Some nursery schools are state funded although some can be privately run. * Community schools are run and funded by the Local Authority. The Local Authority owns the land and buildings and determines the entrance requirements which decides which children are eligible for a place. These schools are inspected by Ofsted which is the Government’s Office for Standards in Education, Children’s Services and Skills. Community schools include; * Primary Schools cater for children aged between 4 and 11 years old.
Social Class and The Hidden Curriculum There are many types of schools available for students and are separated into different levels depending ones social class. In the article “Social Class and The Hidden Curriculum of Work” Jean Anyon describes to us the different classes of schools and how they operate and prepare students for the future. Anyon argues there is more to what the school teaches students than what they learn in class. She states that there is a “hidden curriculum” taught by schools which are values embedded within lessons that the school provide. When the article was written in 1980, there were four main types of schools: Working Class, Middle Class, Affluent Professional, and Executive Elite.
Examine the ways in which educational policy can help reproduce and legitimise social inequalities. Industrialisation increased the need for an educated work force, during this time the education the pupils received depended on their social background. Middle class children were given education to prepare them for work in a professional career where as working class education consisted of basic literary and numerical skill to prepare them for factory work. Schooling did little to provide social mobility In 1880 state schooling was made compulsory from the age 5-13, later rose to 16 by 1973 In 1994 education was shaped my meritocracy, the idea that individuals should be able achieve a status reflective of their capabilities. Rather than that is ascribed at birth.
Interview and Standards Investigation Stan Wells Grand Canyon University: EED 465 April 21, 2013 Meredith Powers Interview and Standards Investigation State and national standards are guidelines for teachers to follow when implementing instruction in the classroom. There are teacher, student and content subject standards. Each core subject has its content and language objectives, which are outlined in the curriculum and lesson plans. One content area is Social Studies, and is broken into four goal areas. Social Studies can have a foundation of a Social Studies Teacher, a Social Studies classroom, and along with that comes the Social Studies Curriculum and a Social Studies environment in the classroom (Chapin, June.
The typical first step of Tier Three is to give the student a Functional Behavior Assessment (FBA). (Horner et al, 2010; Fairbanks et al, 2007; Rodriguez, 2010; Sayeski & Brown, 2011) The FBA requires school personnel, other than the teacher, to conduct observations, do interviews of student, teacher, parents, etc, and use other assessment tools available for behavior. Once the FBA is done, it is used to create an intervention plan that is child specific. (Fairbanks et al, 2007). It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child.
Later his master Thomas started going to school, and since he was sometimes left alone to watch the house, he would then take master Thomas’s copybooks and write in them what he saw master Thomas was writing, until he learned to write with a similar handwriting to master Thomas’s. Inability to read and write limits the person to knowing only what he was told. He is not able to inform himself and he needs to rely on what other people tell him. This way other people can controlled information that he receives. In situations such as slavery inability to read and write can be beneficial because knowing
The parents of children from wealthy middle class backgrounds (bourgeoisie) could afford to send their child to public and grammar schools to receive an academic education. Whereas, children of poor working class parents could only receive a very basic level of education in elementary schools. Though they did receive some education, this was not to help them climb the social ladder, but rather to teach them the basic skills required for work and to obey authority. The Education Act (1944) replaced the old class based system with the Tripartite System. The Tripartite System was put into place after the Second World War and it introduced secondary education to pupils.
The Merchant Shipping Act of 1876 also improved conditions on ships for seamen. This remains one of the great landmarks of State intervention in helping to secure the safety of a particular group of workers. Sandon’s Education Act attempted to improve school attendance by setting up school attendance committees, but stopped short of compulsory attendance in the fear of alienating the lower class. But this was important because for children to get a job they must have an attendance certificate. There was an underlying reason for this Act which was that forcing children to attend local school was a way of propping up Anglican schools and stopping the spread of non-conformist school boards.
Equally important “In The Achievement of Desire” by Richard Rodriguez, he expresses that he knew he was different, that his family life and his academic life was opposed and when he reads Hoggarts description of the scholarship boy he realized there where others like him whom did not fit the mold defined by society. Malcom X in “Learning to Read” talks about his struggles and overcoming his identity. Studies have shown that families from certain social classes are educated at different levels and the schools prepare children for the same life which is represented from their social class however this is not always the case as Richard Rodriguez and Malcolm X demostrates in their articles. Several studies declare that the social class leads to the type of education one will receive and as a result will shape their education and social class. Aulette describes in her “Changing American Families” reading how the stratification systems of class mold our society.
The first early provisions that were put into place aimed at young people were Sunday schools and Ragged schools. These were put into place by philanthropist like Robert Raikes who felt there was a need for Sunday schools, with the harsh effects of industrial revolution effecting young people influenced him to help disadvantaged young people learn basic morals and learning skills. Ragged schools were made up of the same structure set up by philanthropists and solely run by donations to keep it opened these were also put into place to give poor disadvantaged people a chance at some sort of education. Sunday schools were attached to local churches. Information sourced from ( Infed youth work- an introduction ) They emerged in 1780, Sunday schools were originally put into place to give free informal education for disadvantaged people giving them the opportunity to learn basic manners, learning skills, basic reading and writing.