Media devices that are used by educators to achieve educational goals in both the small scale and large scale. use of learning tools absolutely used to plan, implement and evaluate educational purposes by teachers, learning peragkat will provide real direction to be followed by a teacher in implementing pendididikan.
pembalajaran device will mengambarakan teacher programs to be implemented in the short term, medium term and long term, all the activities that will be a teacher has to be drawn from the learning device owned by a teacher.




learning device will show the ability of a teacher in minimizing the failure in the learning process, analyze the material to be given, the condition of students, the readiness of students to the teaching materials, media to be used in the learning process, lead teachers in implementing the stages of learning to make teachers more prepared and confident to implement the learning.
Learning devices also provide media teacher evaluation of persispan, processes and outcomes of learning activities so that necessary action can be taken against a series of learning that has been done.




evaluation of teacher performance, kemamuan students, media, educational tools and support necessary for success in the learning process.

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Study Group

A study group can be helpful when you are trying to learn information and concepts and preparing for class discussions and tests. Read to learn about the benefits of a study group. Then read on to learn about how to start a study group and the characteristics of a successful study group. Finally, be sure to read about the possible pitfalls of a study group.
Benefits of a Study Group

A study group can be beneficial in many ways. Here are the most important benefits:
A support group can "pick you up" when you find that your motivation to study is slipping. The other group members can be a source of encouragement.
You may be reluctant to ask a question in class. You will find it easier to do so in a small study group.

You may become more committed to study because the group members are depending on your presentation and participation. You will not want to let them down.
Group members will listen and discuss information and concepts during the study sessions. These activities add a strong auditory dimension to your learning experience.
One or more group members are likely to understand something you do not. They may bring up ideas you never considered.
You can learn valuable new study habits from the other group members.
You can compare your class notes with those of the other group members to clarify your notes and fill in any gaps.
Teaching/explaining information and concepts to the other group members will help you reinforce your mastery of the information and concepts.
Let's face it - studying can sometimes be boring. Interacting with the other group members can make studying enjoyable.
Getting a Study Group Started

Study groups don't just happen. Here is what you should do to get a study group started:
Get to know your classmates by talking with them before class, during breaks, and after class. When selecting a classmate to join your study group, you should be able to answer YES for each of the following questions:
Is this classmate motivated to do well?
Does this classmate understand the subject matter?
Is this classmate dependable?
Would this classmate be tolerant of the ideas of others?
Would you like to work with this classmate?
Invite enough of these classmates to work with you in a study group until you have formed a group of three to five. A larger group may allow some members to avoid responsibility, may lead to cliques, and may make group management more of an issue than learning.
Decide how often and for how long you will meet. Meeting two or three times a week is probably best. If you plan a long study session, make sure you include time for breaks. A study session of about 60 to 90 minutes is usually best.
Decide where you will meet. Select a meeting place that is available and is free from distractions. An empty classroom or a group study room in the library are possibilities.

Decide on the goals of the study group. Goals can include comparing and updating notes, discussing readings, and preparing for exams.
Decide who the leader will be for the first study session. Also decide whether it will be the same person each session or whether there will be a rotating leader. The leader of a study session should be responsible for meeting the goals of that study session.
Clearly decide the agenda for the first study session and the responsibilities of each group member for that session.
Develop a list of all group members that includes their names, telephone numbers, and email addresses. Make sure each group member has this list and update the list as needed.
Characteristics of a Successful Study Group

Once started, a study group should possess the following characteristics to be successful:
Each group member contributes to discussions.
Group members actively listen to each other without interrupting. Only one group member speaks at a time.
The other group members work collaboratively to resolve any concern raised by a group member.
Group members are prompt and come prepared to work.
The group stays on task with respect to its agenda.
Group members show respect for each other.
Group members feel free to criticize each other but keep their criticisms constructive. This can encourage group members to reveal their weaknesses so that they can strengthen them.
Group members feel free to ask questions of each other.
At the end of each study session, an agenda including specific group member responsibilities is prepared for the next session.
Above all, the positive attitude that "we can do this together" is maintained.
Possible Pitfalls of a Study Group

A study group can be a very positive learning experience. However, there are pitfalls to be avoided. Here are some cautions:
Do not let the study group get distracted from its agenda and goals.
Do not let the study group become a social group. You can always socialize at other times.
Do not allow group members to attend unprepared. To stay in the group, members should be required to do their fair share.
Do not the let the session become a negative forum for complaining about teachers and courses.
Do not allow one or two group members to dominate the group. It is important that all members have an equal opportunity to participate.

The information you just read will help you decide when a study group is appropriate for you and will help ensure its success.

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Posted in: Study Group

Stages of Education

cycle of child education
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".[1]

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve. One of the most substantial uses in education is the use of technology. Classrooms of the 21st century contain interactive white boards, iPads, iPods, laptops, etc. Teachers are encouraged to embed these technological devices in the curriculum in order to enhance students learning and meet the needs of various types of learners.

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Tearning Theories

he literature of psychology, we will find many learning theories derived
of psychological streams. In the link below will put forward four different theories
learning, namely: (A) the theory of behaviorism, (B) according to Piaget's cognitive learning theory, (C) theory
processing information from Gagne, and (D) gestalt learning theory.
A. Behaviorism Theory

Behaviorism is one stream of psychology that views individuals only from the side
physical phenomenon, and ignore the aspects - the mental aspect. In other words, behaviorism
not acknowledge the existence of intelligence, talents, interests and feelings of individuals in a study.
Event learn merely reflexes trained in such a way that it becomes
habits are controlled individually.
Some legal learning resulting from this behaviorism approach, including:
1. Connectionism (S-R Bond) by Thorndike.
From the experiments conducted on cats produce Thorndike's laws
learning, including:
1.Law of Effect, meaning that if a satisfactory response effect,

the relationship Stimulus - response will be stronger. Conversely, the less
effects achieved satisfactory response, it also weakened the relations
between Stimulus-Response.
2.Law of Readiness; mean that the readiness refers to the assumption that satisfaction

organism comes from pemdayagunaan introductory unit (conduction units), where
These units generate trends that drive the organism to act or
does nothing.
3.Law of Exercise; means that the relationship between the stimulus with the response will be more
increased strongly, if often trained and will decrease if rarely or not
trained.
2. By Ivan Pavlov Classical Conditioning
From Pavlov's experiments conducted to produce a dog laws
learning, including:
1.Law of respondents conditioning that is required by law habituation. If two
kinds of stimuli presented simultaneously (one of whom serves as
reinforcer), then the reflex and other stimulus will increase.
Extinction 2.Law of respondents demanded the extermination of law. If reflexes
been strengthened through conditioning RESPONDENT was brought back without
reinforcer present, then its power will decline.
3. Operant conditioning according B.F. Skinner
From the experiments conducted B.F. Skinner on rats and subsequently in the bird
pigeons produce laws of learning, including:
1.Law of operant behavior conditining ie, if accompanied with a stimulus onset
amplifier, the power of these behaviors will increase.
Extinction of operant 2.Law that is if the occurrence of operant behavior has been strengthened through
conditioning process was not accompanied by reinforcing stimulus, the strength behavior danpunishment rd, a
individuals will think and decide which social behavior needs to be done.

a person takes material into Their mind from the environment, the which May mean changing the
Evidence of Their Senses to make it fit "and the accommodation is" the difference made to one's mind
or concepts by the process of assimilation "

He proposed also, that learning will be more successful when tailored to the stage
cognitive development of students. Learners should be given the opportunity to
experimenting with physical objects, which are supported by the interaction with peers
and aided by insight from the teacher questions. Teachers should provide stimulus to many
to students to want to actively interact with the environment, search and
find different things from the environment.
Implications of Piaget's theory of cognitive development in learning are:
1.Bahasa and the way children think differently from adults. Therefore teachers
teaching by using appropriate language with the way children think.
2.Anak children will learn better if it can properly deal with the environment.

According to Gagne stages of the learning process involves eight phases namely, (1) motivation, (2) understanding, (3) acquisition, (4) storage, (5) recall, (6) generalization, (7) treatment and (8) bait behind.
D. Gestalt Learning Theory

Gestalt comes from the German language which has the equivalent meaning as "permanent or
configuration ". Main Gestalt view is that the object or event will
viewed as a whole is organized. According to Koffka and Kohler, there
seven most important principles of organization are:
Learning Theories
Date: October 4, 2008
by: Akhmad Sudrajat, M.Pd.

When reviewing the literature of psychology, we will find many learning theories derived
of psychological streams. In the link below will put forward four different theories
learning, namely: (A) the theory of behaviorism, (B) according to Piaget's cognitive learning theory, (C) theory
processing information from Gagne, and (D) gestalt learning theory.
A. Behaviorism Theory

Behaviorism is one stream of psychology that views individuals only from the side
physical phenomenon, and ignore the aspects - the mental aspect. In other words, behaviorism
not acknowledge the existence of intelligence, talents, interests and feelings of individuals in a study.
Event learn merely reflexes trained in such a way that it becomes
habits are controlled individually.
Some legal learning resulting from this behaviorism approach, including:
1. Connectionism (S-R Bond) by Thorndike.
From the experiments conducted on cats produce Thorndike's laws
learning, including:
1.Law of Effect, meaning that if a satisfactory response effect,

the relationship Stimulus - response will be stronger. Conversely, the less
effects achieved satisfactory response, it also weakened the relations
between Stimulus-Response.
2.Law of Readiness; mean that the readiness refers to the assumption that satisfaction

organism comes from pemdayagunaan introductory unit (conduction units), where
These units generate trends that drive the organism to act or
does nothing.
3.Law of Exercise; means that the relationship between the stimulus with the response will be more
increased strongly, if often trained and will decrease if rarely or not
trained.
2. By Ivan Pavlov Classical Conditioning
From Pavlov's experiments conducted to produce a dog laws
learning, including:

1.Law of respondents conditioning that is required by law habituation. If two
kinds of stimuli presented simultaneously (one of whom serves as
reinforcer), then the reflex and other stimulus will increase.
Extinction 2.Law of respondents demanded the extermination of law. If reflexes
been strengthened through conditioning RESPONDENT was brought back without
reinforcer present, then its power will decline.

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Syllabus

Guidelines for the preparation of syllabus, quality plan pembelajaan, handouts, and teaching materials backed by some of the following:
1. Quality in higher education is strongly influenced by the curriculum are planned and prepared.
2. Universities must have a standard curriculum, both to guide the learning, accreditation interests or the interests in cooperation with outside parties.
3. Lectures execution should be based curriculum that is prepared and well planned.
4. Planned curriculum should include a syllabus / course outline, learning quality plan (RMP), teaching materials, and hand-outs.
5. Commencing 90% UMS lecturers had received training on how to design learning including the preparation of the syllabus (course outline), lesson plans (lesson plans), teaching materials and hand-outs. However, these require the development and continuous improvement by adapting the model developed by the DIKTI.
6. All lecturers have UMS Unit Events Lectures (SAP) but not yet adjusted to the format and less do RMP updates.

7. Preparation of syllabus and RMP is very strategic for (1) shows the readiness of faculty in teaching at every face to face, (2) development of a hand-out materials and teaching materials, and (3) as a reference in monitoring and evaluation of PBM.
8. UMS leaders mandated a working meeting was quickly set up guidelines for the preparation of syllabus and RMP.

B. Goal
1. Encourage faculty to design a syllabus and learning based on the RMP in accordance with the format specified.
2. Encourage faculty to support curriculum planning and sustainable development.

C. Basis of Syllabus and RMP
1. Course Specifications
2. Competence Graduates
3. Curriculum Map

D. Syllabus Components
1. Subjects identity (Prodi, MK Code, Name of the Constitutional Court, the number of credits, and semester)
2. Pre-Term Courses
3. Competency Standards
4. Basic Competence
5. Indicator
6. Learning Experience
7. Material
8. Left
9. Tools / Materials / Learning Resources
10. Assessment of Learning Outcomes

E. RMP Components
1. General Information (Name of Lecturer, Prodi, MK Code, Name of the Constitutional Court, the number of credits, Semester, and Time)
2. Competency Standards
3. Basic Competence
4. Indicator
5. Learning activities (introduction, presentation, and closing)
6. Methods / Learning Strategy
7. Equipment / Media
8. Materials / Learning Resources
9. Assessment of Learning Outcomes

F. Constructing Measures Syllabus
1. Subjects fill out the form identity which consists of:
a. Study Program: completed in accordance with department / program of study in which a subject is taught.
b. MK Code: optional course code matches the code within the structure of the curriculum.
c. Court Name: optional subject name in accordance with the existing name in the structure of the curriculum.
d. Credits: required number of credits according to the amount present in the structure of the curriculum.
e. Semester: completed according to the time a course is taught.
2. Teaching Pre Conditions: optional name of courses that must be taken before attending the course in question (can there be, can not exist, and perhaps more than one course).
3. Competency Standards: filled with the expected ability of students after one semester following a course of learning in terms of cognitive, affective, and psychomotor which has become part of life in thinking and acting.
4. Basic Competence: filled with the expected ability of students after attending a few times the learning in terms of cognitive, affective, and psychomotor.
5. Indicators: filled with students' specific skills either in the form of knowledge, response, and actions after the learning process is complete.
6. Learning Experience: filled with images of activities that will be experienced by students during the learning.
7. Instructional Materials: stuffed with material / themes / topics to support the achievement indicators.

8. Left: filled with the amount of time required for each basic competence.
9. Tools: filled with the tools necessary in the learning process.
10. Materials / Learning Resources: filled with learning resources which are used as reference in the learning process. Learning resources such as books and journals should mention the name of the author, title of book / journal / articles, and pages. Learning resources that form the Internet should mention the name of the author, article title, and its web address.
11. Assessment of Learning Outcomes: filled with techniques and assessment instruments to be used.

G. Steps to Prepare RMP
1. Fill out the form which consists of General Information:
a. Lecturer Name: filled with the name of the author RMP.
b. Study Program: completed in accordance with department / program of study in which a subject is taught.
c. MK Code: optional course code matches the code within the structure of the curriculum.
d. Court Name: optional subject name in accordance with the existing name in the structure of the curriculum.
e. Credits: required number of credits according to the amount present in the structure of the curriculum.
f. Class / Semester: completed according to the class / semester a course is taught.
g. Allocation of Time: filled with the amount of time for each class meeting face to face.
h. Meeting: filled with unity meeting, second, third, fourth, fifth, and so on in accordance with the planned number of face to face.
2. Competency Standards: Competency Standards: filled with the expected ability of students after one semester following a course of learning in terms of cognitive, affective, and psychomotor which has become part of life in thinking and acting.
3. Basic Competence: filled with the expected ability of students after attending a few times the learning in terms of cognitive, affective, and psychomotor.
4. Indicators: filled with students' specific skills either in the form of knowledge, response, and actions after the learning process is complete.
5. Instructional Materials: stuffed with a brief description of material / themes / topics to support the achievement indicators.
6. Methods / Learning Strategies: filled with a method or strategy to be used in the learning process.
7. Learning phase consists of activities:

a. Initial Activities: is filled with apersepsi or descriptions to deliver the topics / themes to be discussed in the learning.
b. Core Activities: filled with descriptions of activities conducted within the learning process that includes an explanation of matter (theme / subject / concept), giving examples, demonstrations, and assignments.
c. Last Activity: filled with activity summaries, assessments, and follow-up.
8. Equipment / Media: filled with tools / media are required in the learning process.
9. Materials / Learning Resources: filled with learning resources which are used as reference in the learning process. Learning resources such as books and journals should mention the name of the author, title of book / journal / articles, and pages. Learning resources that form the Internet should mention the name of the author, article title, and its web address.
10. Assessment of Learning Outcomes: filled with techniques and assessment instruments that will be used including the criteria for assessment.

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Promissory Note

Semester is a unit of time used for the implementation of educational programs. Activities undertaken for the implementation of educational programs. Activities undertaken in the semester that is face-to-face activities, pratikum, kingdom field, mid semester, semester exams and various other activities are given an assessment of success. One semester consists of 19 weeks of work involves face to face, mid-semester and semester exams.

Semester education program used in the smallest time unit, ie unit length of one semester to state education programs. Each semester the program completely in character and is one of roundness and stand on its own. At the end of each semester all materials presented semester program activities must be completed and the students taking the program has to be determined pass or not.

Semester program is a program that contains the outlines of the things you want done and achieved in the semester. Semester program is a translation of the annual program. The contents of the semester is about the moon program, subject to deliver, the time planned, and descriptions.

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Annual Program

The annual program is the plan allocation of one year to achieve the goal (SK and KD) has been determined. Determination of allocation of time needed for all basic competencies in the curriculum can be achieved entirely by students. The allocation of time was determined on the number of hours of study in accordance with the prevailing structure of the curriculum and the breadth of material that must be mastered by students

Annual Program is a general program each subject for each class, contains the outlines to be achieved in one year and are developed by subject teachers concerned this program needs to be prepared and developed by the teacher before the school year begins, because the guidelines for development The next-progran program, namely program semester, weekly and daily as well as making the syllabus and assessment system components include the identification of annual programs (educational unit, the subjects, the school year) standard of competence, basic competence, allocation of time and information.

Annual Program is a general program every subject for every class that was developed by subject teachers concerned this program has been prepared and developed by subject teachers before the school year because it is a guideline for the development of subsequent programs.

The annual program is a general program each subject for each class, which was developed by subject teachers concerned as guidelines for the development of subsequent programs, such as semester programs, weekly programs and daily programs or programs of learning any subject

The annual program includes translation of the allocation of time for each standard of competence and basic competencies for each semester and each class during one school year. The next annual program described in detail in the course of the semester. The annual program prepared and developed by the teacher before the school year begins, as a guideline for the development of subsequent programs. The annual program is a general program each subject for each class,

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Posted in: Popular Education

Learning Tools

Media devices that are used by educators to achieve educational goals in both the small scale and large scale. use of learning tools absolutely used to plan, implement and evaluate educational purposes by teachers, learning peragkat will provide real direction to be followed by a teacher in implementing pendididikan.
pembalajaran device will mengambarakan teacher programs to be implemented in the short term, medium term and long term, all the activities that will be a teacher has to be drawn from the learning device owned by a teacher.

learning device will show the ability of a teacher in minimizing the failure in the learning process, analyze the material to be given, the condition of students, the readiness of students to the teaching materials, media to be used in the learning process, lead teachers in implementing the stages of learning to make teachers more prepared and confident to implement the learning.
Learning devices also provide media teacher evaluation of persispan, processes and outcomes of learning activities so that necessary action can be taken against a series of learning that has been done.

evaluation of teacher performance, kemamuan students, media, educational tools and support necessary for success in the learning process.

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Posted in: Popular Education

Curriculum and Structure

Curriculum Structure

The curriculum is organized into three tiers or levels, each with a different purpose.
Tier I

Courses at this level provide essential knowledge and skills (scientific and cultural information, writing skills, college-level mathematics, and information literacy). Mastery of this material lays a foundation for success in upper levels of the curriculum.
Tier II

These courses provide introductions and some choices for more advanced work in the various scholarly disciplines, from the arts and humanities and social sciences to the biological and physical sciences. Tier II courses help students build their breadth of knowledge.
Tier III

The Tier III course is the only required upper-division component of General Education. The intent of this requirement is to ensure that students have the basic skills of lifelong learners, allowing them to conduct research and construct knowledge in a discipline apart from their major field of study.
Requirement Categories

World Civilizations: 6 hours [Gen Ed 110 and 111 or upper division coursework] substitutes for transfer students with more than 60 hours.

Communications Proficiency: 6 hours, including at least 3 in written communications

Mathematics Proficiency: a minimum of 3 hours

Arts and Humanities and Social Sciences: 9 hours total, with at least 3 hours in each category

Intercultural Studies: 3 hours

Sciences: a total of 10 hours with at least 3 each in both biological and physical sciences, and including at least 1 credit hour of laboratory sessions.

Tier III: the only upper-division requirement in General Education, 3 hours

American Diversity: 3 hours [a course satisfying this requirement can be selected from one of the other requirement categories].
General Education, PO Box 644519, Washington State University, Pullman WA 99164-4519, 509-335-5699, Conta

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Posted in: Popular Education

Educators Structure

As a pupil at Kunskapsskolan you will be setting long-term learning and attainment goals. At the start of school you, together with your teacher and parents, set and agree on the learning and attainment goals you will work to meet at the end of your final year.

This means that at the end of your last year, your grades will not come as a surprise, and it is our aim that you meet or exceed the attainment goals we have agreed on. The long-term goals will be broken down into a plan with termly goals and weekly goals, and these are followed up week by week in individual tutorial discussions.

Part of this process also includes finding the learning style that best suits your needs, enabling you to develop learning strategies to meet or exceed your goals. It may be a question of finding out where you learn best, or which study techniques will better help you to understand.

Personal supervision for support and control
At Kunskapsskolan, you will have a teacher as a personal tutor who will follow you through your school years, help you and train you in planning and developing your learning strategies, follow up your school work and be available for support and control. As you learn to set your goals yourself and to plan your own time, you will be allowed to take a greater responsibility for your own studies. Thus, our method of working will teach you to take personal responsibility and to become independent - this is not something which you need to know how to do when you begin with us, but something which you will learn step by step.

Unique opportunities for parents to follow the school work
Your parents will have a unique opportunity to follow your studies in your logbook and via the web-portal Kunskapsporten (The Knowledge Portal), where the planning and material for the steps and courses are available. In addition, the teachers will enter all your results, remaining tasks, comments etc in the school´s Pupil Documentation System which is accessible via the Internet.

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Posted in: Popular Education

High School

This article is about the term for a secondary education institution. For other uses, see High school (disambiguation).

High school is used in some parts of the world, particularly in Scotland, North America and Oceania to describe an institution that provides all or part of secondary education. The term "high school" originated in Scotland with the world's oldest being the Edinburgh's Royal High School in 1505.[1][2]

The Royal High School was used as a model for the first public high school in the United States, the English High School founded in Boston, Massachusetts, in 1821. The precise stage of schooling provided by a high school differs from country to country, and may vary within the same jurisdiction. In all of New Zealand and Malaysia along with parts of Australia and Canada, high school is synonymous with secondary school, and encompasses the entire secondary stage of education.
Canada

Ursula Franklin Academy a high school in Toronto, Ontario, Canada.

In Canada the term "High School" (also referred to as "Secondary school" or "Collegiate Institute") refers generally to schools comprising grades nine through twelve [some provinces only have it from grade 10 to 12]. Although each Province and territory have their own system, some provinces have Junior High, while others have post-eleventh grade, public schools, also known as Senior High. Almost all high schools schedule classes running from late August or early September to mid or late June with a summer break during July and August.

Canadian high schools offer many extracurricular activities, mainly sports. The most popular sports in Canadian high schools are ice hockey, rugby, soccer, lacrosse, field hockey, football, baseball, basketball, track and field athletics, and volleyball. Senior prom (typically referred to simply as "grad" or "formal") is a very popular activity amongst graduating students. Many non-sports extra-curricular activities are offered, also. Some of these include drama, yearbook club, and computer club.

An increasing number of international students are attending Canadian high schools. Among all boarding high schools in Canada, Columbia International College is the largest, with around 1,400 international students from 66 countries.

Main article: Education in Palestine

Education in the Palestine refers to the educational system in Gaza Strip and the West Bank. Enrolment rates amongst Palestinians are relatively high by regional and global standards. This reflects the great values that Palestinians attach to educational attainment. According to a youth survey in 2003, 60% between the ages 10–24 indicated that education was their first priority. Youth literacy rate (the ages 15–24) is 98.2%, while the national literacy ratePeople's Republic of China
Main article: Education in the People's Republic of China

Lists of newly admitted students - posted outside of Linxia High School

In China, the term 'high school', also 'senior middle school' (高中), often refers to the senior part of the Chinese secondary education, as oppose to the junior part, which is more commonly known as '(junior) middle school'. Normally, students who have finished six years of primary education will continue three more years of academic study in middle schools as regulated by the Compulsory education law at the age of twelve. This, however, is not compulsory for senior secondary education, where junior graduates may choose to continue a three-year academic education in academic high schools, which will eventurally lead to university, or to switch to a vocational course in vocational high schools.

Generally, high school years usually have two semesters, starting in September and February. In some rural areas, operation may subject to agricultural cycles. Number of lessons offered by school on a weekly basis is very subjective, largely depends on the school's resource. In addition to normal lessons, periods for private study and extracurricular activity are provided as well. The academic curriculum consists of Chinese, Mathematics, English, Physics, Chemistry, Biology, Geography, History, politics, Music, Fine Arts, PE, Technology, Computing etc. Some schools may also offer vocational subjects. Generally speaking, Chinese, Mathematics and English are considered as three main subjects as they will definitely be examed in Gaokao.

In China cities, the majority of high school graduates will go onto universities or vocational colleges. Given the fact that the intensity of the competition for limited university places is unimaginable, most high schools are evaluated by their academic performance in Gaokao by parents and students.

Rural secondary education has undergone several transformations since 1980, when county-level administrative units closed some schools and took over certain schools run by the people's communes. In 1982 the communes were eliminated. In 1985 educational reform legislation officially placed rural secondary schools under local administration. There was a high dropout rate among rural students in general and among secondary students in particular, largely because of parental attitudes. All students, however, especially males, were encouraged to attend secondary school if it would lead to entrance to a college or university (still regarded as prestigious) and escape from village life.(http://en.wikipedia.org/wiki/High_school)

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Primary School

This programme offers training in the key areas of Islamic economics, finance and Shariah in both theoretical and applied aspects. It provides candidates with a comprehensive understanding of the economic, financial and legal environment in which providers of Islamic financial services operate.

The MIF (Masters in Islamic Finance) is designed for academics and practitioners who wish to extend their knowledge as well as fast-track their career in Islamic finance. The programme provides a strong foundation in the principles and practice of Islamic finance. It also equips students with new skills, analytical tools and strategic perspectives from which they can make sound financial decisions.
the United States, a primary school is the same thing as an elementary school. It is for young students usually kindergarten to fifth or sixth grade. In the United States elementary school is a more common term. Primary school is often used in private or independent schools. (In private or independent schools the government does not give the schools money.)

In the United Kingdom, a primary school usually comprises a nursery and the first 7 years of a child's full-time education.

In India, "Primary Education" means the 'Nursery', the 'Kindergarten' and four years of regular schooling thereafter. Admission to Nursery classes is for children above two years so that the age is 6+ when entering Class I. Children are taught language (mother tongue and English) reading/writing skills, basic arithmetic and quite a good amount of general information about the country, people, statesmen, great people, flora & animals. However, this is true only for schools in the urban areas. Rural schools do not have Nursery or Kindergarten; they admit straight at Class I when the child is six. Further, the rural schools use the mother tongue as medium of instruction, not resorting to English in any way. Primary education is free in government schools. Moreover, rural primary schools offer free mid-day meals to children (the government pays for it) so that the drop out rate comes down. States of West Bengal, Maharashtra, Manipur, Nagaland and Kerala have done very good work in this way of spreading primary education.

In Singapore, Primary School refers to those students who are normally between the ages of 7 to 12. Primary School is classified as P1 to P6 for Primary 1 to Primary 6 respectively. At the end of P6, students sit for a national level Primary School Leaving Exam (PSLE) which is used for placement into Secondary School. Prior to Primary School, pupils attend Kindergarten School for 2 years.


MIF can be studied on campus full-time or part-time. For both full-time and part-time students, classes are held after office hours from Monday to Friday and during the day on Saturday. The number of students accepted each semester is limited.

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Posted in: Fomal Education

Kindergarten

Teaching problem solving helps children develop discrimination and reasoning skills. Children will learn to group similar items together or discriminate which items do not belong in a group.

Our Problem Solving applications are available exclusively through itunes and are designed to work on Apple’s iPhone and iPod touch. Your child can learn on the go, at his or her own pace in a fun, interactive way. At only .99 cents per application of approximately 120 beautiful, clear, concrete, colorful images, your child will have fun learning at an affordable price. Our Problem Solving Series includes the following:
What Rhymes

Teaching rhyming words in preschool and kindergarten sets a solid base for reading comprehension. Rhyming is a basic component of phonics and a very important pre-reading skill. Teaching kids to find words that rhyme or creating a list of rhyming words helps children recognize phonetic sounds. This prepares children for spelling and decoding words while reading. Our What Rhymes application provides children with many different combinations of easy rhymes such as chair/pear, dog/frog, bell/shell, cat/hat, fan/can, etc.
Click here to purchase
Which Does Not Belong

Our What Does Not Belong application introduces your child to the negative form “NOT” which requires some expanded thinking. We’re created many combinations of common objects that are of high interest to young children to help them develop critical thinking and problem solving skills. Our What Does Not Belong application provides your child or student will be shown 4 images per page, and asked which one does not belong. Such as grapes, strawberry, orange and a chocolate cupcake. Another example may be three chairs and a stool or a police man, a firefighter, a construction worker and a young girl.

Our Which Go Together application is a great introduction to associations and helps develop visual discrimination skills and understanding of different objects and events. We’re created many combinations of common objects that are of high interest to young children to help them develop critical thinking and problem solving skills. In our Which Go Together application your child or student will be shown 4 images per page and asked which two items belong together. For example, frying pan, bacon, a toucan and an umbrella. Or a piggy bank, coins, marbles and an alarm clock
http://kindergarten.com

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Posted in: Pre-education

Early Childhood Education

Education begins from the moment the child is brought home from the hospital and continues on when the child starts to attend playgroups and kindergartens. The learning capabilities of humans continue for the rest of their lives but not at the intensity that is demonstrated in the preschool years. With this in mind, babies and toddlers need positive early learning experiences to help their intellectual, social and emotional development and this lays the foundation for later school success.

First Three Years

During the first three years parents will be the main influence in the child’s learning experience and education. What parents do and expose their children to has a vast impact on the development of the child. Parents sometimes forget that an interested parent can have a tremendous impact on a child’s education at any age. If the parents choose to participate in a Mothers and Toddlers group or child-care arrangements, including family babysitting or center-based child care, these all have the potential to provide high-quality, individualized, responsive, and stimulating experiences that will influence the child’s learning experience. With this in mind, a child in a negative enjoinment could also result in negative effects as well. This fact makes it essential that the environment that the child is placed in during these early years be as positive and intellectually stimulating as possible. Very strong relationships are imbedded in everyday routines that familiar caregivers provide. It is the primary caregiver that a child learns to trust and looks to for security and care.

Speech development is one of the first tools that a child will demonstrate in his/her lifelong education. Wordlessly at first, infants and toddlers begin to recognize familiar objects and to formulate the laws that systematically govern their properties. With encouragement through books and interaction, toddlers soon pick up vocabulary.

It is really useful to understand how language unfolds. The first words that toddlers learn are normally the names of familiar people and objects around them. Then they learn words that stand for actions. Only then do they start to have the words that describe their world, that are about ideas. This development is usually in the second part of the second year of life. A parent or caregiver can have a vast impact on a child’s speech development by the amount of time that is spent talking with and reading to a child.

Every caregiver can, in culturally appropriate ways, help infants and toddlers grow in language and literacy. Caregivers need presence, time, words, print, and intention to share language and literacy with infants and toddlers. All five qualities are important but it is intention that can turn a physical act like putting away toys or lining up at preschool into a delightful learning experience. Even a trip to the grocery store can be turned into a vocabulary lesson about colors and the names of fruits.
Importance of play

Child development experts agree that play is very important in the learning and emotional development of all children. Play is multi-faceted. Although it should be a fun experience for the child, often many skills can be learned through play. Play helps children learn relationship and social skills, and develop values and ethics, Play should always be considered an essential part of a child’s early education.

Functional play helps children to develop motor and practice skills. This kind of play is normally done with toys or objects that are stackable, can be filled with water or sand or playing outdoors. Water play or sand play is a favorite amongst pre-school children and a valuable teaching tool. This type of play can make up about 50% of the type of play that toddlers through 3year-old children practice.

Constructive play is characterized by building or creating something. Toys that encourage this type of play are simple puzzles, building blocks, easy craft activities, and puppets. Normally 4 or 5 year old children enjoy this type of play, but it continues to be enjoyable into the first and second grades of school.

Hands and fingers are the best first art tools. Soon they will manage thick paint brushes, wedges of sponge, wax crayons, and hunky chalks. It is advised to avoid rushing a child into making something in particular. Letting them do what they want encourages individuality and decision making. Toddlers also enjoy play dough because they can get hands and fingers in it for poking, rolling, and shaping. This type of play develops thinking and reasoning skills, problem solving, and creativity.

Pretend play allows children to express themselves and events in their lives. Normally a child will transform themselves or a play object into someone or something else. This type of play is popular with children in preschool and kindergarten and it tends to fade out as they enter primary school. Pretend play helps children process emotions and events in their lives, practice social skills, learn values, develop language skills, and develop a rich imagination. Because of the important skills that are developed through this type of play, efforts should be made to encourage children to pretend.

Playing games that have a definite structure or rules do not become dominant until children start to enter elementary school. Board games, simple card games, ball games or skipping games that have specific rules will teach children cooperation, mutual understanding, and logical thinking.

A playground can be a turned into a learning experience for a child. Although a playground traditionally has certain elements, these elements may pose an unsafe surrounding for your child if the equipment is not properly supervised or built of unsafe materials. To provide a safe environment that allows gross motor activity it is important that some considerations of the equipment be made. The following elements have been found to be unsafe in group care settings:
Metal slides can cause burns when they are exposed to direct sunlight. The intense sunlight in a tropical climate heats metal to very high temperatures.
Enclosed tunnel slides make observation difficult and can allow one climbing child above the enclosed tunnel to fall on top of another at the tunnel exit.
Traditional seesaws can result in injuries when one child unexpectedly jumps off.
Spring mounted, rocking toys with very heavy animal seats can strike a child. (There are acceptable, lighter weight rocking toy alternatives.)
Swings, other than tire swings, can easy hit a waiting child and cause injury. Light weight plastic seat swings pose a much lower chance hurting a child.
Things to look for in a Preschool Curriculum

It is important that when considering an early education facility, caregivers and teacher in the facility have knowledge of the cultural supports for the language and literacy learning of the children and families they are serving. They need to have sufficient skills in guiding small groups of children in order to give full attention to individual young children’s language and literacy efforts. They need to be able to draw out shy children while they help very talkative ones begin to listen to others as well as to speak. Caregivers or teachers need to arrange environments that are symbol rich and interesting without being overwhelming to infants and toddlers. Even the simplest exchange becomes a literacy lesson when it includes the warmth of a relationship coupled with words, their concepts, and perhaps a graphic symbol.

To be effective, an early year’s curriculum needs to be carefully structured. In that structure, there should be three strands: provision for the different starting points from which children develop their learning, building on what they can already do; relevant and appropriate content which matches the different levels of young children's needs; and planned and purposeful activity which provides opportunities for teaching and learning both indoors and outdoors.

If your child is between the ages of three and six and attends a preschool or kindergarten program, the National Association for the Education of Young Children (NAEYC) suggests you look for these 10 signs to make sure your child is in a good classroom.

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Posted in: Pre-education

sexual education by age

Children as young as seven will be taught the facts of life in compulsory sex education lessons.

Pupils aged five will prepare for the classes by learning about body parts and sex differences. More explicit material will be covered if it is raised by the youngsters.

Family campaigners are furious at the measures. However, ministers have yet to decide whether parents will be able to withdraw children from the classes, due to be introduced by 2010.

The reforms bring personal, social and health education on to the mandatory school curriculum alongside subjects such as maths and English.

As well as covering sex and relationships, primary and secondary schools will be under a duty to teach pupils about the dangers of drugs and alcohol.

Unveiling the shake-up, Schools Minister Jim Knight blamed 'soap storylines and music videos' for increasing children's exposure to 'sexual imagery and sexual content'.

He said age-appropriate sex and relationships education from five onwards was needed to combat the 'earlier sexualisation' of youngsters.

But family campaigners described the lessons as 'too much, too young' and said they could have the opposite effect and encourage sexualisation.

They accused ministers of reneging on a promise to hold a full public consultation before accepting the conclusions of their sex education review group.

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Posted in: Popular Education

Phases of Child Development

During this period, young children's physical development is very rapid and they gain increasing control of their muscles. They also develop skills in moving their hands, feet, limbs and head, quickly becoming mobile and able to handle and manipulate objects.



They are learning from the moment of birth. Even before their first words they find out a lot about language by hearing people talking, and are especially interested when it involves themselves and their daily lives.

Sensitive caregiving, which responds to children's growing understanding and emotional needs, helps to build secure attachments to special people such as parents, family members or carers.

Regular, though flexible, routines help young children to gain a sense of order in the world and to anticipate events. A wide variety of experience, which involves all the senses, encourages learning and an interest in the environment.

1 - 2 Years
As children become mobile new opportunities for exploration and exercise open up. A safe and interesting environment, with age-appropriate resources, helps children to develop curiosity, coordination and physical abilities.

This is a time when children can start to learn the beginnings of self-control and how to relate to other people. In this period children can be encouraged to develop their social and mental skills by people to whom they have a positive attachment.

Building on their communication skills, children now begin to develop a sense of self and are more able to express their needs and feelings.

Alongside non-verbal communication children learn a few simple words for everyday things and people. With encouragement and plenty of interaction with carers, children's communication skills grow and their vocabulary expands very rapidly during this period.

2 - 3 Years
Children in this phase are usually full of energy and need careful support to use it well. Growing physical strengths and skills mean that children need active times for exercise, and quiet times for calmer activities.

Playing with other children is an important new area for learning. This helps children to better understand other people's thoughts and feelings, and to learn how to cooperate with others.

Exploration and simple self-help builds a sense of self-confidence. Children are also learning about boundaries and how to handle frustration.

Play with toys that come apart and fit together encourages problem solving and simple planning. Pretend play helps children to learn about a range of possibilities. Adults are an important source of security and comfort.

3 - 4 Years
Children's fine motor skills continue to develop and they enjoy making marks, using a variety of materials, looking at picture books and listening to stories, important steps in literacy.

Self-help and independence soon emerge if adults support and encourage children in areas such as eating, dressing and toileting. Praise for new achievements helps to build their self-esteem. In this phase, children's language is developing rapidly and many are beginning to put sentences together.

Joining in conversations with children is an important way for children to learn new things and to begin to think about past, present and future.

Developing physical skills mean that children can now usually walk, climb and run, and join in active play with other children. This is an important time for learning about dangers and safe limits.

4 - 5 Years
An increased interest in joint play such as make-believe, construction and games helps children to learn the important social skills of sharing and cooperating.

Children also learn more about helping adults in everyday activities and finding a balance between independence and complying with the wishes of others. Children still need the comfort and security of special people.

Close, warm relationships with carers form the basis for much learning, such as encouraging children to make healthy choices in food and exercise.

At this stage children are becoming more aware of their place in a community. Literacy and numeracy can develop rapidly with the support of a wide range of interesting materials and activities.

Children's language is now much more complex, as many become adept at using longer sentences. Conversations with adults become a more important source of information, guidance and reassurance.

5 - 6 Years
During this period children are now building a stronger sense of their own identity and their place in a wider world.

Children are learning to recognise the importance of social rules and customs, to show understanding and tolerance of others, and to learn how to be more controlled in their own behaviour.

Learning and playing in small groups helps to foster the development of social skills. Children now become better able to plan and undertake more challenging activities with a wider range of materials for making and doing.

In this phase children learn effectively in shared activities with more able peers and adults. Literacy and problem solving, reasoning and numeracy skills continue to develop.

Children's developing understanding of cause and effect is encouraged by the introduction of a wider variety of equipment, media and technologies.

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Posted in: Fomal Education