Josh and I had started to plan our Google Classroom. We had the topic of Systematic Synthetic Phonics and we knew that we wanted to create something that would enable the children to use all of the features available within the classroom and  develop an immaculate understanding of the sets in Letters and Sounds Phase 2 SSP. The children are then able to build upon this knowledge during Phase 3, become confident using them and helps to establish a foundation for a love of reading. We started out with the initial idea of having the children record or listen to a sound and then comment on what they could hear, which links to the Phase 1 Letters and Sounds scheme, but also utalises a lot of the tools and capabilities of Google Classroom. However, this was also a challenge because then we would need to consider the fact that the children we had as an audience would not be able to read, or if they could it would be very little. Therefore concluding that we needed to either have an option for the children to be able to listen to the instructions or include a video of what they needed to do within each homework task and an example. Although we also highlighted that the most important element of the classroom needs to be retaining the children’s attention, since SSP can be a very difficult or boring subject for some children, they need to be able to stay engaged and the lessons need to be at a quick pace. As a result of this we decided that the homework tasks need to be very quick, easy and interactive so that both the parents/ guardians of the children can enjoy doing them with their children. This then lead onto the important point of  having an area for parents so that they could get a background idea of what phonics is and how they can help develop their children’s understanding of it, since maintaining a relationship between home and school is incredibly important. This enhanced availability also allows the parents/ guardians to help the children prepare for the upcoming lessons, and understand where their child needs extra support.  We then created a basic plan which helped to create a guidelines of what we wanted to include in both the lessons and the homework.

Our initial plan ended up like this:

Week 1:

H/W- Recap Phase 1, Video what they can hear  and comment on each others.

Lesson- Environmental Sounds Flip Cards, what is making that sound?

Week 2:

H/W-  s a t p: Crazy stir fry/ silly soup. How many things can the children find around the house beginning with the selected letter?

Lesson: Rhyming Cards, which of the words rhyme and do you know why?

Week 3:

H/W- i n m d: Treasure hunt/ collecting objects.

Lesson: Geraldine the Giraffe, can the children name something that has that grapheme in?

Week 4: 

H/W- o g c k: Wordsearch of words containing these graphemes and then creating a drawing/song/poem based on the words that they have found.

Lesson: Bingo with  VC, CVC and tricky words.

Week 5:

H/W- ck e u r: Image recall of words containing these graphemes. Children will see a collection of objects, they will need to use their phonetic knowledge to know if the images contain the sounds that they are looking for.

Lesson: Phonics Bug/ Game (Spelling)

Week 6:

H/W- h b f ff: Assessment/ quiz

Lesson: Creating a shared story using words that the children have learnt overall in the unit.

We wanted to focus our tasks on a social constructivist  approach to learning, this means that the children are going to be able learn from each other through comparison of their own experiences. But it also means that all of the children within the class are able to support each other, and a child is struggling the other children are able to support and help them in a comfortable and safe environment. However, giving the children tasks that they are able to interact with and do outside or around the houses provides them with a discussion point and enthusiasm for the lessons that week. This enhances their engagement with the sounds and increases their exposure to them, so that they will be more willing to apply them into their everyday life and within other lessons. This can be done through the simple activities such as bingo or the flip cards, which introduce them to VC and CVC words that they are able to blend and segment. This is supported by the Letters and Sounds scheme which recommends the teaching of SSP though: Reviewing the previous sounds the children have already learnt, teaching a new letter (these are the letters from the weekly sets which are in italics), then practicing the sound and finally applying it into reading and writing. This is an effective way to teach SSP, and is also backed the government funded scheme, therefore we wanted to use this approach to our teaching. We also discussed how we used it in our placement classrooms and it was a very interactive and engaging way to teach, that we both enjoyed teaching as well as the children enjoyed.

We also looked into the resources that we would need to make the classroom, these included making some of our own models and worksheets to the achieve the level that we wanted. Although, we already knew of some websites and sources that we could use to find out the information we needed. We wanted to be able to use the ‘Monster Phonics’ videos, which had been shown to us during a lecture to make sure that the children were able to fully engage with the task, and as already stated the children need to be able to physically hear the instructions for their task. Josh and I divided the tasks that needed to be done between us and agreed the format and layout that we would take. I was asked to make the sources for week 1 and 4, this was the recap video and the word search. I was also asked to find the videos for week 3, 5 and create the bingo lists for week 4 for the lessons.

Lecture 4 was all about creating an effective website design. It is essential to have a good and inviting website design to ensure the usability and accessibility is at the highest it can be. This means that people of all ages and abilities are able to understand the navigation and how to reach the things that they need or want.

The lecture started off with experimenting with ‘X-Ray Goggles’. This is a site that can be used on Firefox or Chrome to view and edit the HTML coding of a webpage. It is a brilliant tool, which I will defiantly use within the classroom, since it shows children how the page is made up and that there is more beneath the pictures and the colours that they see.  This can be used to both encourage them to change the details of a webpage, for example using a BBC article and adding in their own story, or it can be used for introducing the children to HTML coding in a fun and interesting way. But this can also be an effective way to transition into something more complex in regards to coding, for example Raspberry Pi.

Back to the websites; we were introduced to some basic design principles of a website. The main and most important part of the website is the content, because this tells the audience what the website is and what they can do there. Consider going onto a clothing site, but there was no clothes for sale, the website would be completely pointless and therefore would not be effective. Another important part of the website is navigation, since the audience need to know how to get from one section to the other and back again to the home screen. As Krug’s law of usability states the audience don’t want to be confused or have to think about where they are going on the site, it should be obvious where everything is. But also, the layout of the website. Websites tend to follow the rule of thirds, symmetry and balance to make sure that it is as attractive and welcoming as it can be. This helps to keep the audience interested and allows them to skim and scan across the page to find the information they want quickly.

We looked at some websites in pairs to see which were the most effective, we decided that both YouTube and Wikipedia followed a very basic rule of 3 and also ensured that the user knew where to find the new information. Youtube suggests things that the user might also want to watch, based on what they have searched for- making it almost effortless to find something new. Wikipedia follows a similar principle, however this has a variety of hyperlinks within the article so that the user can click on something to find out more information. They also use simple but basic colour, designs and logos, so that the users are aware of which site they are on, but are not distracted from the content they want to view.

However, when this was taken into a more educational view point, most of the design requirements are the same. Although the website needs to be tailored and targeted at a younger audience, for example if the site is aimed at KS1 it needs to contain words that they will be able to read, or have the option for a verbal explanation through simple interactive options. Although there is also a layer of pedagogy which needs to be considered to claim that the website is effective in this context, this means that the children will actually be able to benefit from the site through being able to investigate and play with the site in a social constructivist or behaviourist way. The children need to be able to learn something from the site, whether that might be through playing a game about languages or maths. Another also incredibly important point when considering children’s websites is the safety of them. E-safety is now part of the National Curriculum and children need to be aware of the dangers that are out on the internet, both from sites like the BBC to social media and emails.

When looking at these sites, BBC Bitesize and Mathletics, we noticed that both of the sites were incredibly colourful and had a lot of options on their home pages. This is because this keeps the children’s attention and gives them a lot of different options when they first see the site. Particularly on BBC Bitesize the colours correspond to the age range of the children, which makes it easier when younger children come to use this in lessons. It was also very simple for the children to see the difference in the subjects, therefore the teachers are able to give basic instructions and allow the children to navigate the site themselves. Mathletics had a leaderboard of the highest scoring children across the world, and this promotes the children’s motivation to have their name and school on the front of the site, however there is also an option to have just a single school and class, so that the teachers are able to have their own competitions within the school. Although there is a danger with these sites that the children will become distracted by another game or subject that they are not focusing on during that lesson, because of the range of colours and accessibility to them from the current page.

Overall taking these into consideration for my own VLE, I will ensure that there are simple instructions and it is obvious where the children need to be that week by breaking down their tasks. I also want to include a wide range of colours and different games so that the children will want to use the site, and not feel like they have to. I also want to make the site accessible to the parents, and therefore needs to be targeted at both. Therefore there could be an option to have the task read or a video by myself explaining what the children need to do with an example, rather than just the text. The tasks will need to include investigations and games as individual tasks, which they can then upload and comment on each others to enhance and promote the social constructivist principle. The children will then be able to explore and share ideas and learn from each other. These tasks could be anything from going outside to find something, or drawing a picture or writing something. The children should be given the choice of what they want to do, which can be what they feel would benefit them the most.

I was asked to find examples of websites which have been designed well, in my opinion. I have chosen a range of sites, from schools which I have attended or worked in. After looking at the criteria which is used by The Web Marketing Association to identify some of the best websites on the internet, I have decided to focus on these aspects when evaluating the websites:

Design- What does it look like? What kind of colours, font or texts are used? Are there any themes?

Innovation- Is the website original?

Content- Is it updated often? Is it interesting?

Technology- Do the pages load quickly? Do the hyperlinks work?

Interactivity- Is the information engaging? Are there obvious links to what the user needs? Are there a range of medias?

Ease of Use- What is the navigation of the website like?

The first website I looked into was the first school I attended, Wittering Primary School.

When first looking at this website  I thought the design was rather simple, although it fits with the theme of the school and their motto. The sky background represents ‘Learning to Fly High’, since the school is based on the relationship they have with the RAF base, since most of the children at the school are from military backgrounds.  Although, they could have changed the logo colours from the dark blue to something which would stand out more against the light blue, as well as making more use of the space which they have, to make their home page more gripping, for example having pictures of the children or projects which have been done within the school. Although the font, is easily readable and the text is the main focus of the page. The website looks like it is from a template, although the school have made it their own, and therefore it is effective. The information is clearly displayed, and easily navigated, this means that parents are able to see the information that they want without scrolling through and getting lost within the website. The links all work, and there is also one to the school’s VLE, which I thought was incredibly useful, since parents and children will need to be able to access that on a regular basis. The school also has a linked twitter page, so that parents are able to see real time updates from the school, for example if there is a ‘snow day’ and the school needs to be shut.

Overall, I like this website. I like the simplicity of it and the ability to easily navigate and find the information that is needed, it doesn’t overcrowd or confuse the user with a range of different images, links or text. Although following the The Web Marketing Association’s criteria, it might not be one of the best websites ever to be published on the internet because of it’s simplicity, but it isn’t the worst.

The second school website I chose to look at was Lyneham Primary School.

My first opinion of the website is that it is designed well, I like the idea of the school logo in the background, as well as the theme of red and white. The two colours compliment each other, and make it easier to read the white on the red. The text is also self-explanatory, which helps with the navigation of the website. Although the capital letters in the center of the page is a bit too big and the font could be changed to make it fit into the site a little more. I also like the incorporation of the images, the ‘Our Achievements’  tab and the school newsletter make the website more personal to the children. They’re able to show their parents what they have been doing in lessons, which helps to build the relationship between home and school.  The website does look like it has been made from a template, although it has been personalised, which means it creates a more effective website, although it seems that a lot of schools follow a similar template. The content looks like it is updated often, the newsletter is the most recent copy, and there is a small calendar on the right which is updated with all of the events on throughout the month. I really like this idea since it, again, builds the relationship between home and school. I do feel that some of the pages could have more information on them, for example the ‘important dates’ tab only has the term dates on. The pages load quickly and all of the hyperlinks work well. This also helps the navigation of the website, although the only issue I had was that when I clicked on something it would open in a new tab or actually take over the website itself and not let me click back onto it, which could cause a problem for some parents who aren’t fully comfortable using the internet.

Overall, I think this website is okay. I believe there is room for improvement, although it is not the worst website online. I would ensure that all of the tabs have a good amount of information on them, and that there also is a range of media available online too. Although I think through the eyes of The Web Marketing Association’s criteria it might be a bad website because of the lack of diversity and interactivity.

The third website I looked at is Shrivenham CofE Primary School.

This website is fantastically designed. It is bright and friendly, I like the blue and the yellow as the colours compliment each other and draw attention to the navigation buttons on the site. The white text on the blue background also makes it easier to read, there is also an option to change the font side on the site to help make it more accessible to parents. Their school motto is also written across the center in white, which attracts the attention to it as soon as the website is loaded. I think this is the most effective website in regards to design because it’s not too simple and features a range of colours. I do think the website may have been created from a template, although the school have made it personal which makes is very effective. Although the school could have included an image on the front page to make it a little more personal. The content of the website is impressive, it has a break down of all of the classes and their plans, so that the parents are able to be included in the children’s learning and encourage or help them. The site also includes a gallery, which is updated very often, it shows the parents what the children have been doing, I really like this feature. All of the information that a parent or prospective parent would need in on the website, and I think that makes it a very good site. All of the pages and the hyperlinks work, which is really useful with a site that has a lot of features. The navigation of the website is simple and easy as everything is marked clearly, there is also obvious ways to get back from the pages that are clicked on to.

Overall, this is my favourite site and I think this one is the best out of the three. I really like the amount of information that is on the site and the gallery tab, a home to school relationship is incredibly important and it should be established through multiple mediums. I also really like the child friendly look of the website as well, it is a valuable resource for the school and paints them in a positive light. The Web Marketing Association would also agree, by their criteria of what makes a good website, that this website is a very good one.

Teachers are able to use blogs as a way of eliciting ideas from children. They are able to comment on the blogs and ask children to expand on their points or asking them to find something out related to their point. Although this depends on the questions that the teacher asks, they need to be focused and asked in a specific way. Blogs are a more creative and interesting way to have children express their ideas as well, therefore they are more likely to put their time into it and get something out of it, rather than just another worksheet. They engage children and they are able to keep a collection of research and resources that they have found from the web.

The blogs are also able to be used for class topics. They’re multi-modal they are perfect for creating a range of resources and demonstrating the children’s understanding and learning. For example if they are studying the Second World War, then they could write a diary entry or account from a child who had been evacuated. Not only is this enhancing ICT skills, it is also benefiting  both English and History too. But, publishing this content on the internet also allows access to parents. It is incredibly important for the parents to support children through their schooling, and this enables children to show their parents what they have been doing. But also the other way around, during the school holidays the children are able to update their blogs to explain what they have been doing during the holidays. This helps the teacher to understand the children’s interests and what they enjoy, which can then be used to help future planning.

The children can write a blog as a follow up for homework after the main lesson has finished. It is possible for the teacher to create a series of lessons, which then result in a blog, for example having children create a character and role play before then writing from that characters perspective in the blog. This then leads to children taking an interest into what the other children have written, once they have read the other blogs, they are inclined to comment on it. This helps children to understand what they are doing right and what they could improve on. They are also able to comment back, and answer the questions other children may have or discuss an alternative viewpoint. The discussion allows children to learn from each other, helping to form a social constructionist approach to their learning.

Blogging is able to help children’s progress and engagement with writing, they believe that the world is reading their blog and they begin to edit their use of language to demonstrate this. They are able to put the time and effort into the work because they know there is no limit to the people who can see it, and they want to represent themselves and their school in a positive way. Blogging can also help to improve the children’s confidence. The children are also able to go back and change the blog if they identify if anything is wrong or add things into it that they have found out from reading other children’s work or researching the topic further.

The reading states that some teachers only focus on the content that they have written compared to the punctuation and grammar of it when assessing blogs rather than book work. Although I think that marking all of it is still incredibly important, children need to be able to use grammar and punctuation correctly even if they are writing online or in their books. It does follow up to say that the teacher is only responding to what they have written, rather than correcting it. The blogs are used to express the children’s interests and as a release for their thoughts and feelings towards certain subjects, although I still believe that they should be written correctly.

I would consider using a blog within my classroom, since it helps to connect home and school for the children. They are able to involve their parents in what they are doing, and their peers. Children will be writing for the dedicated audience, which is key to improving their confidence and use of language. I believe as long as the children are engaged with writing the blogs, and want to do so to a high quality, I will be able to create one.

A learning community, such as a VLE, works in a similar way to a social network. Each learner is able to access the site and upload content, write comments and read other peoples work. This creates a more social aspect to learning and allows the children to develop their knowledge from each other and discussion, in a social constructionist way. Palloff and Prat (1999: 53) believe that ‘communication and constructivist pedagogy are the key elements that allow students and teachers to develop a sense of community online.’  When children have the access to their teacher online, they begin to feel more comfortable and supported by the teacher, since they are able to access the content at any point.  This is also followed by Hill and Hannafin (1997, cited in Chou and Liu: 2005) who discuss how VLEs allow children to take control of their own learning, anywhere and anytime. The idea is to promote independent thinking and open children’s minds to a diverse range of view points, whilst keeping the children safe in a controlled environment rich in resources.

Davies and Merchant (2009) discuss the adoption of social media into our everyday lives. Schools need to embrace this and use them to enhance children’s digital literacies, since there is no escape. Although the use of social media is a lot more broad and unrestricted, it is good to allow the children to have the freedom to actively engage with what interests them and seek it from the internet, teachers need to be monitoring that the children are on task whilst using their designated VLE. However, despite the intention of social media not to be a learning platform, it’s to connect people together an enable them to talk over a long distance.

We talked about which learning communities that we share, we all share our IT lecture, then out of that we share our dedicated lecture groups, then our year group, then the subject group and expanding out into the university. But that is just focused on the university communities, there are endless possibilities. I am involved in all of the learning communities associated with my university subject, but also doing St John Ambulance means that I am involved in that community as well, since we train every week. The unit also meets with others from across London, meaning that it is all connected to a wider learning community. We share experiences from the field, discuss and ultimately learn from them. It allows me to create an identity for myself, following what I am interested in and engaging with.

VLEs are an incredibly useful to create an accessible, relevant learning space for the children, it helps improve the communication across the school and allows the years to share their work and talk to each other, resulting in an enriched and personalised curriculum. This helps to create friendships across the years  and allows the older years to help the younger years with their topics. But this also allows for the teachers to watch and assess the children on what they are contributing and discussing, to find a level of understanding.

I would definitely use a VLE in my classroom and encourage as many of the children to use it frequently as possible, the children would be able to access their homework tasks for the week and revisit things that they have done that week in class. I think it helps them feel part of something larger than just their class, helping to enforce the ethos of the school. Allowing parents access to it as well, helps to involve them into the schools learning community and expanding the children our into the wider area and community.

Davies, K. & Merchant, G. (2009) Web 2.0 for Schools. Learning and Social Participation. New York: Peter Lang Publishing.

Chou, S. & Liu, C. (2005) Journal of Computer Assisted Learning. Learning effectiveness in a Web-based virtual learning environment: a learner control perspective. 21(1) pp. 65-76 Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2005.00114.x/epdf?r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_referrer=onlinelibrary.wiley.com&purchase_site_license=LICENSE_DENIED [Accessed 22/10/16]

Palloff, R. & Prat, K. (1999) Building Learning Communities in Cyperspace. American Secondary Education. 29(4) pp. 53. Available at: http://crawl.prod.proquest.com.s3.amazonaws.com/fpcache/e4849239164fbebd42d2d4bd8ee21b79.pdf?AWSAccessKeyId=AKIAJF7V7KNV2KKY2NUQ&Expires=1477093310&Signature=p%2FVV1DLJHmEEGe5VCbcAgOrGMFI%3D [Accessed 22/10/16]

This reading focuses on the positives of communication and technology, since The Troubles began in 1968 there have been many efforts to connect the two countries together. In 1980 the first ‘integrated school’ was established to unite the two religions together and encourage them to embrace the differences between the groups. This led to the provision in the 1989 Education Reform Act, which placed the importance on the Department of Education to ‘encourage and facilitate’ integrated education. Although this still only reaches a very small percentage of the total population across the whole of Ireland today.

The main focus of this was to cover the same curriculum, therefore both sides of the border will be taught the same things regarding the history of the country and the same citizenship courses. This, again, is to help the children understand and embrace the differences between the two countries. The children were born into the conflict and told who to hate, without a specific reason or even a complete comprehension of why they should hate someone if they have never met them before. I believe that this can have a significant impact on the children’s education, they are putting all of their efforts into being told that they should dislike a particular type of person just because of what they believe. I am not saying that the two countries need to be the best of friends, although I do believe they should have their children’s education as a matter of priority. It is important for children to be able to create their own opinions based on the facts, they should not be indoctrinated by teachers.

This project was to link schools on each side of the border, it was welcomed by teachers and actually started to have an impact on the skills and attitudes of the children. University students set up a network between 16 schools, 14 of those were partnered with a school of the different religion. The teachers attended a training day and were introduced to Fronter in 2013, they each had a student which was assigned to help them.  The idea was to open up a number of opportunities and facilitate a connection between the children of different backgrounds. The children are able to share their work between the schools, and since they are on the same scheme of work it provides more of a chance for social constructivism to take place. The children are able to take ideas and discuss about their work and the topics they are covering within their classrooms.

Although a downside to this is that the children don’t know who they are talking to, and ever since they have been able to use a computer, they have been encouraged to be aware of the people on the internet and not talk to anyone they don’t know. Therefore, this project seems much of a contradiction to everything that they have been taught, regardless of it being in a school. Another obstacle that the students and teachers face is the parents of the children, the majority of them had been born during the troubles and therefore they are teaching their own children their views. The children reflect the views of their parents and may object to speaking to their online partners because of this, building yet more barriers.

The internet has been around since 1974 and now it is everywhere. There is not a single thing that cannot be done without an app, found on a search engine or shared on social media. Although this means that the way we teach has been revolutionised, there are so many free and easily accessible resources available online, this connects teachers and helps globalise the ideas which work in the classroom.

The lecture started by asking us to think of ways that we use the internet and how it impacts our lives. Whilst I was on placement the children in Year 1 had already begun using the internet, starting with search engines and using apps on the ipads. This helped to show them the endless possibilities and gave them skills which they will be using for the rest of their lives. It is incredibly important to teach children how to stay safe and vigilant whilst using the internet, they focused on this for a small section of each lesson. The children were reminded of their schools rules and policies on the internet and how they should be using it.

Although 46% of the worlds population now uses the internet, many people still don’t know what it actually is. The internet is a distributed packet-switched network, it is made up from a series of independent networks, which are controlled by the network providers, although they ensure that they are all linked together. This is in contrast to the World Wide Web which is a single server host sending small packages of code between the computers, once the computer receives this using the browser they can change this code into documents, images and sounds. Although the web is just one section of the internet, for example it is not used for emails, IMs or FTP.

It has been argued by the OECD that using computers and the internet has no effect on children’s progression and does not improve their grades. The OECD has reviewed and compared 70 different countries and the impact that they have had on international tests, although there was ‘no noticeable improvement’. They then went on to state that: ‘Students who use computers frequently got worse results’. Despite this the National Curriculum (DofE, 2013) still states that children should be taught to ‘understand computer networks including the internet; how they can provide multiple services, such as the world wide web’ and ‘select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplishes given goals.’ Computers cannot be banished from schools for the sake of receiving higher grades, children need to be prepared for what they will face in later life, they will not be able to escape them. Zaitoun (2002, cited in Aloraini, 2012) states that multimedia platforms and computers helps to make children’s experiences more dynamic and interesting, compared to those of just text printed into a book. Alraini (2005, cited in Aloraini, 2012) also raises the point that using computers children are able to see video clips, maps and presentations that help to bring the information closer to a reality. They are able to view other cultures vicariously though the internet, which is something which is promoted throughout schools. I believe the internet can be a valuable tool, if it used correctly. Children do not learn though making endless Powerpoint presentations or information pages, they need tasks which will grip their imagination and make them ask questions, which they can answer through using the internet.

Finally, we looked at the difference between different learning theories and how they influence the programs that are designed in that style.

• Behaviorism– An example of this is Skoolbo, this program offers rewards for questions which have been answered correctly. According to Hartley and Davies (1978) learning becomes easier when they follow the active process of learning, and in this case it is presented within the activities of the program. Since everything is in a logical order it relaxes the children and encourages them to take chances. But more importantly children receive instant feedback which enables them to learn from their mistakes.  Feedback helps children to understand where they have gone wrong and how they can change their work to improve, but it also encourages an important skill since they will have to receive feedback in all areas of their lives.
• Constructivism- An example of this is Numpty Physics, this program combines the knowledge that the learner has and their experiences. This theory states that learning is always constructed and as children interpret the social, cultural and physical environments around them they begin to solve problems (Dick, Carey & Carey, 2004). Numpty Physics allows children to use what they know and a trial and error approach to the problems to learn how to achieve a goal. This helps children to understand that it is okay to get things wrong and experiment with different ideas and approaches, since not everyone thinks the same way. The children are able to understand and appreciate each others ideas, whilst learning from them.
• Cognitivism- An example of this is Learn With Homer, this approach states that children should be given control of their learning. This allows them to be fully involved and interested into what they are learning, although they should be in a rich environment to further support this. Learn with Homer allows the children to choose what they want to do and which area they want to learn from, therefore each child’s path is different but they all reach the common goal at their own pace. I believe this is incredibly important as children need to learn at their own pace, and this program allows children to do so.