Cypop 24 Essay Example for Free

Cypop 24 Essay Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words. Jolly phonics helps to support children by learning within a fun environment. http://jollylearning. co. uk/overview-about-jolly-phonics/ Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e. g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn. ’ http://www. righttrackreading. com/dsphonics. html Phase three completes the teaching of th e alphabet and helps children to move on to sounds that consist of more than one letter e. g. ‘he’ ‘the’. Phase four enables children to learn to read and spell words containing adjacent consonants, e. . ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back. Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common. Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills. Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solvi ng, improving own learning and performance, and working with others. These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer. This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s. Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom. If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another. This enables the child or young person to understand the work and remain on task as they won’t get frustrated because they don’t understand it. Providing these sessions with child T enables him to enjoy coming to school as he knows if he starts to struggle then staff can make it easier for him. This also enables him to achieve his set targets within his lessons as we are providing support for him to complete his work.

Utopian Dreams Essays -- Utopia Perfect World Essays

Throughout the ages, man has come to idealize a word that is most commonly related to ‘heavenly’ or ‘perfect’ without actually picking up the book and realizing for themselves that there is no such thing. A Utopian society could never exist because man is made to want, to desire success. Man is competitive by nature and would never be happy in a society where everyone is equal and there is no chance of advancement. Sir Thomas More dreamt of a land that was much like England but could never surpass time. He opened the eyes of a nation and made its people desire something new. Views were significantly changed and the world would never be the same. Sir Thomas More inspired dramatic changes in religion, community life and even paved the way for communism. And he did all of this through one simple book about one simple society. In a perfect utopian society, there is no official religion. The people are allowed freedom of belief. â€Å"Some worship for god the sun, some the moon, some some other of the planets† (117). The only thing that they all believe in is that there is one supreme ruler that creates miracles and brings them such joy. This is all quite contrary to the beliefs held in 1516 England. Their opinions resemble those of Christianity: their priestly caste, their high standard of morality, their prayers, and their hymns. However, in England the Roman Catholic Church allowed no freedom of beliefs. In fact, the church was firm in its insistence upon the principle of one church and one authoritative doctrine. More even went so far as to poke fun at the idea of the priests of Utopia being men of eminent piety. This remark, under normal circumstances, should be taken as a matter of course. However, in Europe at the time there were many outcries against the laxity and corruption among the clergy. Therefore, many saw this as an indirect thrust at the Christian priesthood. The fact that Utopian priests could marry represents a significant difference from the Catholic vow of celibacy. This was shocking to the citizens and especially clergy of England and Europe. The idea of a married priest was not something that they were quite ready for but were willing to think about. Another surprising contrast to Christian rule was that in Utopia, women were appointed to the priesthood occasionally. Although there were many contrasts, there was o... ...topian society everyone works the same amount of time, at the same job and for no money. In a Utopian society, everyone shares everything and no one gets ahead. In a Utopian society, very few are able to explore their talents and dreams, they are required to work if visiting another city for too long and do not even know what vacations are. In a Utopian society a true American would commit suicide after realizing that they could no longer be individuals. In a Utopian society ... there is no such thing. Utopia is England with no specific jobs. It is England with more structure and a little bit more freedom. Utopia is England if Sir Thomas More was ruling England. Utopia is not an idealistic place to live. It is a trap for those who can not get ahead in the real world and for those who just want to belong. Utopia changed the eyes of a nation and opened the minds of millions. It gave light into what perhaps the world should be like without forcing it upon anyone. It has crept into most governments and lands and has remained there ever since. It is Utopia and its presence is immense. Utopia may not be the perfect society but some of its traits could help to create one.

Japanese Music Essay

The Japanese culture was widely affected and highly related to its nearby nations like China and Korea. As such, it is a logical for us to look at the Japanese music as a collaboration of the different music from the other Asian nations. The flourishing of the Japanese music can be seen as they have adapted their personal styles to the influences that surround them. Their music has its origin in poetry and songs, although there have been misleading artifacts about the distinction of the two. The confusion started with the acknowledgement that indeed, the Japanese word â€Å"uta† can both be understood as to mean poetry or songs. The evidence and remains of the ancients’ music of Japan can be reflected on the songs in Kojiki that was recorded as traditional songs in the imperial court. The ancient Japanese music was also preserve in legends, rituals and prose specifically in an ancient story of Genji Monogatari. This story was composed of poetic dialogues about a lover in the imperial court. The presentation of this in a play was interpreted through Gagaku dances, accompanied mostly by flutes and the famous string instrument, â€Å"koto†. The Gagaku dances and music have been very famous in courts. Its music is composed of wind and string instruments that go together with drums and gongs. It also go along with sho,(a harmonica like instrument) and â€Å"nasal hichiriki† which is the reason why it posses a different sound. The Gagaku is further divided in to two categories, the To-gaku and the Rimpa-gaku. These two differs from the culture in which it belongs. In such manner those that came mainly under the influence of China was called To-gaku while those that came from Vietnam were rendered as Rimpa-gaku. Due to the advent of imported music that was a by-product of the trade industry. It is but inevitable for the native people to become awe with the new kind of music that they have been listening and so, they tend to imitate their ways of thinking. Japanese Music in the Face of Modern Influences The reproduction of this music produces an inclination to the instrumental music. However even though there had been an emerging culture of Americanization, still there are many Japanese mode of music that remained the same. Kagura, for instance, or what was commonly known to be â€Å"Mi-Kagura† which was preserved by some of the people in the imperial court. Fuzoku in relation to the folk songs that was numerous in the provinces. Also with Azuma-Asobi, this is also a type of folk song that was predominant on the eastern part of the country. Saibara was also believed to be composed of traces of folk songs as well. Since all of these music where sung in courts, it is incorporated with Gagaku music. A Brief Introduction on Jo-Ha-Kyu tradition According to the Japanese culture, the â€Å"Jo-Ha-kyo† music can be traced to have influences of the Gagaku traditions. The term was generally referred to the way the music and the dances were done in the play, â€Å"Jo† was associated with being slow and more peaceful, it is the primary or the introductory part. â€Å"Ha† was the start of the conflict , it is not slow but more of a moderate version, it is associated with the journey. While lastly, â€Å"Kyu† was regarded as the final or the ultimate. Thus, the form â€Å"Jo-Ha-Kyu is actually a way of presenting ideas and capturing the minds of the readers. Buddhist Chants and Other Influences Another trend of music came to Japan on the time of Nara and Heian periods. This was comprised of Buddhist Chants, which is performed by narrating a certain sutra with the addition of rhythmical melodies. Accordingly, there are three known styles that were used in accordance to the language used by the countries who have participated or who are the founding authors of the Chants. The style which uses the â€Å"Sankrit† language was called â€Å"Bonsan†. Chinese speakers were called â€Å"Kansan† while plain Japanese were called â€Å"Wasan†. During the late Heian period, there had been another popular music trend which is now called as â€Å"Imayo† There is also the development of Heike Biwa or Heikyuko which is according to some, is the narrative music played by the blind priest-thus they were now called as Blind Prince. Another form of dance and music was the Noh, which is a classical Japanese drama that was either a Dengaku Noh or Sarugaku Noh. Dengaku Noh are those which portrays rituals and traditions that is done in the rice-fields. Sarugaku, on the other hand was more focus on acrobatic performances.

Critical Book Review Forgotten Fire by Adam Bagdasarian

In his book Forgotten Fire, author Adam Bagdasarian investigates the Armenian Genocide through the eyes of a twelve year old Armenian boy named Vahan Kenderian. Through Vahan, the reader experiences the atrocities committed during the 1915 genocide of Armenians in Turkey. The Turks, who were Muslim, viewed the Christian Armenians as inferiors and treated them as such; under Turkish law, Armenians had nearly no rights, no fair justice in Turkish courts, could not bear arms, and were taxed far higher than Turks, which led to many families losing their possessions and homes. But unlike many other Armenian families of the time, Vahans family, consisting of two girls, four boys (including Vahan), Vahans Uncle Mumpreh, grandmother Toumia, and†¦show more content†¦Gregorys Orphanage. During this time, Vahan went back to school. In the epilogue of the book, Vahan is reunited with his sister Oskina, and learns that the remaining members of his family, his mother and uncle, died not l ong after Vahan had escaped. In this book, the author identifies several themes including loneliness, loss of faith, and identity. The theme of loneliness can be seen throughout the book, when Vahan gets close to a particular person, theyre viciously ripped away, usually in death. An example of this can be seen in the scene in which Vahan is staying in the stable of Selim Beys father and a young girl is sent to stay with him. Because he had been alone for so long, Vahan is extremely excited that he has someone to confide in. But the young girl is not willing to trust Vahan as easily as he trusts her, and with good reason. Vahan soon discovers why the girl is really there when several gendarmes come to the stable during the night and rape the young girl, and Vahan is powerless to stop them. At one point, Vahan remarks, The problem with loneliness is that, unlike other forms of human suffering, it teaches us nothing, leads us nowhere, and generally devalues us in our own eyes and in the eyes of othersÂ….It sim ply comes, sits