of many people focus on education although it is perhaps worth pointing out that not all countries start their new school year in August/September. Many countries in the southern hemisphere start in January/February. Japan starts in April.
Education is so important to peoples’ lives. It allows them to apply for paid employment, to become engaged citizens, to develop their capabilities and knowledge, to travel and to participate in different forms of leisure activity.
Education is also key to economic development and governments recognise that developing their country’s human capital can make a significant contribution to national welfare. Poor educational standards make it harder to attract foreign investment and also make it less likely that domestic businesses will invest. This link between education and economic development features in section 4.3 of our GCE Economics A specification, section 2.4 of our GCE Economics B specification and section 4.3 of our IAL Economics specification.
The United Nations Human Development Index includes two educational measures: expected years of schooling for children and average adult years of schooling. The literacy rate used to be part of the HDI but is no longer. The figures in the last column come from the World Bank.
|Country||HDI rank (2018)||Expected years of schooling||Mean years of schooling||Adult literacy rate|
|Ivory Coast||170||9.0||5.2||44% (2014)|
Since 1990 mean years of schooling for adults globally has risen from 5.8 to 8.4 and the world’s school children are in school for an extra 3.4 years. The table above does however serve as a reminder of the wide disparities between countries. Pupil teacher ratios tend to be much higher in low human development countries and the proportion of teachers who are trained to teach much lower. UNESCO estimates that an extra 60 million teachers need to be recruited worldwide. Clearly, poorer countries are likely to have fewer resources which can be devoted to education and this in turn limits their ability to lift their populations out of poverty.
In spite of the progress made since 1990, UNESCO has warned that there might still be over 200 million children not in school in 2030 which would slow down progress towards the UN’s Sustainable Development Goals. Of the $4.7tn spent each year on education worldwide, $3tn, or 65 per cent, is spent in high-income countries. Aid for education projects has not increased during the last decade and many young people still lack basic literacy and numeracy skills. Participation rates for girls are much lower than for boys. In low-income countries just over half of secondary schools have electricity and access to drinking water and only just over a third have access to the internet.
So at the start of this new academic year the UN’s HDI and the warnings from UNESCO serve as a timely reminder of what still needs to be done to try and reduce the number of children not in school and to increase the amount of time they spend there.
Sources: 2018 Human Development Report, FT, 8 July 2019


Continuing with the ideas:
4. Build a low-cost Home PC
Parents want their children to grow up learning computers. But today, the computer is still unaffordable for most of them. This is what we can leverage. Think of the computer as a Magic Box which does various things for the family at home. The focus is on children, it provides educational applications and games. The cost should be Rs 10,000 or less (USD 200). We can think of doing this using recycled computers with the appropriate set of applications. This would still be a third cheaper than the new PCs which today cost Rs 15,000 or more. The key is in the applications. Even when people buy new PCs today, they dont know where to get the apps to make their PCs useful. As a result, the utility of the PC is still quit limited. What we have to do it is to create an applications portal which focuses on the functionality that people can get from their computers.
Each fortnight, we can send across a new CD to the homes, with a new set of applications. I remember as a kid waiting anxiously for the Amar Chitra Katha comics, which used to have a new title every fortnight. ACK was the window to the world, a lesson in history. The computer-CD combo needs to become that. Today, even if the applications are available on the Internet, they are hard to find, and besides, people are still scared to download them.
The one reason I am hesitant about this is that it does not leverage any major strengths of ours – our solution is not focused on the standalone desktop. So, this will mean a startup effort to get Linux work well on old PCs. Of course, we could use some of the work that has gone on in embedded Linux devices like the Zaurus. But still, its a deviation from the main focus of looking at the terminal-server applications.
5. Focus on Schools
I have been amazed by the opportunity in schools. A lot of money is being spent the focus is to provide universal elementary education and computing knowledge is seen as an important element of this. The spending is still focused on new computers and Microsoft Windows and Office. Even with the software discounts, the costs still are significant for the entire solution. We need to go in there with two key additions: support for local languages, and electronic curriculum for standards I to X. Various NGOs and governments spend a lot of money on schools we can channelise that more effectively if we can integrate low-cost computing with education.
6. Target Corporates with Virus Freedom and Security
While we have not been very successful with corporates, there are two planks where Microsoft is vulnerable besides the cost factor. (I am not emphasizing the cost factor much because piracy levels continue to be quite high in most organisations). The two planks are: fear of viruses and security. These are both Linuxs strengths. Emergic Freedom offers a virus-free environment, and security of data. These are both which should work as good selling points. We have been over-emphasising the cost part so far. That needs to change.
7. Look at International Markets
While our focus has been on getting the solution to work in India, I think the opportunities outside India are also very significant. The key is to work with organizations who have distribution into their local markets. This is where we are weak in India. Our strength is on the development side we understand Linux and open-source very well, and can integrate and build software solutions well. This value-added aggregation service is what we should provide to channels in other countries who understand their local markets well and are looking for solutions which can make a difference in their markets.
These set of ideas are why I had said when I started this series that I am more optimistic than ever. There are opportunities aplenty for Emergic Freedom. The decisions we need to make soon is which are the ones we should focus on first.


Plans For Art & Music Explained
Most instruments let someone take a catchy melody, and alter the rhythm to suit their temper or desire. They could sluggish the tempo, add trinkets to the individual notes, and alter the melodic construction to an inspired phrase. A musician may turn out to be so moved with the bass, melody, rhythm, and harmony, as to inject emotional ‘singing’ into the now new music. (Refreshing!) Playing music could be easy, with comprehensible training.
We have networks that permit us to switch knowledge at ridiculous speeds, usually with out wires, around our houses. We have private music gamers that contain onerous drives or strong state reminiscence with sufficient capacity to hold extra music than you’d ever be capable of hearken to. Good quality analogue to digital conversion is now cheaper than it has ever been and speaker and headphone expertise has moved on massively.
- You’ll merely drift and issues that used to annoy you before will become insignificant.
- Music Education for Parents: Why Learning Music in Classrooms Is Essential For Young Musical Talents It isn’t any huge secret that folks are the most important people in the life of a child.
- Teaching the kid music in school rooms or at house makes no difference to the accountability of oldsters in mentoring him and supporting him by all means.
What all this principally means is that we now have absolutely no need for MP3 any more, and but almost all digital music that is bought online seems to be in MP3 format. MP3 is so amazingly widespread nowadays that we run the chance of recording studios lowering the standard in which they do the original recordings as there’s such limited demand for these high quality files. The distinction is definitely discernible between MP3 high quality and CD high quality especially with high frequency sounds even when using a high bit fee MP3 format like 320kbs.
When MP3 was created again in the old days when storage was expensive and restricted, it was a superb concept. It allowed for music to be compressed so that tons might be saved in a small amount of house meaning that you could have an honest amount of music to listen to from your computer or your private music participant.
A virtual, deep conversation almost speaks inside you. The fundamental, underlying tone is what your mind or voice might hum. This ‘root’ note is played by bass devices in music, and changes to another root with every new chord.
Different instruments have different capabilities in music. Assuredly, every musical part tempts us to breed, and create lovely sounds.


How to Motivate Students During the Summer
Whether you are teaching summer school, tutoring, running a summer program, or are a parent looking to keep your student productive this summer, we’ve got you!
Research tells us that when we utilize summertime to re-engage students social-emotionally, there is a better chance to mediate some of the summer learning loss. Overall, consistent summer learning experiences can help close opportunity gaps, lead to higher graduation rates, and increase college readiness in students. But motivating students to participate in any type of summer program can be a struggle, especially when the summer program isn’t 100% recreational. So how can you inspire and encourage your students to dedicate some of their vacation time to further their knowledge while making them feel like they aren’t back in the classroom?
“Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll understand.” – Chinese Proverb
Summer is an excellent time for students to get involved in hands-on, project-based learning where they can express their creativity and solidify key concepts they have learned during the school year. Read to Lead provides project-based learning through enrichment projects and activities. Students can work individually or collaboratively to gain teamwork, leadership, life, and career skills while understanding the value of what they are learning in the classroom.
For students who are visual, auditory, or tactile learners, this can be an opportunity to pursue non-traditional forms of education beyond just textbooks and blackboards. Providing students with avenues to pursue their strengths and interests will inspire them to participate actively in summer programs.
Connect the dots between school and real-life
Schools were created with the intention of preparing students for life. However, as the focus in schools has increasingly shifted to producing good test scores and other arbitrary indicators, more and more students are becoming disillusioned with school – and its relevance to life after graduation. A survey from YouthTruth found that only 54% of middle school and 46% of high school students found what they were learning in school to be relevant to their lives.
Luckily, technology can help bridge this gap. Educators and parents can take advantage of resources like Read to Lead, a free game-based learning platform that allows students to improve literacy and leadership skills while exploring various career options. By putting students in the role of “the boss” in a virtual workplace scenario, they learn valuable life skills and are able to see the connection between what they learn in school and their future careers. When using Read to Lead, 89% of teachers report that the game helps students connect reading, writing, and verbal communication skills learned in school to real-world careers.
Bonus – connect the dots even further and use any one of Read to Lead’s enrichment projects to spark engagement with your students this summer. Let them discover that what they learned this past year during in-person, hybrid, or remote school applies to any situation happening in the world around them. Allow students to create a public service announcement or develop a service plan to address a problem in the community. Any one of these enrichment projects make for great summertime activities and will help students connect the dots through real-world applications.
Challenge students to read for just 15 minutes a day
Literacy is the foundation of all learning, but fostering a love for reading isn’t easy. In Read to Lead’s engaging learning games, students read 5K words in each game, are introduced to new vocabulary, read closely, and solve complex problems – but they don’t feel like they are reading! When playing Read to Lead, 88% of teachers reported improvements in students’ performance on other reading and writing assessments, as students were able to transfer skills learned through the game to other ELA tasks. Not only that, but 94% of teachers reported that students gained confidence in reading after using Read to Lead! So while students are immersed in game-play, they are developing key foundational skills they could not obtain by reading a traditional summer-reading novel.
Motivating students to participate in summer programs is the first step to ensuring that students have a fruitful summer that contributes to their long-term educational and career success. Ready to empower your students over the summer or in the next school year? 👉🏽 Sign up for a free account and get started!
About Read to Lead
Read to Lead, created by the nonprofit organization, Classroom Inc., uses the power of game-based learning to empower middle school students to build literacy, life, and career skills. Teachers can sign up for a free account to get started!


By Anneke Forzani
As communities in the US become more diverse, there is also a growing need for more Culturally Responsive Teaching in our schools. What is Culturally Responsive Teaching, and how does it enhance the educational experience of all students?
What is Culturally Responsive Teaching?
Culturally Responsive Teaching presents learning within the context of culture and uses student-centered instruction to celebrate diverse cultures and languages.
This method of teaching involves incorporating a broad range of diverse cultural learning into all aspects of teaching. Culturally Responsive Teaching recognizes the importance of diversity and inclusion. A welcoming learning environment celebrates diversity and multiculturalism. As a result, students feel safe, valued and respected.
Why is Culturally Responsive Teaching needed?
The most recent count by the US Census shows that immigrant families make up roughly 27 percent of our population. Along with this positive growth in diversity, the US has unfortunately seen a rise in nationalism and empowered anti-immigrant groups. In recent years, incidents of discrimination, racism, and hate crimes have increased.
Clearly, there is an urgent need to mitigate the negative effects that racism can have on the lives of immigrant students. At the same time, we must increase our efforts to raise all children to be better global citizens. Culturally Responsive Teaching aims to instill an appreciation and respect for diverse cultures and languages in all children.
A balanced approach
A Migration Policy Institute report offers numerous strategies to help educators create a more culturally responsive environment. Here are some key strategies discussed in their report.
Incorporate Cultures & Heritage
Incorporate a community’s diverse cultures and linguistic heritage into class instruction by utilizing lesson plans, games, and crafts. Emphasize the value of speaking other languages and maintaining a connection to one’s traditions. These efforts will encourage children to be proud of their heritage, and make them more likely to engage in classroom discussions.
Highlight Diversity Without Judgment
It’s important to take a balanced approach when implementing Culturally Responsive Teaching. Yes, negative assumptions about immigrant families or cultures are clearly detrimental. However, it is equally important to not be “colorblind,” by pretending that everyone is exactly the same. Instead, teachers should familiarize themselves with the immigrant families in the school, and find out what is important to those families culturally. Taking these steps will open the door to celebrating differences and highlighting diversity without judgment.
Welcome Parents Into the Classroom
Parents can play a valuable role in enhancing learning in the classroom and at home. Demonstrate the value of diversity by inviting parents to share a particular aspect of their culture and heritage with the class. Educators can also encourage reading in the home language by using classroom lending libraries.
Work in Groups
Encourage students from diverse cultures, and with different language skills, to work in groups on projects and games. Choose activities that allow immigrant children to use examples from home and their culture to demonstrate their skills and knowledge. By working together, children will experience different ways of thinking and varied approaches to problem solving and communication, while learning more about their diverse peers.
New teacher’s manual: Celebrate diversity with lesson plans and activities
Building Bridges with Bilingual Books and Multicultural Resources: A Practical Manual of Lesson Plans, Literacy Games, and Fun Activities from Around the World to Celebrate Diversity in the Classroom and at Home is a teaching manual that helps educators incorporate Culturally Responsive Teaching into their lessons.
Thispractical manual saves teachers and homeschooling parents significant time by providing numerous ready-to-use lessons and activities that:
- Build culturally responsive classrooms
- Create positive connections with dual language students & families
- Teach children about other languages & cultures
- Support literacy development among English language learners
- Foster a welcoming and inclusive learning environment
Building Bridges is also available in a complete teacher’s set. These sets are available in Spanish and Arabic, as well as a set with assorted languages. Each teacher’s set comes with 10 picture books that pair with the multicultural lesson plans and diversity activities contained in the Building Bridges English-only teacher resource guide.
Anneke Forzani is the President and Founder of Language Lizard, which provides multicultural books, audio resources, and posters in over 50 languages to schools, libraries, and literacy organizations. She actively promotes the use of multicultural resources to develop literacy skills among language learners, build inclusive classrooms, and celebrate cultural diversity. Anneke has presented workshops about using multicultural resources in diverse classrooms at educational conferences, and offers free multicultural lesson plans on the Language Lizard website to support culturally responsive teaching. She is the author of the teacher resource, Building Bridges with Bilingual Books and Multicultural Lesson Plans, and the forthcoming children’s books, Happy After All and With Flying Colors (a multicultural book to teach English idioms). She also enjoys writing for the Language Lizard blog to support parents and teachers who work with language learners and culturally diverse students.


Education System in Macedonia - An Overview
Post World War II, the level of education in Macedonia was under question. There were only few hundred people with University degrees. Today the scenario is different as proper consideration is given to Education and literacy in the country.
The duration of Elementary Education in Macedonia is 8 years, after which students are awarded Certificate for Complementary Elementary Education. Furthermore, Secondary Education is offered through different schools, such as, High School, Technical Schools and Vocational Schools.
Higher Education in Macedonia is offered through Colleges, Pedagogical Academies and Universities. Colleges and Pedagogical Academies offers two-year course. The duration of University courses varies from four to six years.
Macedonia also has a well developed Education infrastructure to train adults. Different institutions also organize a large number of courses ranging from Information Science and Computer Operation to the study of Foreign Languages. Special Educational courses have also been planned in the field of Business and Management.


Numeracy at Nottingham Free School
Nottingham Free School is committed to raising the standards of numeracy of all of its students.
We aim to disperse the myth that numeracy skills are only needed by those wishing to move on to careers within science or accountancy and help all our students be confident and capable in the use of numeracy to support their own learning in all areas of the curriculum. Students should acquire the skills necessary to help achieve success in further education, employment and adult life.
The outcome of a consistent approach both across school and at home should be numerate pupils who are confident enough to tackle mathematical problems without going immediately to teachers or friends for help.
Students should be aiming to:
- have a sense of the size of a number and where it fits into the number system;
- know by heart number facts such as number bonds, multiplication tables, doubles and halves;
- use what they know by heart to work out answers mentally;
- calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies;
- recognise when it is appropriate to use a calculator, and be able to do so effectively;
- make sense of number problems, including non-routine problems, and recognise the operations needed to solve them;
- explain their methods and reasoning using correct mathematical terms;
- judge whether their answers are reasonable and have strategies for checking them where necessary;
- suggest suitable units for measuring, and make sensible estimates of measurements; and
- explain and make predictions from the numbers in graphs, diagrams, charts and tables.
Parents can help support students by:
- helping them to feel positive about mathematics – this is really important and it’s something every parent can do.
- showing them mathematics is everywhere – pointing this out helps children understand the importance of mathematics and to enjoy it too.
The following website suggests practical ways for parents to help their children with numeracy:
Promotion of Numeracy across the curriculum
At Nottingham Free School we promote numeracy across all areas of the curriculum where appropriate.
Numeracy activities include:
- Weekly Numeracy Ninjas or a problem solving challenge discussions
- Staff CPD on numeracy across the curriculum
- Whole school celebrations of Number Day and World Maths Day
- Assemblies including numeracy/mathematics
- Participation in UKMT maths challenges (individual and team) across all year groups
- Summer term careers days
Well done to our year 10s and 12s (Careers - 28/06/2021)
- Work experience for year 10
Change of dates (Careers - 28/06/2021)
- Keep up with the latest news!
The Day resource (Whole School - 09/03/2021)
- Turn on the Subtitles!
We love this simple idea to help children with their reading (Whole School - 08/03/2021)
- Reading in Maths
Do you want to learn about mathematical mistakes? (Mathematics - 22/02/2021)


If you were to ask a Lithuanian about his country's traditional culture, you would most likely hear about Lithuanian songs and love of singing. Only a few decades ago, most women of Dzukija still knew a hundred songs; the most accomplished singers remembered as many as four hundred. Often, people sang more than they spoke. Songs were handed down from generation to generation, exchanged among villages and changed or augmented during these processes. As a result, many songs possess numerous textual and melodic variants. The largest archive of Lithuanian folklore (LLTI) alone contains over 400,000 collected songs.
Lithuanians, generally not known for outwardly expressive natures, would say that their folk songs reflect a broad spectrum of moods, but usually stop short of extreme joy or deep sorrow. However, visitors to the country notice these songs' lyricism and intimate nature. J.W.Goethe said of them, "Grave sorrow blankets these songs". Lithuanian songs depict the more dignified aspects of family and community relationships as well as contacts with nature.
From ancient times, the guardians and creators of Lithuanian songs have been women, therefore it is not surprising that they often reflect female points of view. The texts are lyrical (but seldom epic) narratives in which monologues and dialogues intertwine. They are full of metaphor and mythological symbolism. Abundant diminutive word forms lend the songs gentleness and intimacy. The characters that inhabit Lithuanian folk songs are simple and few in number: mother, girl, ploughman, reapers and so forth. The time and location of the action is usually ambiguous, for example "in father's manor" or "beyond deep seas, green forests and high mountains". Several types of parallels are universally present in song texts. Many examples contain especially poetic textual branches in which people are represented by nature: mother by the sun or linden tree, father by the moon or oak tree and so forth.
Even today, if you were to ask a village woman to sing a rye harvesting song in the winter she would be quite astonished. Most songs were connected to specific moments or actions. This accounts for the diversity of Lithuanian song genres including work, calendar cycle, wedding, christening, family life, children's, feasting, war-historical and others. Wedding songs are the most popular type throughout Lithuania; several of them have as many as 1000 recorded variants. Calendar cycle songs were performed during Advent, Christmas, Shrovetide, around Easter, Whitsunday ,St. John's day and other celebrations. Unique sound-words, pagan symbolism and archaic melodic elements specific to each occasion grace calendar songs. Ancient rye and hay harvesting and other field and house labor songs describe work poetically and laud industriousness. Understandably, war songs are especially sorrowful. Song texts dating from wars with the Crusaders usually contain the following sequence of events: sending brother off to battle, waiting for him to return, and finally his steed galloping home with the news of his death.
Once you could hear one singer improvise a recited lullaby (which she wouldn't even call a song) and the next moment perform a refined melody which dominated the text, even changing its stresses. At gatherings, everyone usually sang together, often in unison or in two voices. In newer, more popular double-voiced songs, the second voice follows the lead melody which is sung by one person or a group. The second voice is usually a third, or sometimes a fifth or fourth below the main melody. In other words, it follows the melody with these main supporting tones (TDS in functional harmony).
Singing techniques varied among the various song types and ethnic regions. For example, only the people of northeastern Aukstaitija could boast of their sutartines, ancient polyphonic songs that may seem dissonant to listeners with classical European music education.
"LITHUANIAN ROOTS", Edited by Rytis Ambrazevicius


Birds of the Amazon taught Villa-Lobos music
Villa-Lobos on a 500 Brazilian cruzados banknote
Primarily self-taught, Brazilian composer Heitor Villa-Lobos (1887–1959) spent his early years absorbing the styles of Brazilian popular music as a guitarist in street bands.
He left home at age 18 due to his mother opposing his musical choice and wanted him to become a doctor. Instead, he turned to a life of a musical vagabond, playing cello and guitar to support himself while travelling throughout the states of Espírito Santo, Bahia, and Pernambuco, absorbing Brazilian folk music and composing his own pieces.
Villa-Lobos said that his first harmony teacher was a map of Brazil, and his life in music has been a reflection of the expansive, explosive cultural, geographical, and musical diversity of his country.
"I learned music from a bird in the jungles of Brazil, not from academies."
His works are constantly criticized, with the common point that Villa-Lobos simply wrote too much music, that he lacked a critical filter which would allow him to hone his craft, and instead gave full rein to his natural musical effulgence.
For example, renowned guitarist John Williams talked about the Guitar Concerto written by Villa-Lobos towards the end of his career:
"...just isn't a very good piece, technically or musically, with its underdeveloped ideas, its sense of being written in a hurry, and its lack of a real relationship between the soloist and the orchestra."
But such critical carping rather misses the point of a musician who, arguably more than any other composer of the 20th century, summed up an entire country in his music.
After becoming the most famous and most avant-garde composer at home, Villa-Lobos happily entered Brazil's national music education project to shape the country's musical identity in its compositions.
Listen to Villa-Lobos' Prelude No. 5 performed by Julian Bream. The piece has subtitle Homenagem à vida social (Homage to Social Life):


Elementary Grades 1-6 Teachers
The elementary program (Grades 1-6) builds on the established elementary foundation and provides more advanced training in essential middle school subject areas. Students are encouraged to establish responsible, independent work skills and ethics and to develop time-management skills. Students learn respect and compassion for their classmates. Students are encouraged to take advantage of the numerous extracurricular opportunities AAA offers to middle-grade students.
Grade 4 Teacher
MS Education, BS, Language Arts for Elementary Education
Endorsements: Elementary Education; Reading; Jr. Academy: Bible, English, Mathematics, Social Studies; Montessori Diploma—Early Childhood


Early Childhood and Education
The Open Society Foundations believe all children should have the developmental support they need, and the fullest possible educational opportunities.
2020 Early Childhood and Education Budget by Region
Our support for early childhood and education is grounded in a commitment to social justice and human rights. We focus on supporting children and parents who face profound disruption, or systemic discrimination—including refugees and migrants, children with disabilities and developmental delays, and those from the Roma community.
Our early childhood work takes a broad developmental approach, backing the provision of services such as parenting support, as well as mother and baby well-being initiatives. We also invest in building networks and institutions to share best practices and new models for early childhood development at a global, regional, and country level.
We continue to promote child-centered high-quality schooling and teacher training, while seeking to strengthen good governance and accountability across educational institutions and systems.
Closedowns aimed at stopping the spread of the COVID-19 virus have had a devastating effect on students—from the very youngest to those at universities and college—as well as on their teachers and on academic research. We are supporting efforts to ensure that all children have access to the technology that enables them to keep learning, while also working to make sure that the crisis does not lead to technology companies exploiting their role in the crisis.
In Liberia, the Early Childhood Program supports Big Belly, an NGO that promotes good nutrition and health care during pregnancy, while our Healthy Start for Roma initiative seeks to reduce infant mortality rates in Central and Eastern Europe that are twice as high as for non-Roma populations. In Zimbabwe, we are supporting a local NGO that is creating a local model for Reach Up!, a global training approach for home visitors aimed at supporting new parents, and improving the health and well-being of children up to two years old.
Our early childhood work dates from 1993, when George Soros launched a $100 million initiative to respond to the rapid collapse of state-run preschool systems in 15 former Communist countries of Central and Eastern Europe and the Balkans. This led to the creation of the Step by Step early childhood curriculum and training program, now advanced by an independent association whose members include over 80 educational groups and active in over 40 countries.
Around the world, our Education Support Program, together with the Human Rights Initiative and the Open Society Justice Initiative, support efforts to promote inclusive education. These efforts include ensuring that children with disabilities are included in mainstream classes whenever possible, and changing the view that they should be placed in separate schools. In Central and Eastern Europe and the Balkans, we fund groups that provide legal advice to Roma parents who want to ensure that their children are not shunted into schools that offer a segregated and inferior education.
We believe that early childhood learning should be given the same level of professional training and attention as other parts of a child’s education, and fund training and development schemes for early childhood teachers around the world. In Pakistan, we took a leading role in the creation of a national center of excellence for early childhood care and education—working closely with the Ministry of Education in Islamabad.
Why Investing in Early Childhood Matters
The early childhood years offer an unparalleled opportunity to alleviate the effects of social disadvantage and to break cycles of poverty and inequality.
A Brighter Future for Refugee Kids, Through Learning and Laughter
Syrian refugee children—now living in uncertain conditions in multiple countries—are in dire need of both educational and psychological support. A new and unique partnership is trying to help.
Helping Teachers Create More Inclusive Classrooms
Although the inclusive education movement has more supporters than ever, turning theory into practice can be the hardest part. A new initiative seeks to help teachers by giving them practical advice.


Probability In Advertising
Advertising comes in many forms, such as television and radio commercials, as well as print advertisements. Regardless of the form, all advertisements are created with the same goal: to attract customers and sell products or services. Businesses collectively spend millions of dollars per year on advertising, which shows the important role it plays in profit. Understanding probability in advertising can help you increase the success of your advertising campaigns.
Advertisements are a vital part of sales and growth for a business, and, as such, cannot just be put together in the hopes they'll be effective. Careful planning and research goes into preparing an advertising campaign. A study of the surrounding area's demographics lets businesses know the important consumer population characteristics to consider when creating advertisements. Demographics can include such information as age, gender, educational levels and spending habits of a population. Knowing this type of information helps a business increase probability of advertising effectiveness by creating a campaign that targets the types of people represented in the demographics research.
Persuasiveness and Creativity
An advertisement is selling something, whether it be a service, item or idea. To be successful, advertisements must be persuasive and creative. By incorporating demographics results, advertisers can create an advertisement that is appropriately persuasive to the people to which it's directed. For example, if a local university ran an advertising campaign to increase enrollment in a lower- to middle-class area, they might incorporate information about how furthering education brings more opportunities in life. To be successful, advertisements should speak to the people in their area in a way they can relate.
Timing and Advertising Medium
The way in which an advertisement is delivered and when is just as important as the advertisement itself. Advertisements directed toward young children that don't read need to be visual advertisements that make the item or service obvious and attractive to young children. Timing is everything, too. Commercials directed toward children must be shown during children television viewing times. It wouldn't make any sense to schedule a commercial directed toward children for the wee hours of the night. Proper timing and advertising medium greatly affect the probability of advertising effectiveness.
Shortly after an advertising campaign begins, analysts begin to look at sales information to determine whether or not the advertisement is producing the intended effectiveness. This provides companies the opportunity to make adjustments early on to avoid wasting large sums of money on advertising campaigns that don't bring about the desired results. When analysis is used as a tool, it can increase the probability in advertising.
Mary Ylisela is a former teacher with a Bachelor of Arts in elementary education and mathematics. She has been a writer since 1996, specializing in business, fitness and education. Prior to teaching, Ylisela worked as a certified fitness instructor and a small-business owner.


As a school we’ve mastered lots of literacy. Our teachers have been using guided reading for almost 20 years. They do a nice job of teaching comprehension skills as well, but we found we fell short in the area of phonics. All of our teachers were teaching phonics in whatever way they chose. Some used F and P phonics and some used word families and really focused on phonics during spelling. As the reading specialist I notice that about 80-85 percent of our kiddos have reading strategies and pick up the phonics through the spelling and do just fine. There is the other percentage of students who struggle and really lack the phonics they need to decode unknown words where other strategies don’t work. You can’t chunk up a word when you don’t know what the chunks say. Because we saw this deficiency amongst the grades, we knew that ramping up our tier one phonics instruction was the way to go.
Several of our teachers attended Orton-Gillingham training over the past year. If you don’t know what Orton is, it’s a multi-sensory approach to teaching reading, particularly phonics. We knew that if all of our children were taught with the Orton-Gillingham method, there would be more fidelity of instruction, especially for those who receive small group intervention. These kids would be able to go into intervention rooms and be familiar with the process. Orton used to be thought of as just a one-on-one or small group intervention, but IMSE, a training facility for Orton, has really focused their training for whole class instruction. In an effort to make this process as painless as possible teachers were trained and given all of the materials needed to use Orton in their classrooms. My friend and I created phonics curriculum map, hearing sounds in words test, dictated sentences and other materials for each grade level. This year is our first year with grades K-3 using these methods and we are already seeing such wonderful results with children’s ability to decode and encode.
The final part of the three part drill is the blending drill. Students look at the graphemes, previously practiced and blend them together to decode a word.
In my small groups I use plates, as they are cheap, easy and I can pass them out quickly. See below.
The final part of the drill is the blending drill. It’s easiest to sort the cards on the blending board, as the teacher about did during the visual drill so the cards are ready to go and blend. Blending is always a struggle for some kids so regular practice with this is an exceptionally important activity.
In addition to these activities that review previously learned phonics, there are several activities that can be done to introduce new sounds, as well just any fun activities you can think of to reinforce a grapheme/phoneme combo. As students progress through the grades, they also learn to about syllable types, how to syllable divide, etc. These are all skills that help kids decode as text gets harder.
We also use a multi-sensory approaches for teaching sight words. These are called red words.
Students get out red word books and red crayons
The teacher presents the first red word on the board. Say the word. Say each letter.
Then students copy the word into their book with a bumpy screen underneath and they will show the teacher their word.
Students and teachers stand up, place right hand on the left shoulder. (If left handed, you’d place your left hand on your right shoulder).
Then the teacher models how to arm tap a red word.
The student and teachers tap the word three times.
Students and teachers use their pointer finger to trace over each letter of the bumpy word they wrote. Say each letter out loud while tracing. Underline and name word. Repeat 3 times!
Then the student and teacher place the screen over the page. Use pointer finger to trace over each letter of the word. Say each letter out loud while tracing. Underline and name word. Repeat 3 times!
Finally students will turn their page over and write the word without the screen one time. Once the teacher checks they can write it three more times. They then write a sentence and underline the word in red.
If you would like to see some other phonics activities we do to reinforce sounds and hearing sounds in words, you can read this post
I also promised a little phonics freebie. Because students need lots of practice with phonics, we often created games for them to play and practice. Our second graders have been introduced to most long vowel sounds, so I’ve created a game similar to uno to help them practice these words. If you would like to, you can grab the game below.


In the Classroom
Classroom learning at
The Unicorn School is calm, purposeful and productive.
Class sizes are small with a maximum of 12 pupils per class. Our teachers are specialists in working with dyslexia and related differences.
Pupils are taught the National Curriculum; we adapt the way we deliver the subject material to make the curriculum accessible to pupils with learning differences. Classroom strategies develop our pupils’ listening and attention skills; vocabulary; literacy; spelling; numeracy skills and organisational skills. When speaking in class, teachers are mindful of language and processing difficulties; and adapt their communication approach to make learning inclusive for all pupils. There is less emphasis on copying from the board; pupils are encouraged to record their work in a variety of ways including, but by no means limited to, handwriting.
Assistive technologies are used as appropriate to pupils’ needs. Keyboard skills are encouraged, and pupils may use technologies such as text-to-speech and speech-to-text software.
Pupils and teachers support one another and celebrate positive outcomes together, building our pupils’ self-esteem and providing an essential foundation for learning.
Classroom learning is an integral part of our whole-school approach which integrates specialist class teaching; one-to-one tuition; Speech and Language Therapy and Occupational Therapy. Our staff work closely together to build an integrated, nurturing support network for each individual pupil; helping to bridge the gap between the pupil’s current performance and their potential achievement.


Youth is considered a great asset for the socio-economic development of a country. Investing in young people can be a nation’s most strategic investment. If provided with necessary opportunities, such as quality education, physical health, technical and demand-driven vocational skills along with employment opportunities, so youth can have the ability to make suitable decisions while building a prosperous future. In general, active and informed youth play the role of thought leaders which positively impacts society at large.
World Youth Skills Day is observed every year on July 15, in order to celebrate and highlight the strategic importance of young people along with challenges and opportunities that they face in employment, decent work, and entrepreneurship.
This year’s theme is “Reimaging youth skills for the post-pandemic” which means celebrating the resilience and creativity of youth throughout the pandemic.
Fortunately, Pakistan is considered one of the youngest countries and has one of the largest youth populations in the world. According to the Pakistan National Human Development Report, 68% of the population is below the age of 30 and around 27% is between the ages of 15 and 29. Having such a young population is a great opportunity for Pakistan to utilize the potential and energy of this huge bulk of human resources with a special focus on TVET (technical vocational education training) which will contribute as a whole to Pakistan’s socio-economic development and also achieving the universal target of SDGs (Sustainable Development Goals) by 2030 as proposed by UN.
This comprehensive article illustrates BRSP’s contributions and interventions in youth empowerment and livelihood component with a specific focus on TVET skill learning programs.
Balochistan Rural Support Programme (BRSP) a non-profit organization working in Balochistan, is one of the largest organizations in the province. The organization has a presence in 26 districts of the province, focusing on education, health, Water Sanitation and Hygiene (WASH), Natural Resource Management (NRM), capacity building of human resources, livelihood, and humanitarian relief.
BRSP with the financial support of PATRIP Foundation and the German Federal Foreign Office took the initiative to empower young people and made a significant contribution in reshaping and uplifting the lives of disadvantaged youth who had graduated from traditional institutions (madaris) and formal schools. This initiative has achieved impressive success in reshaping and securing the lives of young people from dependence, negligence, and other social evils or radicalization in the province.
Since 2013, BRSP has trained about 2,138 youth including 1,238 Boys and 900 Girls involved in short-term training courses and recognition of prior learning programs called TVET (Technical Vocational Education Training). These opportunities were provided under its education projects titled ALP (Accelerated Learning Pathway) & YEP (Youth Empowerment Programmes), to equip the underprivileged youth of selected Madaris on marketable skills. Many of these beneficiaries have graduated and are currently engaged in entrepreneurship or gainful jobs in various reputed public and private institutions. The organization’s overall mission is to facilitate the establishment and improvement of sustainable livelihoods of the rural poor in Balochistan.
On the other hands, BRSP is also implementing its BRACE (Balochistan Rural Development and Community Empowerment” Programme (BRACE) in 211 Union Councils (UC) of the Province including 8 districts of the province (Khuzdar, Jhal Magsi, Loralai, Duki, Zhob, Pishin, Killa Abdullah & Washuk). The BRACE Programme is to support the Government of Balochistan (GoB) to foster an enabling environment for strengthening the capacities of local government/authorities to manage and involve communities in the statutory local public sector planning, ﬁnancing, and implementation processes, guided by a Community-Driven Local Government and Rural Development Policy and Fiscal Framework. The Salient Feature of the BRACE Programme is the partnership between local government/authorities and the communities, aiming to build a network of people’s own organisations working with the local government authorities to improve basic service delivery. Under the BRACE Programme livelihood component (TVET), BRSP trained overall 2110 youth in technical and vocational skills and taught 8440 women for literacy and numeracy skills.
In short BRSP aims to harness the potential of rural poor as well as the youth of Balochistan through a multi-pronged strategy of social mobilization, provision of technical vocational skills, interest free loans, income generating grants, adult literacy and numeracy skills, engagement in recreational activities, exposure visits, to make them stand on their feet by improving their standards of living and also inculcating a sense of ownership for the local development.
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The attainment of reading skill has fascinated psychologists and invited more study than any other aspect of human cognition due to its social importance and complexity.
—Moats and Tolman, 2009, p. 31
The past 40 years has yielded tremendous, interdisciplinary insights into the process of learning to read, gathered from developmental psychology, cognitive neuropsychology, developmental linguistics, and educational intervention research. Indeed, this is the most studied aspect of human learning. Dozens of journals publish empirical research on reading. Major research syntheses from English-speaking countries have been consistent in the findings on learning to read and teaching reading (NICHD 2000; Rowe & National Inquiry into the Teaching of Literacy, 2005; Rose, 2006; National Early Literacy Panel, 2008). Because of its volume, nature, and consistency, current research around reading embodies what is considered the science of reading.
'...it is currently impossible for schools to select basal reading programs that adhere to strict evidence-based standards (e.g., ESSA, 2015). As an alternative, schools must develop selection criteria for choosing classroom reading programs informed by the growing scientific evidence on instructional factors that support early reading development (e.g., Castles et al., 2018; Foorman et al.2017; Rayner et al., 2001).
The following will outline the scientific evidence
A scientific report from an international team of psychological researchers aims to resolve the so-called “reading wars,” emphasizing the importance of teaching phonics in establishing fundamental reading skills in early childhood. The report, published in in Psychological Science in the Public Interest, a journal of the Association for Psychological Science, shows how early phonics skills are advanced with a rich reading curriculum throughout the school years.
The National Reading Panel found that, to become good readers, children must develop:
The ability to read words in text in an accurate and fluent manner (fluency)
The ability to apply comprehension strategies consciously and deliberately as they read (comprehension)
The Panel found that many difficulties learning to read were caused by inadequate phonemic awareness and that systematic and explicit instruction in phonemic awareness directly caused improvements in children's reading and spelling skills.
The evidence for these casual claims is so clear cut that the Panel concluded that systematic and explicit instruction in phonemic awareness should be an important component of classroom reading instruction for children in preschool and beyond who have not been taught phoneme concepts or who have difficulties understanding that the words in oral language are composed of smaller speech sounds — sounds that will be linked to the letters of the alphabet. Importantly, the Panel found that even preschool children responded well to instruction in phonemic awareness when the instruction was presented in an age-appropriate and entertaining manner.
The Panel also concluded that the research literature provides solid evidence that phonics instruction produces significant benefits for children from kindergarten through 6th grade and for children having difficulty learning to read. The greatest improvements were seen from systematic phonics instruction. This type of phonics instruction consists of teaching a planned sequence of phonics elements, rather than highlighting elements as they happen to appear in a text.
Here again, the evidence was so strong that the Panel concluded that systematic phonics instruction is appropriate for routine classroom instruction. The Panel noted that, because children vary in reading ability and vary in the skills they bring to the classroom, no single approach to teaching phonics could be used in all cases. For this reason, it is important to train teachers in the different kinds of approaches to teaching phonics and in how to tailor these approaches to particular groups of students.
PHONICS - DOWNLOAD
LAURA STEWART Author and National Director for The Reading League


Rigorous Word Work instruction in second grade ensures students master the foundational skills they need to become lifelong readers and writers. Students learn the right comprehension strategies for their stage of reading development in small groups through explicit instruction that includes think-alouds, text-dependent questions, discussion, and graphic organizers. In second grade, students are expected to draw meaning using comprehension skills such as connecting ideas, recognizing an author’s intent, and citing text evidence. With careful teacher guidance, second graders learn how to select reading-level appropriate books in a wide variety of genres. Their genuine love for reading is encouraged and cultivated by acknowledging their achievements during a school wide AR party.
Through daily explicit writing process instruction, students learn how to express their ideas effectively in writing and develop critical writing skills in a variety of text types and genres. Students write multiple narratives, informative/ explanatory texts, opinions, and other genres. They practice writing mechanics and genre-specific writing skills.
In second grade math, students continue to develop mathematical practices, procedural skills, and conceptual understanding throughout the year. Each lesson begins with Problem- Based Learning, an activity in which students interact with their peers and teachers to make sense of and decide on a workable solution for a situation. Math instruction focuses on four critical areas:
• extending understanding of base-ten notation,
• building fluency with addition and subtraction,
• using standard units of measure, and
• describing and analyzing shapes.
By the end of second grade, students discover forces and interactions by experimenting with different strengths and directions of pushing and pulling and designing experiments to discover the relationship between speed and direction of an object using force. Students discover waves and the transfer of information by experimenting with light and sound energy. Second grade students learn life cycles and classifications of animals and adaptations for survival. Students use textual evidence to cite ways that the earth is changing and understand the changing surface of the Earth.
Second grade curriculum focuses on life in the United States, including the culture, economics, geography, government and civics, and history of our country by studying their identity as citizens and how our nation operates. Students explore how collaboration and respect for others is necessary to achieve and maintain a functioning society. They analyze the U.S. in economic terms, including: producers and consumers, supply and demand, imports and exports, and why budgets are important. They examine the geography of the U.S. in relation to the world and reinforce their map skills. To develop an understanding of the role of citizens and the U.S. government, students learn about rules, authority, and national symbols. They analyze significant individuals and observances, utilize chronological sequences, and explore primary and secondary texts in the history unit.
Our elementary school provides a warm, friendly, and dynamic environment that fosters critical thinking, collaboration, and creativity, developing a lifelong love of learning. It implements a high-quality curriculum that is aligned with state standards, built on high expectations, highly rigorous, and meets the needs of all students.


The human brain is a fascinating thing and very complex. Cognitive psychology looks at the human brain and the area of our memory and ability to attain and process information. Do you have research skills, a clinical mind and the ability to work well with others especially as an active learner? This could be the right area for you if so.
Take a look at the information below. This might just be the postgraduate course you’re looking for.
What is cognitive psychology?
Cognitive psychology is the study of the internal mental processes including language, memory, perception, attention, problem solving, reasoning and related areas. Cognitive therapy is a scientific subject.
As a cognitive psychologist you will examine these processes and carry out in depth research. Your main role is to examine and figure out the process of human thought. You will focus on the area of figuring out how humans process, attain and recall different information and what is involved in those processes. In this role you will carry out a lot of research while also possibly lecturing or teaching in colleges and universities.
You may work with patients who have cognitive disorders such as Alzheimers’ or Dementia or work with children in order to help them to understand the process of remembering and how their mind works. You may also be expected to look into areas such as the connection between human memory and the brain in relation to computers.
In this role you will typically work a Monday-Friday, 9-5 style of pattern. When you are working on research projects or similar, you may have to work flexible or extra hours to meet deadlines. You may also be expected to work under pressure and with an array of different people with different disorders and personality types.
There are many courses on offer in the area across the UK. Some courses offer the opportunity to study either part time or full time. Universities may have certain restrictions in place due to Covid-19 and may offer courses online. Courses available include:
Brain Imaging and Cognitive Neuroscience
Postgraduate courses in this area will provide you with an insight into important relevant theories, techniques and analysis methods used in cognitive neuroscience. You will gain all the relevant skills and knowledge to work and carry out research in the areas of brain imaging and cognitive neuroscience. Modules include an introduction to data science, neuroscience methods, application of brain imaging and research modules.
Cognitive Behavioural Psychotherapy
Cognitive Behavioural Psychotherapy is a key treatment for those who suffer from common mental health disorders. Courses in this area will help you to develop the necessary skills as well as get an insight and foundation in the knowledge needed to work in the area of cognitive behavioural psychotherapy. You will focus on areas such as different cognitive therapies for anxiety disorders, complex disorders and many more. It is a slightly different path to cognitive psychology but it is greatly connected.
Other courses available in a relevant field include Cognitive Neuroscience, Cognitive Neuroscience and Neuropsychology and Human Neuroscience to name a few.
Entry requirements may differ from course to course or university to university. Therefore, it is important to research your specific course in detail to ensure you meet the entry requirements. As these courses are postgraduate courses, you will need a bachelor’s degree. Some courses may accept a 2.2 degree while others will require a 2.1 in psychology ot a related field.
Your salary in this area may be dependent on multiple factors. These include your employment type, your experience and the location of your work. It is believed that the salary of a cognitive behavioural psychologist can range anywhere from £26,000 up to around £45,000. As a Cognitive Behavioural therapist you may earn in or around the same. If you’re working with the NHS, for example, psychologists earn between £44,000 to £61,000. In more senior roles, the salary can exceed £85,000. All figures are based on estimates and intended to be used as a guide only.
- Cognitive Psychologist
- Behavioural therapist/psychologist
- Child psychologist
- Adult psychologist
- Mental Health nursing
Skills and requirements
Skills and requirements helpful in this area include:
- Excellent communication skills
- Active listener
- Excellent research skills
- Organisation skills
- The ability to work well with others
- A problem solver
- Numeracy skills
- Critical analysis


Pratham, an NGO has carried out a survey in five States viz Andhra Pradesh, Himachal Pradesh, Assam, Jharkhand and Rajasthan with support from UNICEF and UNESCO. The study has noted that in the last two decades, impressive strides have been made in India in terms of providing school buildings, classrooms, teachers, textbooks and other facilities. These have been matched by very significant improvements in enrollment. The Annual Study Status of Education Report (ASER) study ‘Inside Primary Schools” tracked 30,000 rural children in Std 2 and Std 4 in 900 schools spread over five States of Andhra Pradesh, Assam, Himachal Pradesh, Jharkhand and Rajasthan. The Survey suggested many improvements that are required in education.
• Textbooks need urgent revisions. They need to start from what children can do and be more realistic and developmentally appropriate in what children are expected to learn, with clear learning goals and sequence.
• Systems must be put into place to track attendance, not just enrollment, and ensure regular reporting and monitoring of this attendance.
• Mother tongue instruction and programmes for language transition need to be introduced and expanded.
• Teacher recruitment policies need to assess teachers’ knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and use teaching learning materials and activities other than the textbook.
• State teacher education plans should invest in human resource capacity academic structure, like Block Resource Centres (BRCs) and Cluster Resource Centres structure, like Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs) and District Institutes of Education and Training (DIET) to enable them to help improve teaching and learning quality via in-service training and classroom visits.
• As per the Right of Children to Free and Compulsory Education (RTE) Act, 2009, child-friendly education needs to be defined and measured regularly as apart of the indicators of quality education.
• Libraries with take home books for reading practice at the household level, should be monitored as part of RTE indicators. Family reading programmes could also be part of innovations to help support first generation schools goers.
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 has become operative with effect from 1st April, 2010 and SSA norms have been revised to correspond with the provisions of RTE Act, 2009 in order to ensure quality elementary education to children of age group from 6-14 years throughout the country including these five States.


15 District Education and Training Bhavan: National Education Policy Spokespersons in their field of objectives and functions The National Education Policy 1986 was enacted with this material to understand the responsibility of the department to implement and manage the spirit of radical change in primary education and collectively reach the completion of the goals of the building. With that in mind, there were a few improvements in 1992-93. The Education District Education and Training Bhavan policy places great emphasis on the quality of education.
Implementation of Education Schemes at National Level and State Origin: Until the National Education Policy was adopted in 1956, it was extended from National Educational Research and Training Council level to District level and Education Policy in terms of education (NCERT), National Education, Planning and Administration (NEPA), and State Educational Research and Training 1996 through District Education and Training Buildings Design Council (sCERT). Training during service.
Training is an attempt to give a detailed introduction of the building, planning, administration etc. and pre-service training effort. Elementary education was felt.If you need special information, your educational institutions were through Zilla Bhavan but it is not possible to give a post to Zilla Bhavan. Write a tuckard .... activities for pre-service training Get the latest information from the system. ) Teacher training was limited enough.
The same Than teaching in the village Attempts are made to cover teachers. At the same time in the field of adult education in schools, this assistance was provided at the national level by the office of the Central Director of Adult Education and at the state level by the children coming to the State Research Center and the 6 to 14 year olds (SRCS). The decision to provide educational facilities to children of all ages was made at the third level up to the district level.
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This work has been taken up by the District Education and Training Buildings from now on. By the time the National Education Policy (NPE) was adopted, the purpose of the material was to expand the functions of elementary and adult education to such an extent that national and state level agencies alone were no longer sufficient to provide them with training and human resources. Equipped with research on education-universalization.
Stabilization and quality education of students along with academic and administrative Appropriate and qualified people have been appointed in the wings - but it has become necessary. Innovative trends in education are happening. The spokespersons appointed in the Vidya Kiya wing are proficient in the subject fields with their own methods-techniques and educational literature, as well as it was necessary for the teachers to be equipped in this profession.
It is necessary to cultivate professional readiness after receiving such readiness. It is also necessary to train the serving teachers for this to happen The functions of the district buildings, its branches and branches became. So far the first requirement is to get acquainted with the functions when it comes to education reform. Although more emphasis was placed on this school education, the school literature briefed the spokespersons of the district buildings and the idea of the students who remained outside in such a simple way, was necessary only about the branches of the district buildings and their function. Attempts have been made to give a general understanding of universalization and stabilization in education. And this great one that makes quality education accessible


- What are the three basic aspects of human development?
- What are two aspects of development?
- What are two main factors that influence growth and development?
- What are the 5 aspects of development?
- What are the 7 stages of development?
- What are the 4 domains?
- What is the most important aspect of development?
- What age is most crucial for brain development?
- What are the 8 stages of personality development?
- What are the 12 stages of life?
- What are areas of personal development?
- What are the four aspects of human development?
- What are the aspects of development?
- What are the 5 main areas of child development?
What are the three basic aspects of human development?
Human development refers to the physical, cognitive, and psychosocial development of humans throughout the lifespan.
What types of development are involved in each of these three domains, or areas, of life?.
What are two aspects of development?
Development is a positive growth or change in economical, social and political aspects of a country. Two aspects of development are: (a) Economic development or rise in income of people. (b) Social development, which includes education, health and public services.
What are two main factors that influence growth and development?
10 Factors That Influence the Growth and Development of a ChildHeredity. Heredity is the transmission of physical characteristics from parents to children through their genes. … Environment. … Sex. … Exercise and Health. … Hormones. … Nutrition. … Familial Influence. … Geographical Influences.More items…•
What are the 5 aspects of development?
The Five Areas of Development is a holistic approach to learning for Cerebral, Emotional, Physical, Social and Spiritual development.
What are the 7 stages of development?
Lifespan DevelopmentPrenatal Development.Infancy and Toddlerhood.Early Childhood.Middle Childhood.Adolescence.Early Adulthood.Middle Adulthood.Late Adulthood.More items…
What are the 4 domains?
The simplest of activities at every age level promotes stimulation and growth in their cognitive, social, language, and physical (fine and gross motor) skills. These four domains develop all at the same time.
What is the most important aspect of development?
The emotional, social and physical development of young children has a direct effect on their overall development and on the adult they will become. That is why understanding the need to invest in very young children is so important, so as to maximize their future well-being.
What age is most crucial for brain development?
While brain development during the first five years is so important, most children are already eager to learn! While formal education will begin soon enough, the primary way that babies, toddlers, and young children learn is through play.
What are the 8 stages of personality development?
Erikson’s eight stages of psychosocial development include trust vs. mistrust, autonomy vs. shame/doubt, initiative vs. guilt, industry vs.
What are the 12 stages of life?
The major stages of the human lifecycle include pregnancy, infancy, the toddler years, childhood, puberty, older adolescence, adulthood, middle age, and the senior years.
What are areas of personal development?
21 Examples of Personal Development Goals for a Better YouEmbrace Empathy. Empathy is about objectively comprehending differing perspective which in turn provides a wealth of insight into your own perspective.Confidence. … Listen Actively. … Make fear your friend. … Improve your body language. … Get along with others. … Get along with yourself. … Stop procrastinating.More items…
What are the four aspects of human development?
Human Growth & Development. There are four areas of development physical , intellectual, emotional and social, these areas of development will overlap with each other. The fastest period of growth and development is during the infancy and early childhood life stages.
What are the aspects of development?
Major domains of development include social-emotional, physical, language and cognitive. Also Know, what are the 5 aspects of development? These five aspects include: extraversion, agreeableness, openness, conscientiousness, neuroticism.
What are the 5 main areas of child development?
Children develop skills in five main areas of development:Cognitive Development. This is the child’s ability to learn and solve problems. … Social and Emotional Development. … Speech and Language Development. … Fine Motor Skill Development. … Gross Motor Skill Development.


Charles P. Bailey Sr. was the first black aviator from Florida to become a Tuskegee Airman. He is credited with shooting down two Focke-Wulf-190 German fighter planes in “Josephine,” a P-40 Warhawk named after his mother, and later in “My Buddy,” a P-51 dedicated to his father. The Germans referred to his all-black 99th Fighter Squadron as the “Black Birdmen.”
Charles graduated from all-black Howard Academy in Ocala. There was no black high school in Charlotte County, so he lived with a family in the Ocala area while going to high school there. He later enrolled at Bethune-Cookman College in Daytona Beach. While in college, Bailey enlisted in the Army Air Corps.
On April 29, 1943, he earned his wings and gold second lieutenant’s bars upon graduation. Bailey was one of the first members of the 99th Fighter Squadron. The squadron is famous for never losing an Allied bomber to enemy fighter planes during World War II.
Charles was one of only 450 black pilots who saw action during the war. The 99th Squadron was assigned to the U.S. Army’s 12th Air Force in Europe together with the 100th, 301st, and 302nd black fighter squadrons.
During World War II, 66 Tuskegee pilots were killed in action, and 32 became prisoners of war. After the war, Bailey returned to Bethune-Cookman to complete the final two years of his undergraduate education. He received a degree in elementary education and worked as an instructor for decades until his retirement.


Budget cuts and staff reductions have hit many schools hard. It’s time to look “outside the box” when trying to deal with growing student populations and fewer quality teachers to serve them. Digital content is ideal for building foundational skills. We need to look closely at how schools can use digital content to support student learning and reduce the teacher workload, yet increase teacher reach (e.g. caseload).
Use of digital content within the lab rotation model is a great deployment strategy. Depending on your state statues and/or school district regulations, schools may be able to use a support staff in the lab to monitor and guide students through the digital content. For example, in Nevada the law allows non-licensed personnel to manage computer labs when a licensed teacher is behind the instructional deployment. At the secondary level, Nevada students may be assigned a virtual lab period during the day for mathematics. Students go to a lab and work on digital courseware, rather than meeting with a teacher. The highly qualified math teacher is working with students from a distance within the online classroom. This maintains the concept of one prep period for the teacher and 30 students in a lab/classroom. It’s time to think outside the box, beyond the four-walled classroom and structured timeframes of the day.
Let’s consider a Hybrid model where students spend part of the week with their high qualified teacher face-to-face for hands-on engaging instruction and the other days in the week working with digital content. Typically elementary software and secondary courseware is a form of low level skills based direct instruction, yet the digital platform allows for quick and easy assessment of student knowledge. Digital content can replace teacher lecture, reading from a text, passing out worksheets, collecting and grading papers, putting grades into a gradebook, and then returning the papers. This provides teachers with more time to spend on engaging, motivating, hands-on instruction, or small group activities and student projects to assess high order thinking skills. It’s this balance of teacher interaction and digital content that will increase student motivation and teacher reach without increasing teacher workload.
Using a college model of Monday-Wednesday-Friday and Tuesday-Thursday students can split their time within the lab and with their teacher. Now instead on one teacher to 30 students, their reach is doubled (1:60). Where they only see one group of 30 students every other day. Assessments and low level skills analysis is taken care of within the digital content tool. Using the data from the software, teachers can target individual needs and guide instruction toward student success. Instead of preparing five lessons a week the teacher is now only conducting 2-3 engaging higher order thinking activities.
The Hybrid model balances teacher face-to-face instruction with digital distance in the online classroom, unlike the virtual lab model noted above. It’s definitely thinking outside the box. The Hybrid model reduces the teacher workload, yet increases teacher reach and in a age of teacher shortages it’s time to start thinking differently.


If you struggle to speak English as your first or second language, you will need to improve your basic reading and writing skills through the English Literacy Development Program.
The reality is that many immigrants from all over the world cannot speak English or French when they first arrive in Canada. It is therefore important that you spend time on this crucial skill as it will assist you in settling into a new country.
Information about these lessons can be found on your local school website, on the bulletin board in your local library, or at a community information centre.
ELD in schools
Immigrating to a new country with a different language and way of life can be difficult for many newcomers, especially children. Usually schools will need to assess the child’s language abilities when they first enter the school to determine the level of language ability.
ELD programs can assist children and count towards a high school diploma.
TYPES OF ELD SUPPORT
- Integrated classroom programs: Your child will be placed in a regular classroom and will receive English-language support.
- Intensive or Partial Support: Your child will get literacy support outside of the regular classroom for most or part of the day.
- Tutorial Support: Your child is taught on a one-to-one basis or in a small-group.
- Other Support: Your child can find assistance online or through special learning materials.
Adult language training
No matter what age you are, it is essential that you learn English. There are many classes available in your local neighborhood, with some conveniently taking place at night. These classes cater to beginners, intermediate and advanced language skills, and are all led by passionate and dedicated lecturers.
It is possible to find free classes in your local community centre.
What if I can’t make classes?
If you have too many things going on during the day and need an alternative to face-to-face classes, you can always apply for online training. This means that you can study online and your assignments will be marked by members of the Independent Learning Centre.


Welcome to the EARS 2 site.
What is the aim of this site?
The intention of EARS 2 is to introduce people of all ages, but especially those starting secondary education and their teachers, to the world of making music with sounds. The EARS 2 project was created based on a request from Unesco to create a resource site for children based on the original EARS site (see below).
This type of music, known as electroacoustic, electronic or sound-based music, is one of the most exciting new forms of music that came out of the twentieth century and is thriving today around the globe. Much of what can do with sounds has been made possible due to the development in technologies which we can use to make music.
The goal here is to offer EARS 2 users the chance to learn about all aspects of this music in an integrated, user friendly and enjoyable manner.
Main Sections of the Site
We have three main headers:
Discover the exciting world of sound based music. Learn how recording technology revolutionised music, how sounds work (and what makes each one unique) and explore how composers select and use sounds to create works of sound based music,
Develop your skills in listening. Discover many different types of sound based music and use these to inspire your own imagination, and
Discover a range of compositional challenges and exercises to help fire your imagination.
And a free software tool
A software package called Compose with Sounds has been developed to allow users to create their own works of sound based music in a free and intuitive programme, its creation was supported by a European Union Culture grant.
Background and Approach
EARS means ElectroAcoustic Resource site. Its predecessor (www.ears.dmu.ac.uk) was created for university-level students and professionals. Due to the success of this initiative, it was decided to create a pedagogical site, EARS 2, for younger people in order to open up this world of sound organisation to people of all ages and backgrounds.
Our approach is concept based – we therefore have clustered together pieces that uses sounds primarily in their natural state, music in which sounds are highly manipulated and music in which the sounds are generated (synthesised) by the user. Other themes are easily identified under the three main headers and allow for various forms of navigation: our projects, three at levels 1 to 3, those themes or any choices you prefer to make yourself.
Who made this?
The project team consists of a lot of people passionate about sharing this music with new people.
- Director: Prof. Leigh Landy
- Content and Design: Dr. Andrew Hill (original version), Paul Keene (design of the current version)
- Teachers’ Packs: Dr. Motje Wolf
- Web Design and Management: Ben Harvey (original version), Jack Richardson (current version)
- Drawings and Animations: Dr. Manuella Blackburn
- Guided Listening Films: Dr. Robert Weale
- Music Education Consultants: Duncan Chapman & Prof. Sarah Younie
- Compose with Sound Developers: Stephen Pearse (original and current versions), David Devaney (original version)
Furthermore, EARS 2 and Compose with Sounds are being translated and culturally adapted for use in non-Anglophone countries.
Teachers can use the EARS 2 teachers’ packs to help them learn about this subject and prepare their teaching.
There is also a book written to accompany the site: Making Music with Sounds (2012, Routledge, NY) written by the EARS 2 project leader, Leigh Landy.


Art Lessons and Schools
Steps to Start
While most people follow the same set of guidelines to start their business, there are a few unique steps involved in the creation of an art education establishment.
1. Determine what type of art medium you will teach.
2. Determine your lesson or class rates.
3. Create written documentation of all lesson or class guidelines and expectations.
4. Obtain all necessary materials such as art supplies, equipment and studio
Professional organizations are a great way to learn more about an industry and receive advice from those individuals who have achieved success. Such organizations can exist on the local, state, national and international level. Professional organizations also offer networking and specialized tools relevant to your industry. Membership fees vary by organization. Listed below are just a few of these organizations.
National Art Education Association
Illinois Art Education Association
American Alliance for Theater and Education


Wether you’re new to the Montessori method or well acquainted with the philosophy and education method, there are so many great books available to further your understanding of it. Here are five books that come highly recommended should you want to explore the topic further.
1. Understanding the Human Being. The Importance of the First Three Years of LIfe. By Silvana Quattrocchi Montanaro MD.
This is recommended reading for anyone in pregnancy or with an infant. Especially relevant in the first year of life. This is THE Montessori baby book. The book starts at Prenatal Life and continues to Birth right through to topics such as Weaning, Language Development and Movement. It contains a small amount of photographs, really just enough to illustrate the idea presented.
2. How to Raise an Amazing Child The Montessori Way. By Tim Seldin.
Recommended for anyone new to Montessori who wants an introduction to what the philosophy is all about. It also contains plenty of creative activity ideas to help children discover their world.
3. The Absorbent Mind. By Maria Montessori.
Recommended for every parent who has an interest in Montessori, but with some basic background knowledge already. It gives a clear explanation of the basis of Montessori theory and method and explains the ‘why’ behind so many of the Montessori concepts. It discusses the development of infants and young children from birth to three years.
4. Montessori from the Start. By Paula Polk Lillard
A book about what parents/ carers can do to help their youngest children in the process of self-formation.
5. Teach Me to do it Myself, Montessori activities for you and your child. By Maja Pitamic.
A jam packed book which includes five chapters with activities you can do at home or in a classroom setting: “ ife skills, Developing the senses, Language development, Numeracy skills,” and “Science skills.” Each activity has a picture, a numbered list of directions, a list of “You will need,” and “Other activities to try.” Most activities include a “Tip box,” a “Word activity” (language), and a “Safety Point.” Also contains worksheets for making several of the activities shown in the book.


Connecticut Core Standards
CT.CC.RF.4. Reading Standards: Foundational Skills
RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CT.CC.L.4. Language Standards
Vocabulary Acquisition and Use
L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4(a) Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


Teaching reading with common core standards
From the Common Core Mission Statement: “The common core state standards provide a a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.” They are created to lay out a program that is relevant and applicable to the real world, to prepare students across the nation for future success in college and careers.
The Reading Standards place an emphasis on both the complexity level of the text and the proficiency with which students read. There is a grade-by-grade increase of text complexity, and students must exhibit growth in their reading ability year by year. Students in grades K-5 are assessed in the following areas: Reading Literature, Reading Informational Text, and Reading Foundational Skills. Literature includes fictional stories, dramas and poetry. Nonfiction texts encompass biographies, books about history, social studies, science and the arts, and technical texts. Foundational Skills includes phonics and word recognition, fluency, and in the early grades, phonological awareness and print concepts.
LeveledReader.com offers a wide variety of leveled books that are ideal for use with the Common Core Standards. We provide both fiction and nonfiction books in Guided Reading levels A through R.


Now showing items 1-5 of 5
Reading comprehension and "best practices"
The purpose of this study is to investigate if and how the seven reading comprehension strategies identified as best practices are taught in the second grade Houghton Mifflin reading series (Cooper & Pikulski, 2008) used ...
The popularity and purpose of guided reading
The purpose of this study was to determine what makes guided reading a popular reading approach based on research, and determine its use in my current school district. The method used was a survey of nine items authored ...
Using teacher's understanding of RTI to improve student growth in reading
Response to Intervention (RTI) models are becoming quite common in schools nationwide, making it more and more imperative that educators understand the RTI process and the effect it can have on education. The purpose of ...
The daily five
The Daily Five is a program that was developed by Gail Boushey and Joan Moser, "the sisters." "The sisters" designed this program to help students develop the daily habits of reading, writing, and working with peers with ...
Reading motivation : the effect of read alouds on children's motivation to read
The purpose of this Capstone project was to determine how reading aloud to primary aged students influenced their motivation to read. Research was completed in the form of action research involving reading aloud to five ...


Performing Arts Curriculum (Music)
At St John the Baptist, children gain a firm understanding of what music, dance and drama is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.
You will see from our Music Overview, that children have the opportuinity to learn a musical instrument. Below is further information from the Barnsley Music Service.
Barnsley Music Education Hub website has new features which they hope will support schools and children in their learning. As well as an Online Learning section, they have also been working hard to reduce the amount of printed paper resources that they use, therefore they have included the following documents online:
· Pupil Practice Diary
· Pupil Handbook (Lots of information about how lessons work)
· New Starter Form (Pink Form)
Click here for Barnsley Music Service Support


At Orgill Primary School we believe that geography is a vital element of our curriculum. It explores the inter-relationship between people and their environments across the globe and harnesses the innate curiosity and wonder that all children have regarding the natural world. Many of the future opportunities and challenges of today’s children will include an element of geography, whether this is at a personal, local scale such as combatting local flooding or a global scale such as understanding the cause and effect of population migration. Children leave Orgill Primary School as young geographers equipped with the knowledge and intellectual ability to ask and investigate questions about how and why a given place is like it is and the cause and effect of any changes. They leave with a sound foundation on which to build the next stage of their geography learning.
We teach geography as a discrete subject and all pupils have the equivalent of one hour of geography per week during alternate half terms. Key stage one lessons are taught daily, whereas in key stage two, lessons are taught weekly. We follow the Collins Connected Geography scheme which has been developed to comprehensively cover all aims of the National Curriculum programme of study. Lessons draw children in through an initial investigation or mystery to solve; there are many opportunities for partner discussion, the enhancement of digital skills and furthering of literacy and numeracy skills. Each unit also allows for atlas or map work as children explore each new area of the world. The scheme includes specific units for key stage 1 and lower and upper key stage 2. The critical thinking skills and knowledge acquired as children move through the key stages becomes increasingly complex and enriches and builds on previous learning. Likewise, subject specific vocabulary and understanding is enhanced and consolidated. There is equal weight given to both human and physical geography aiding children’s understanding of the natural world and the reason for, and impact of, human features such as megacities. Children’s sense of responsibility is nurtured as they learn about caring for the earth and its people, and the wide benefits of a sustainable lifestyle. As our pupils learn about people’s lives in other parts of the world their moral and cultural understanding is heightened. Specialist teachers and workshops visit our school, when appropriate, to support learning about specific areas of geography.
Local area studies are included in units designed for each key stage giving children the opportunity to learn about the geography of our immediate area and how it compares to other areas of the world. The physical geography of local features such as rivers and mountains is also included as is a study of national parks. An opportunity to experience some of these areas first hand and to be immersed in the natural world is provided through our annual residential trip for key stage 2 children. We ensure our teaching of geography is inclusive in nature. This includes using written content such as travel journals or accounts of daily life from other cultures alongside photographs and video clips to enhance children’s experience of seeing and hearing other climates, biomes and cultures. This, in combination with field trips when appropriate, makes the curriculum accessible for all our pupils and easily tailored to ensure an appropriate level of challenge is provided for all children.


Written in English
|Statement||by Steven Katz.|
|The Physical Object|
|Pagination||iv, 278 leaves.|
|Number of Pages||278|
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Define pedagogies. pedagogies synonyms, pedagogies pronunciation, pedagogies translation, English dictionary definition of pedagogies. n. 1. The art or profession of teaching. 2. Preparatory training or instruction. n the principles, practice, or profession of teaching n., pl. -gies. Book Review: Women Who Stay Behind: Pedagogies of. PEDAGOGIES, PRACTICES AND THE FUTURE OF FOLK MUSIC IN HIGHER EDUCATION CONFERENCE Thursday 18 - Saturday 20 January Royal Conservatoire of Scotland, Glasgow In partnership with Celtic Connections and Glasgow UNESCO City of Music PROGRAMME THURSDAY 18 JANUARY - TRADITION AND CHANGE - Delegate Registration Jack Bruce Space. TEACHERS’ FOLK PEDAGOGIES3 ABSTRACT. In the last few decades, a large portion of scientific literature has been dedi-cated to the questions of realization of teaching and its improvement. However, one question remains in the background – folk pedagogies and their influence on teaching. Mar 29, · Tate, Gary, Amy Rupiper, and Kurt Schick. A Guide to Composition Pedagogies. Oxford: Oxford UP, Print. This deceptively slender book explores twelve of the most common--and often-overlapping--composition pedagogies currently in circulation. Each chapter outlines the histories, rationales, and critical texts of a particular pedagogy.