civic education scheme of work for nursery two

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Nursery 2 civic education scheme of work.

Download the Nursery 2 Civic Education Scheme of Work was created by the National Association of Proprietors of Private Schools(NAPPS) as a guide for educators and parents to teach kids.

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About civic education scheme of work for nursery 2.

Civic Education is a subject that helps teach young learners the principles and practices of good citizenship. This Nursery 2 Civic Education Scheme of Work by NAPPS is designed to introduce children to the core values and responsibilities of every member of the community including them.

This subject serves as an essential building block in the overall development of a child’s social, moral, and civic behavior. The aim of the Nursery 2 Civic Education is to:

i. Teaching children the social and emotional habits necessary for them to be responsible citizens.

ii. Prepare young learners for more complex civic education topics in later years.

iii. Encourage active participation and critical thinking among young learners.

iv. Promote a sense of national pride and unity by teaching children about their country.

In summary, the Nursery 2 Civic Education curriculum by NAPPS is an invaluable resource that all Nursery 2 teachers should have access to. By following the scheme provided, they play a role in shaping the future of their community and nation.

Nursery 2 First Term Scheme of Work for Civic Education

Nursery 2 Second Term Scheme of Work for Civic Education

Nursery 2 Third Term Scheme of Work for Civic Education

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Third Term Examination Civic Education SS 2 – Exam Questions

CIVIC EDUCATION 

THIRD TERM EXAMINATION 

SENIOR SECONDARY SCHOOLS – SS 2

SECTION A  Answer all questions. 

1. All are skills required to prevent occurrence of conflict except ___________. (a) dialogue (b) mediation (c) compensation (d) fighting

2. Responsible parenthood is the same concept as ___________. (a) conflict (b) agreement (c) family planning (d) family war

3. One of these is not an importance of inter-communal relationship. (a) it is a road map for peace. (b) it promotes development. (c) it enhances Insecurity (d) it promotes commerce.

4. The non-engagement and non utilization of factors of production to earn their rewards is referred to as ___________. (a) employment

(b) underdevelopment (c) unemployment (d) development

5. An association between two or more people which may be beneficial and enduring is called ___________. (a) interpersonal community (b) intrapersonal relationship (c) interpersonal relationship (d) interpersonal friendship

6. These are ways by which our traditions, beliefs and customs can be preserved except ___________. (a) marriage (b) festivals (c) food (d) education

7. A citizen from Republic of Ireland is referred to as a/an ___________. (a) island (b) Ireland (c) Irish (d) Eyelash

8. ___________ is an economic and political system in which the means of production, ownership and distribution of labour lie in the hands of private individuals. (a) Socialism

(b) Feudalism (c) Capitalism (d) Mixed economy

9. All but one is ways by which political parties compete for power among themselves. (a) Slogan (b) Rallies (c) Manifesto (d) Embezzlement

For ages, two particular villages have been at loggerheads over boundary. The inhabitants swore never to allow marriage take place between them until a trader named Adebiyi Sunday came on a business trip to one of the villages; on seeing the problems at hand, he was able to share the boundary between the two villages which was beneficial to both. This brought peace to the community and marriages began to take place among the inhabitants.

10. What was the concept that led to the problem between the two villages? (a) Boundary (b) Conflict (c) Peace (d) Love

11. The capital city of Indonesia is ___________.

12. Nigeria is a country in the ___________ African region.

13. The political Head of Britain is the ___________.

14. ___________ is the illegal transportation of drugs from one country to another.

15. A type of drug that makes one to laugh usually used be dentists is ___________.

16. The full meaning of the acronym NDLEA is …___________.

17. In Nigeria, there are ___________ members of the House of Senate.

18. The current Speaker, House of Representatives in Nigeria is ___________.

19. Taking of drugs without the consent or permission of the doctor is otherwise referred to as ___________.

20. In banking terms, the acronyms ATM and POS simply means ___________ and ___________.

Get more Exam Questions – Third Term Examination for Civic Education Link

SECTION B Answer four (4) questions in all. Question one is compulsory. 

QUESTION 1 A. What is inter-communal relationship?

B. State five importance of inter-communal relationships C. While defining conflict, in what three ways can conflict be resolved?

QUESTION 2 A. Define the term,’unemployment’ with regards to labour as a factor of production. B. List four ways by poverty can be alleviated in Nigeria.

QUESTION 3 A. What are inter-personal relationships? B. State and explain four skills required for inter-personal relationships.

QUESTION 4 A. What do you understand by “Responsible parenthood’? B. What four roles are performed by responsible parents?

QUESTION 5 A. Define the term ‘Drugs’.

B. Who is a drug addict? C. Are there consequences of drug addiction/abuse? Explain in full.

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Week 9 – start june 17th and end june 22th, 2024.

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Third Term Plan Lesson Notes According to the Lagos State Scheme of Work for Primary Schools

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PRIMARY SCHOOLS PLAN LESSON NOTES

Each lesson is planned according to the the Lagos State Scheme of Work for Primary Schools. These are also useful for all the states across Nigeria by checking the state scheme of work before picking any lessons. 

Stay Connected with your classroom!!! 

CONTENTS OF THE LESSON 

English studies.

Select your class….. 

PRIMARY 6 –  Third Term English Studies Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Plan Lesson Note for English Studies for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term English Studies Plan Lesson Notes for English Studies Primary 4 (Basic) Links

PRIMARY 3 –  Third Term Scheme of Work and Plan Lesson Note for English Studies Primary 3 (Basic 3) – Links

PRIMARY 2 –  Third Term Scheme of Work and Plan Lesson Note for English Studies Primary 2 (Basic 2) – Links

MATHEMATICS

PRIMARY 6 –  Third Term Mathematics Plan Lesson Notes and Scheme of Work for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Mathematics Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Mathematics Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Mathematics Plan Lesson Notes for Primary 3 (Basic 3)

PRIMARY 2 –  Third Term Mathematics Plan Lesson Notes for Primary 2 (Basic 2)

PRIMARY 1 – Third Term Mathematics Plan Lesson Notes for Primary 1 (Basic 1) Link

BASIC SCIENCE AND TECHNOLOGY

PRIMARY 6 –  Third Term Basic Science and Technology Scheme of Work and Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 – Third Term Basic Science and Technology Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 – Third Term Basic Science and Technology Scheme of Work and Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 – Third Term Basic science and Technology Plan Lesson Notes for Primary 3 (Basic 3) Links

PRIMARY 2 – Third Term Basic Science and Technology Plan Lesson Notes for Primary 2 (Basic 2)

PRIMARY 1 – Third Term Basic science and Technology Plan Lesson Notes for Primary 1 (Basic 1) Links

COMPUTER STUDIES

PRIMARY 6 –  Third Term Computer Studies Plan Lesson Notes and Scheme of Work Primary 6 (Basic 6) Links

PRIMARY 5 – Third Term Computer Studies Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Computer Studies Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Computer Studies Plan Lesson Notes for Primary 3 (Basic 3) Links

PRIMARY 2 – Third Term Computer Studies Plan Lesson Notes for Primary 2 (Basic 2)

PRIMARY 1 – Third Term Computer Studies Plan Lesson Notes for Primary 1 (Basic 1)

PHYSICAL AND HEALTH EDUCATION

PRIMARY 6 –  Third Term Physical and Health Education Plan Lesson Notes and Scheme of Work for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Physical and Health Education Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 4 –  Third Term Physical and Health Education Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Physical and Health Education Plan Lesson Notes for Primary 3 (Basic 3) Link

PRIMARY 2 –  Third Term Physical and Health Education Plan Lesson Notes for Primary 2 (Basic 2) Link

PRIMARY 1 –  Third Term Physical and Health Education Plan Lesson Notes for Primary 1 (Basic 1) Link

CULTURAL AND CREATIVE ARTS

PRIMARY 6 –  Third Term Cultural and Creative Arts Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Cultural and Creative Arts Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Cultural and Creative Arts Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Cultural and Creative Arts Plan Lesson Notes for Primary 3 (Basic 3) Links

PRIMARY 2 – 

PRIMARY 1 – 

AGRICULTURE

PRIMARY 6 –  Third Term Agriculture Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Agriculture Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Agriculture Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Agriculture Plan Lesson Notes for Primary 3 (Basic 3) Links

PRIMARY 2 –  Third Term Agriculture Plan Lesson Notes for Primary 2 (Basic 2) Links

PRIMARY 1 –  Third Term Agriculture Plan Lesson Notes for Primary 1 (Basic 1) Link

HOME ECONOMICS

PRIMARY 6 –  Third Term Home Economics Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Home Economics Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Home Economics Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Home Economics Plan Lesson Notes for Primary 3 (Basic 3) Link

PRIMARY 2 –  Third Term Home Economics Plan Lesson Notes for Primary 2 (Basic 2) Links

PRIMARY 1 –  Third Term Home Economics Plan Lesson Notes for Primary 1 (Basic 1)

CHRISTIAN RELIGIOUS STUDIES

PRIMARY 6 –  Third Term Christian Religious Studies (CRS) Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Christian Religious Studies Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Christian Religious Studies Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 – 

PRIMARY 1 –  Third Term Christian Religious Studies (CRS) Plan Lesson Notes for Primary 1 (Basic 1)

CIVIC EDUCATION

PRIMARY 6 –  Third Term Civic Education Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Civic Education Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Civic Education Plan Lesson Notes for Primary 4 (Basic 4)

PRIMARY 3 –  Third Term Civic Education Plan Lesson Notes for Primary 3 (Basic 3) Links

PRIMARY 2 –  Third Term Civic Education Plan Lesson Notes for Primary 2 (Basic 2)

PRIMARY 1 –  Third Term Civic Education Plan Lesson Notes for Primary 1 (Basic 1)

ISLAMIC RELIGIOUS STUDIES

PRIMARY 6 – 

• PRIMARY 5 –
• PRIMARY 4 – 

SECURITY EDUCATION

PRIMARY 5 – Third Term Security Education Plan Lesson Notes According to the the Lagos State Scheme of Work for Primary 5 (Basic 5) Lesson Notes

PRIMARY 4 –  Third Term Security Education Plan Lesson Notes According to the the Lagos State Scheme of Work for Primary 4 (Basic 4) Lesson Notes

PRIMARY 3 –

PRIMARY 2 –

PRIMARY 1 –  Third Term Security Education Plan Lesson Notes for Primary 1 (Basic 1)

SOCIAL STUDIES

PRIMARY 6 –  Third Term Social Studies Plan Lesson Notes for Primary 6 (Basic 6) Links

PRIMARY 5 –  Third Term Social Studies Plan Lesson Notes for Primary 5 (Basic 5) Links

PRIMARY 4 –  Third Term Social Studies Plan Lesson Notes for Primary 4 (Basic 4) Links

PRIMARY 3 –  Third Term Social Studies Plan Lesson Notes for Primary 3 (Basic 3) Links

PRIMARY 2 –  Third Term Social Studies Plan Lesson Notes for Primary 2 (Basic 2)

PRIMARY 1 –  Third Term Social Studies Plan Lesson Notes for Primary 1 (Basic 1)

• PRIMARY 6 –
• PRIMARY 4 –

THIRD TERM EXAMINATION

Exam Questions – Third Term Examination for Primary Schools Link

SECOND AND THIRD TERM LESSONS

TERM 1 – First Term Plan Lesson Notes According to the the Lagos State Scheme of Work for Primary Schools Link

TERM 2 – Second Term Plan Lesson Notes According to the Lagos State Scheme of Work for Primary Schools

FREE DOWNLOAD MATERIALS

DOWNLOAD FREE PDF –  New Lagos State Unified Scheme of Work for Primary Schools 1 – 6, 2021 Edition Free Pdf Download

JSS 1 BASIC SCIENCE –  Third Term Basic Science Plan Lesson Notes | Download Free Pdf Scheme of Works for Junior Secondary School JSS 1 (Basic 7)

JSS 1 BASIC TECHNOLOGY – Third Term Basic Technology Plan Lesson Notes | Download Free Pdf Scheme of Works for Junior Secondary School JSS 1 (Basic 7) Link

JSS 1 –  Third Term Physical and Health Education Plan Lesson Notes | Download Free Pdf Scheme of Work for Junior Secondary School – JSS 1 (Basic 7) Link

JSS 2 –  Third Term Physical and Health Education Plan Lesson Notes | Download Free Pdf Scheme of Work for Junior Secondary School (JSS 2 – Basic 8) Link

DOWNLOAD FREE PDF – Lagos State Scheme of Work for Junior Secondary Schools (JSS 1 – JSS 3)

DOWNLOAD FREE PDF –  LAGOS STATE SCHEME OF WORK FOR EARLY CHILDHOOD (NURSERY 1 AND NURSERY 2) AND PRE – PRIMARY EDUCATION (KINDERGARTEN – KG 1 AND KG 2) Pdf Free Download

JSS 1 –  Third Term Agriculture Plan Lesson Notes | Download Free Pdf Scheme of Works for Junior Secondary School – JSS 1 (Basic 7)

DOWNLOAD FREE PDF – New Lagos State Unified Scheme of Work for Primary Schools 1 – 6, 2021 Edition Free Pdf Download

HAPPY TEACHERS!!!

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About the author.

Alabi M. S.

Welcome! We believe teachers inspire our future. CRN (ClassRoomNotes) is a website FOR TEACHERS BY TEACHERS, and we aim to continuously inform and encourage teaching! All materials are subject to TERMLY review.

North American Association for Environmental Education

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eeWORKS: Demonstrating the Power of Environmental Education Practices That Support Civic Engagement

Environmental education practices that support civic engagement.

Key Findings and Tools

Update this template for civic engagement.

Experts at Stanford University systematically searched the academic literature and analyzed 119 peer-reviewed studies published over a 20-year period that measured the impacts of environmental education for K-12 students. The review found clear evidence that environmental education programs provide a variety of benefits. Not surprisingly, the studies clearly showed that students taking part in environmental education programming gained knowledge about the environment. But learning about the environment is just the tip of the iceberg.

Studies in the review demonstrated that environmental education has led to a number of positive impacts, from improving academic performance, to enhancing critical thinking skills, to developing personal growth and life-building skills including confidence, autonomy, and leadership. In addition, a number of the studies showed that environmental education increased civic engagement and positive environmental behaviors.  

Translating the Findings to Benefit the Field of EE

Based on Stanford's review, we have translated these findings into several communication tools for EE professionals to use to substantiate their work and bolster support for programming that benefits K-12 students. These tools include pull quotes, statistics, researcher observations, inspiring stories from across the field substantiated by empirical studies, and more that we hope you will find beneficial for demonstrating the benefits for K-12 students in your work.

Environmental education is about hope and change. There is a mountain of evidence that suggests EE is a powerful way to teach students. Over 100 studies found that it provides transformative learning opportunities that bring tremendous results and engage young people in the world around them in meaningful, collaborative ways. There is no doubt that environmental education is one of the most effective ways to instill a passion for learning among students.

Dr. Nicole Ardoin , Stanford University Graduate School of Education and Woods Institute for the Environment

Stanford Analysis of More than 100 Studies Finds Wide Array of Student Benefits from Environmental Education

Download the full executive summary and key findings.

This includes a summary of Stanford’s key findings with pull quotes and statistics, compelling stories and observations from researchers across the field, and infographics summarizing the benefits of EE for K-12 students.

Environmental Knowledge is Just the Tip of the Iceberg

Experts at Stanford University systematically searched the academic literature and identified 119 peer-reviewed studies published over a 20-year period that measured the impacts of environmental education for K-12 students. The review found clear evidence that environmental education programs provide a variety of benefits. Not surprisingly, the studies clearly showed that students taking part in environmental education programming gained knowledge about the environment. But the studies also showed that learning about the environment is just the tip of the iceberg.

Studies in the review demonstrated that environmental education has led to a number of positive impacts, from improving academic performance, to enhancing critical thinking skills, to developing personal growth and life-building skills including confidence, autonomy, and leadership. In addition, a number of the studies showed that environmental education increased civic engagement and positive environmental behaviors. 

"There is a mountain of evidence that suggests EE is a powerful way to teach students. Over 100 studies found that it provides transformative learning opportunities that bring tremendous results and engage young people in the world around them in meaningful, collaborative ways. There is no doubt that environmental education is one of the most effective ways to instill a passion for learning among students.” Dr. Nicole Ardoin , Stanford University Graduate School of Education and Woods Institute for the Environment

In studies reviewed, environmental education was shown to improve:

• Knowledge in science, mathematics, reading, writing, and more
• Emotional and social skills, such as self-esteem, character development, team work, and leadership skills 
• Environmentally friendly behavior, such as reducing water use, increasing recycling, and participating in community cleanups
• Academic skills (21st Century skills), such as critical thinking, oral communication, analytical skills, problem solving, and higher-order thinking
• Motivation to learn, including enthusiasm for and interest in school
• Civic interest and engagement, including feelings of civic responsibility, feelings of empowerment, and ability to take action

“The peer-reviewed literature from the last decade-plus demonstrates that good environmental education programs can positively influence students’ academic performance, knowledge, skills, confidence, motivation, and behavior.” Dr. Marc Stern , Virginia Tech University School of Forest Resources and Environmental Conservation

Dozens of peer-reviewed studies found environmental education has a positive academic impact. Because children are often naturally interested in and curious about the environment, environmental education can be an effective tool to teach an array of topics. Studies documented that students gained knowledge in a variety of areas, including the environment, mathematics, chemistry, biology, ecology, and more. In various studies, students and teachers reported that the students enjoyed taking part in environmental education activities, and that the “fun” factor enhanced motivation to learn. 

“The most important thing environmental education provides for students is passion and interest in learning. Environmental education creates meaningful learning experiences and engages students in ways that help them grasp and retain new information more effectively than conventional curricula.” Dr. Doug Knapp , Indiana University Department of Recreation, Park, and Tourism Studies

In fact, a dozen peer-reviewed articles found environmental education had positive civic outcomes, such as instilling a sense of personal responsibility and motivation to address community and environmental issues. 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 ,

The emotional and social skill-related benefits that a number of studies in the review documented include self-esteem, autonomy, character development, maturity, empowerment, verbal communication, leadership, poise, and the ability to collaborate with others. 1 , 2 , 3 , 4 , 5 , 6 , 7

“Environmental education helps students gain much more than knowledge. They gain skills in making a difference and an intrinsic belief that they can. The confidence and empowerment can spill over into other aspects of their lives.”   Dr. Martha Monroe , University of Florida Department of Forest Resources and Conservation

Environmental education helps teachers meet standards across multiple disciplines, and it can be integrated into existing curricula.

A high school in Illinois successfully used environmental education to develop critical 21st Century skills. Students in the program significantly outscored their peers in applying knowledge from science, technology, engineering, and math, and in mastery of critical thinking, environmental literacy, leadership, and communication skills.

“Using the environment as an integrating context, I realized I could increase students’ knowledge, skills, and attitudes/beliefs in STEM subjects while increasing their environmental literacy at the same time.” Dr. Farah Vallera , Lehigh University Department of Teaching Learning and Technology

Environmental education empowers students to protect the environment. More than 80 percent of the programs studied that seek to inspire students to engage in environmentally friendly behavior were successful; in cases where longer-term outcomes were measured, the impacts were long lasting.

Environmental education is making a big difference in schools across America:

In their comprehensive review of the literature, Stanford researchers found a number of trends that demonstrate environmental education has a very positive impact on learning, motivation, skill-building, and empowerment. And the impact on both students and teachers is impressive. Also noteworthy was the range of environmental education programs being conducted with students. The review suggests that the versatility of environmental education can contribute to a number of different outcomes across a broad spectrum of learning styles. Here are a few highlights:

• A two-year study of high school students in Florida found that, “When controlling for factors like GPA, gender, ethnicity, and socioeconomic status, students who participated in environmental education programs scored significantly higher on measures of critical thinking skills and demonstrated significantly more likeliness to apply those skills in the future.” A 9th grade student explained, “This program has changed the way I feel about school. Now I realize that I can pretty much do what anybody else can do. I have a better view of what I can be in the future” 4

One of the teachers explained, “In my 20 years of teaching before using the environment-based approach, I heard, ‘Why are we learning this?  When are we going to finish?’ And now when we are out in the field and sorting macro-invertebrates, for example, I have to make them stop after four hours for lunch. And then they say, ‘We don’t want to!’ " 4

• An ethnographic study of high schools across the Northeastern U.S. concluded that EE’s participatory methods can increase students’ participation and engagement in class. “EE provides a unique opportunity to help students practice their argument assessment skills, critically reflect on their own views, and encourage an open-minded assessment of new information.” 6  -  Dr. Erica Blatt , College of Staten Island Department of Education
• A two-year study of a middle school EE program in Ohio reported that teachers are using significantly more innovative teaching practices as a result of participation in the program (more interdisciplinary, inquiry based, hands on, problem based, teaching for depth of understanding, assessing performance based tasks, contextualized learning). Further, teachers report feeling more confident in their abilities to be effective teachers as a result of using EE’s well researched and designed curriculum guidelines. 7

Communication Tools

Based on Stanford's review, we have translated these findings into several communication tools for EE professionals to use to substantiate their work and bolster support for programming that benefits K-12 students. These tools include pull quotes, statistics, researcher observations, inspiring stories from across the field substantiated by empirical studies, and more that we hope you will find beneficial for demonstrating the benefits for K-12 students in your work.

We have developed 5 communications tools associated with Stanford's student outcomes analysis:

Executive Summary and Key Findings  

A summary of Stanford’s key findings with pull quotes and statistics, compelling stories and observations from researchers across the field, and infographics summarizing the benefits of EE for K-12 students.

Student Outcomes Review Process  

A summary of Stanford’s methods and key findings for completing a comprehensive review of the literature exploring the benefits of EE for K-12 students.

Selected Study Summaries  

A creative annotated bibliography that includes narrative descriptions of selected studies exploring the benefits of EE for K-12 students from Stanford’s review.

Academic Benefits of EE  

A collection of compelling stories and pull quotes that focus specifically on academic benefits for formal K-12 teachers.

Messaging guide   

Tips for promoting the benefits of EE for K-12 students with K-12 teachers, administrators, and boards; state policymakers; education and conservation funders; and parents.

Stanford's K-12 Literature Review Process

Download a summary of stanford's review process  .

Stanford's research team focused on peer-reviewed literature that empirically measured K-12 student outcomes associated with environmental education and was published in English between 1994 and 2013. Over 2,000 publication records were reviewed for consideration of inclusion in the review. The final sample consisted of 119 articles that met criteria for relevancy and basic quality.

The team coded and analyzed the 119 articles to address the following main review questions:

• What K-12 student outcomes are EE researchers measuring and reporting?
• What findings related to K-12 student outcomes are being published?
• What general trends and gaps do we see in EE outcomes research with K-12 students?

Findings from the analysis and team review of the articles were synthesized to provide a summary of the research and to discuss trends in EE research around K-12 student outcomes. 

The peer-reviewed literature from the last decade-plus demonstrates that good environmental education programs can positively influence students’ academic performance, knowledge, skills, confidence, motivation, and behavior. Dr. Marc Stern , Virginia Tech University School of Forest Resources and Environmental Conservation 

Research Summaries & Reviewed Studies

Journal article  .

A synthesis of Stanford's comprehensive review of the literature exploring the benefits of EE for K-12 students, published in Journal of Environmental Education.

Download the Selected Study Summaries   

A creative annotated bibliography that includes narrative descriptions of selected studies exploring the benefits of EE for K-12 students from Stanford’s review.

Color Scheme

• Use system setting
• Light theme

Former Spokane Congressman George Nethercutt, who gained national fame by defeating House speaker, dies at 79

George R. Nethercutt Jr., the Spokane lawyer and county Republican chairman who became a national political “giant killer” 30 years ago by defeating the sitting speaker of the House of Representatives, died Friday morning. He was 79 and had fought the debilitating effects of a progressive neurological disease for several years.

After beating Speaker of the House Tom Foley in 1994 as one of the stars of a GOP revolution, Nethercutt went on to serve 10 years in the House before an unsuccessful run for U.S. Senate. He later set up a foundation to inspire a new generation with an appreciation for civics and government service.

“He had a high regard for our country and its institutions,” said Rich Kuhling, a longtime friend who directed Nethercutt’s 1994 campaign.

The foundation sponsored tournaments for students to match their knowledge of civics and sponsored internships in Washington, D.C. Two years ago he published a book, “Saving Patriotism: American Patriotism in a Global Era,” in which he described an effort to educate and advocate for civic knowledge of all citizens, but particularly for millennials and Generation Z.

In 2022, as Nethercutt struggled with a neurological disorder, progressive supranuclear palsy that made it increasingly difficult to speak and walk, his foundation joined forces with the Thomas S. Foley Institute for Public Policy and Public Service at Washington State University, endowing a speaker series on civil discourse and civics education.

A Spokane attorney with a general practice that handled family law and adoptions, Nethercutt seemed an unlikely opponent for Foley, who by 1994 had won 15 elections without a defeat.

It was Nethercutt’s first run for office, but he was not a complete political novice. He’d been chief of staff for U.S. Sen. Ted Stevens of Alaska in the 1970s, was active in George H.W. Bush’s 1988 presidential campaign and was the Spokane County Republican chairman before entering the congressional race. He also had strong community ties, born and raised in Spokane – his father George Nethercutt Sr. had been president of the Spokane School Board in the 1960s – graduated from North Central High School, Washington State University and Gonzaga Law School and was a co-founder of the Vanessa Behan Crisis Nursery and former president of the local Juvenile Diabetes Chapter. He and his wife, Mary Beth, also an attorney, had two school-age children.

In a wild four-way Republican primary that included two candidates who previously had run against Foley, he stood out as the nice guy with an “aw shucks” demeanor.

“He really was a nice guy,” said Kuhling, who first met Nethercutt when he was opposing counsel in a trial. “Underneath he was a fierce competitor. On the squash court, he would rather slam into the wall than give up a point.”

When Nethercutt topped the GOP field in the late September primary and Foley received only 35% of the total vote, national attention turned to Eastern Washington and with it, piles of money from groups on both sides of the partisan divide.

Ken Lisaius had signed on as the campaign spokesman after an interview in Nethercutt’s office. His parents wondered why he took a temporary job rather than a full -time position because “nobody thought anyone’s going to beat Foley.” But Nethercutt convinced Lisaius he could win.

The morning after the primary, the staff came to the office with phones ringing off the hook. They were ringing at night when the staff headed home.

“The phones never stopped,” Lisaius recalled.

Eric Johnson, a longtime friend and neighbor, recalled arriving with Nethercutt at Gonzaga University for the first debate against Foley and asking if he had a strategy to attack his opponent.

Absolutely not, Nethercutt replied, Johnson recalled recently. “He said, ‘Congressman Foley is someone I have the deepest respect for.’ “

The pair debated nine times. Foley supporters expected Nethercutt to wilt under the pressure as some previous opponents had; he held his own.

With election day approaching and Nethercutt starting to slip in the polls, some advisers wanted him to go negative. Instead he taped a commercial in a park near their South Hill home with the family’s golden retriever, Chestnut, saying Foley was accusing him of everything but kicking his dog.

He hugged the pooch and told it “I’d never hurt you, Chestnut.” The commercial was so effective – Nethercutt later said some people told him they didn’t know anything about his polices but liked Chestnut – that at their ninth and final debate Foley turned to him and said “George, I’m not after the dog, believe me.”

A few weeks later, Nethercutt accomplished something that hadn’t been done since the Civil War, defeating a House speaker who was seeking re-election. A Republican wave fueled by Newt Gingrich’s “Contract with America” washed over the country and nowhere was the wave higher than in Washington, a state which had a House delegation with one Republican and eight Democrats before the election, but seven Republicans and two Democrats after it.

When he got to Congress in 1995, Nethercutt was rewarded with a seat on the powerful House Appropriations Committee, which decides how trillions of tax dollars are spent, a rare assignment for a freshman.

John Boehner, who was among the first members of Congress to campaign for the fledgling candidate, said he remembered Nethercutt not just for the historic win but “because he was just a genuinely good person.”

“He was called to serve and did so with grace and compassion throughout his career,” Boehner, who later became speaker, said in a text.

He made the cross-country trip back to Eastern Washington two or three times a month, worked on a wide variety of regional issues, including farming, forestry and national defense, and watched over funding for local and state projects. His daughter suffered from juvenile diabetes and he co-founded the Congressional Diabetes Caucus, now one of the largest bipartisan groups in Congress with more than 300 members.

In a break with Republican orthodoxy in the late 1990s, Nethercutt traveled to Cuba and met with Fidel Castro on a mission to open that country to Washington wheat products and other American farm commodities.

Lisaius, who went to Washington, D.C. as the new congressman’s spokesman, said that class of incoming Republicans was divided between those who went to the capital to “be someone” and those who went to “do something.” His former boss was among the latter, a good listener and “a classy person, through and through.”

“He made time for everybody he could,” Lisaius said, whether they supported him or his opponents. “He said ‘I’m not here to represent just the people who supported me.’ “

Nancy Fike, who managed Nethercutt’s Eastern Washington district office for eight years, remembered her friend and former boss as a statesman and a patriot, but “a lot of fun during long road trips” around a district that stretched from Canada to Oregon and Idaho to the Cascade foothills.

“He wanted to make sure he had a full calendar,” Fike said, referring to his trips back to Eastern Washington. “He had high expectations for all of us. We were his eyes and ears.”

His schedule in the other Washington was equally packed, although he would skip evening political events to spend time with his family, Lisaius said.

When talking to staff about issues or policies, he wanted them to tell him what they thought, not what they thought he wanted to hear, Fike said.

His four re-election campaigns were relatively easy, although he took some flak in 2000 for seeking a fourth term after he’d run on the Contract with America that had a plank supporting term limits and had criticized Foley for challenging a voter-approved law that U.S. House members could only serve six years. By then, however, the U.S. Supreme Court had ruled congressional term limits needed a constitutional amendment and Nethercutt’s supporters were saying he shouldn’t give up his seat and seniority on the Appropriations Committee.

In 2004, at the urging of then-President George W. Bush, he ran for the Senate against incumbent Patty Murray. He easily carried the Eastern Washington counties but Murray swamped him in the Puget Sound. That year, then-state Rep. Cathy McMorris Rodgers won the race for Nethercutt’s seat in Congress. She announced this year that she would not run for an 11th term.

“ George Nethercutt was a giant amongst men who served the people of Eastern Washington with honor and patriotism for a decade,” McMorris Rodgers said in a statement on Friday. “George was a man of character who led with kindness and conviction, and he was a person I proudly looked up to long before the day I was sworn in to represent the Fifth District we shared such a love for. He was one-of-a-kind, and I will miss his friendship dearly.”

Nethercutt became a partner in a D.C. lobbying firm and still did some legal work in Spokane. But he began concentrating on the civics foundation and wrote a book about patriotic American songs.

“He didn’t dedicate his time to politics, he dedicated it to civics,” said Lisaius who later worked on the 2000 George W. Bush presidential campaign and in the Bush White House. “He said civics brings people together, politics divides them.”

In 2013 he developed a Civics Tournament for students for fourth- and eighth graders and high school seniors. For the older students, the first prize was a $10,000 scholarship and a trip to Washington, D.C.

“The attitude today is ‘I won. You lost. I get 100%. You get zero.’ That’s not the way it’s supposed to work,” Nethercutt told former Spokesman-Review columnist Shawn Vestal during a return to his high school alma mater to generate interest in the tournament.

He was first and foremost a family man, friends said. Johnson said he once asked Nethercutt, who played baseball for North Central High School, if he’d ever hit a home run. Only two, Nethercutt told him, “Once against Lewis and Clark, and once when I married Mary Beth.”

They met while working as staff to members of Congress.

Nethercutt is survived by his wife Mary Beth Nethercutt, daughter Meredith Nethercutt Krisher, son-in-law Ben Krischer and granddaughter Holly Beth Krisher of Highland Ranch, Colorado; and son Elliott Nethercutt of Denver, along with sister Nancy Nethercutt Gustafson and brother-in-law Rich Gustafson and brother John Nethercutt.

George Nethercutt’s family had cared for him over the past two years as the disease slowly robbed him of his ability talk and move without help.

In lieu of flowers, the family suggests donations to the George Nethercutt Endowed Lecture Series on Civic Engagement at Washington State University or Breakthrough T1D, formerly the Juvenile Diabetes Research Fund.

Services in Spokane are pending, but likely will be held the week of July 22 at Gonzaga University, Elliott Nethercutt said.

Untapped home equity offers financial flexibility

The cost of borrowing has risen sharply in recent years, so when it comes to tackling a big expense, it’s important to know about the options.

Vacancies Qualified Nursery Practitioner

Job introduction.

Would you like to have up to 50 paid days off work a year , to further improve your ‘work-life’ balance?

Have you ever dreamed of becoming an architect? Join us and put your design skills to the test as you help the children to plan and build the grandest of sandcastles with a drawbridge, a moat, and flags flying high on the turrets.

Have you ever dreamed of becoming a mathematician? Join us and encourage the children to count as together you stack blocks one on top of the other, higher and higher, one, two, three… they all fall down.

Have you ever dreamed of becoming a chef-extraordinaire? Join us by helping the children to sow seeds in the garden, nurturing and harvesting your vegetable crops and then cooking them to perfection in a hot and creamy soup for everyone to enjoy. Oh, how yummy.

Have you ever dreamed of becoming an artist? Join us and encourage the children to explore colour and texture as you dig deep in the craft cupboard for glitter and sequins, sculpt models from dough and mix paints to make rainbows.

You can be anything you want to be we truly believe that, and there really is no end to what you will achieve at Childbase Partnership, as an Early Year’s Educator. Can you think of a more rewarding role or a better career choice? No? Then consider joining us because our nurseries would love to welcome creative, thoughtful, and caring people like you. Work as part of our team providing outstanding care and education for our children. Whilst you’re inspiring the children in your care to dream big and achieve incredible things, we’ll support you to fulfil your full potential.

If your answer is YES to any of the above, then we have an opportunity for you to join one of our 44-day nurseries, where we are going above and beyond by giving our colleagues the opportunity to have up to 50 paid days off work a year , to further improve ‘work-life’ balance and promote better workplace happiness. This is a first for the Early Years Sector.

You will join us as a Nursery Practitioner (qualified) at our Berryfields Day Nursery in Aylesbury  and we are able to consider full and part time hours for you.   If you join us on a full-time basis (40 hours a week) you will work a variety of shifts between the hours of 07:30am-18:30pm, Monday-Friday, all-year-round.  If you would prefer to work part time hours on an all-year-round basis, we are open to discussing different working patterns with you.

We are offering an annual salary of £24,710.40-£29,681.60 per annum, pro rata.  On an hourly rate this equates to:

• £13.61-£14.27 if you’re qualified to level 6 or above.
• £12.50-£14.27 if you’re qualified to level 3, 4 or 5.
• £11.88 if you're qualified to level 2.

Just some of the benefits we have to offer you include:

• Up to 50 paid days off work.
• Childcare discount from day one; 50% for your children and/or 20% for your grandchildren.
• Perkbox access offering various retail discounts and reduced ticket prices on days out.
• ‘Recommend a friend’ bonuses of £1,000 every time you successfully refer someone to join our partnership.
• Complimentary breakfast, lunch and refreshments when you are at work.
• Thrive Mental Health App, Employee Assistance Scheme, Occupational Health Service and private medical care.
• Career progression and opportunities for future promotion, across our partnership.

Successful applicants will need to provide ‘right to work in the UK’ documentation and evidence of any qualifications essential to the role, undertake a DBS check and provide satisfactory references, prior to commencing employment with us.  If your application is successful, our recruitment and compliance team will be there to support you through our onboarding process, every step of the way.

Qualified Nursery Practitioner

• Salary £24,710.40-£29,681.60 per annum, pro rata
• Frequency Annual
• Job Reference QNP2+/flexi/Berryfields
• Contract Type Full time or part time, permanent
• Closing Date No Expiry Date
• Job Category Nursery
• Business Unit Berryfields
• Location (a radius of up to 50 miles will apply) Aylesbury, United Kingdom

Posted on 18 June, 2024

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Blog The Education Hub

https://educationhub.blog.gov.uk/2024/05/03/how-to-claim-15-hours-free-childcare-code/

Thousands of parents of 9-month-olds can now apply for 15 hours free childcare - here's how

We’re making the  biggest investment  by a UK government into childcare in history, doubling the amount we expect to spend over the next few years from around £4 billion to around £8 billion each year.

We've already started to rollout the expansion. Hundreds of thousands of families have been able to access 15 hours of government-funded childcare for their 2-year-olds since April 2024.

And on 12 May, applications opened for eligible working parents to access 15 hours of government-funded childcare for children who are aged between 9-months and 23-months-old. We explain more about exactly who’s eligible below.

The rollout of support is part of our plan to help families – freeing thousands of parents from having to choose between having a family and a career.

• Currently, eligible working parents of 3- and 4-year-olds can access  30 hours of childcare  support.
• Eligible working parents of 2-year-olds are also now able to access 15 hours  childcare  support.
• From  September 2024 , 15 hours childcare support will be extended to eligible working parents with a child from 9-months-old. Applications are now open.
• From  September 2025 , support will reach 30 hours for eligible working parents with a child from 9-months-old up to school age.

It's worth noting that some providers may ask for charges in addition to the government funded childcare. Visit childcarechoices.gov.uk  for further information.

When can I apply and how do I get my code? 

Applications are now open for eligible working parents whose children will be 2 or older by the 31 August to receive 15 hours childcare, starting from September 2024.

And since 12 May, eligible working parents whose children will be aged between 9- and 23-months old on 31 August can now apply to receive 15 hours childcare starting from September 2024.

When you apply, you’ll receive a code to give to your childcare provider.

It’s important to remember that codes need to be renewed every three months, so parents who apply before 1 June will need to make sure they renew their code before the offer starting in September.

You can claim your place the term after your child turns the relevant age. This gives local authorities and childcare providers enough time to prepare.

There is no limit on the number of codes available, so you don’t have to apply on the day applications open.

However, if you’re applying for childcare to start in September 2024, we recommend that you reach out to your preferred provider now to check when they will need your code by, and apply for your code before the start of the school summer holidays.

How do I apply?  

You apply online here on gov.uk  once you have checked our  eligibility criteria .

You’ll need to make sure you have the following information to hand before starting the application:

• your national insurance number (or unique taxpayer reference if you are self-employed)
• the date you started or are due to start work
• details of any government support or benefits you receive
• the UK birth certificate reference number (if you have one) for your child.

You may find out if you’re eligible straight away, but it can take up to 7 days.

Once your application has been approved, you’ll get a code to give to your childcare provider.

Eligible parents are also able to access Tax-Free Childcare through the same application system. You can apply for Tax-Free Childcare at any time. However, you don't need to apply for Tax-Free Childcare to be eligible to apply for the 15 hours childcare scheme.

Can I apply for government-funded childcare if I’m on parental leave?

Yes, you can.

If you’re applying for childcare for an older child, who is not the reason for your parental leave, you can continue to apply in the usual way.

For parents applying for free childcare for the child who is the reason for your parental leave, we have extended the period where a parent starting a new job or returning to a job after parental leave, including maternity leave, can apply for government-funded childcare.

Previously, there was a 31-day window in which new parents could apply for childcare before returning to work.

Now, as long as a parent plans return to work from parental leave or start a new job by the end of September 2024, they can apply for a free childcare code from 12 May at the same time as everyone else, giving them plenty of time to secure a place.

Parents on parental leave will need to apply online. They will then receive a letter in the post within 1 to 2 weeks so they can access their childcare entitlement.

Parents   starting a new job can call HMRC on 0300 123 4097 to receive a code.  

What if I receive an error message when I apply?

A small minority of parents on parental leave are receiving an error message on the online application system that incorrectly says they are ineligible.    

Parents returning to work before the end of September can ignore this message. They will still receive a letter in the post from HMRC within 2 weeks of applying, allowing them to access their entitlement code.  

HMRC is working to correct the message .  

What if I’m on parental leave and returning to work after 1  October 2024?  

Parents who plan to start or return to work between 1 October 2024 and 31 January 2025 will be able to apply for a code from 1 September 2024 to use from 1 January 2025.  

After 1 October 2024, the following dates will apply:   

It is important to remember that i f a parent is applying for childcare for an older child, who is not the reason for your parental leave, they can apply regardless of their return to work date.  

What happens once I receive my code? 

Once you receive your code, you’ll need to take it to your childcare provider, along with your National Insurance number and your child’s date of birth.

Your childcare provider will process the code to provide your place.

Places will be available for September in every area of the country, but a significant minority of settings hold waiting lists of over six months. If you have a preferred nursery for September, you should reach out now to secure a place for your child ahead of receiving your code.

Your local authority can provide support for finding a government-funded place in your area.

What if I’m already registered for Tax Free Childcare? 

If you have an existing Tax-Free Childcare account, you will be asked to reconfirm your eligibility every 3 months to ensure your code remains valid. The new offer of 15 hours government-funded childcare goes live on 12 May, and we know that some parents will not be able to apply for codes at this time due to the timing of their reconfirmation windows.

To ensure that every parent can obtain a code and give it to their provider in good time, we will be issuing temporary codes via letter to those whose reconfirmation windows open on or after 9 June. This means that no eligible parent should miss out regardless of when your reconfirmation window opens. You will receive your code in the post from HMRC by 24 May.

If I receive a code in a letter from HMRC, does this make my code on my Childcare Account invalid? 

No. Both codes will be valid.

If you have two codes, one from your letter beginning with 11 and one from the website beginning with 50, please give your provider the code from the website, as this is your permanent digital code for your child.

If you only have one code (beginning with 11) then you can use this code to start using your government-funded hours.

Please remember that once your reconfirmation window opens, you will still need to reconfirm your eligibility through your Childcare Account and share the digital code you receive  with your provider.

Do I need to wait for my reconfirmation window to add another child to my account? 

A parent who is already using the childcare service for another child can add a new child to their account at any time.

Your reconfirmation cycle for your current Tax-Free Childcare will not affect this.

How are you making sure there will be enough childcare places for eligible parents? 

Parents that have a preferred place for September should reach out now to their local provider to secure a physical place for their child ahead of time.

To make sure there are enough places available, we’re investing over £400 million in 2024-25 to increase the hourly rates paid to local authorities.

The Institute for Fiscal Studies has independently reported that the average funding rates for two-year-olds and under 2s paid by government from April 2024 are projected to be substantially higher than the market rate paid by parents last year, and we have committed to further increases to provider rates for the next two years.

We have also committed to increasing hourly funding rates over the next two years by an estimated £500 million, to make sure providers can increase places at each phase of the rollout.

You may also be interested in:

• Budget 2023: Everything you need to know about childcare support
• Before and after school childcare: Everything you need to know about wraparound care
• Free childcare: How we are tackling the cost of childcare

Tags: 15 hours free childcare , Applying for 15 hours free childcare , Childcare , Free childcare 2024 , Free childcare eligibility , tax-free childcare , When to apply for 15 hour free childcare

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