2.1 School Governors School Governors work as a team and come together from volunteers from the local community, parents and teachers this is so they have a adequate diversity of views and experience. The Governing body is accountable for the performance of the school, plans the schools future direction, selects the head teacher, makes decisions on the schools budget and staffing, including the performance management policy. They makes sure the curriculum is followed and taught well. Decides how the school can encourage its aims and values. School governors are at the heart of how a school operates, how they do there job effects the interests of pupils, staff and the reputation of a school in the community.
All areas of learning and development are important and inter-connected and are particularly crucial for igniting children’s curiosity and enthusiasm for learning and building their capacity to learn, form relationships and thrive. The early year foundation stage sets the standards for learning, development and care for children from birth to five years and is a mandatory framework for all early year’s providers from 1st September
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
Through core programs and special programs the organization supports each child for the betterment of their life. Core programs involved: school Programs, community programs and special programs involved: mentoring children of prisoners program, Native American mentoring etc. The organization offers each and every one that as a big brother or big sister you can also help young children to accomplish their dream (bbbsnc,
The role of schools is to implement or support the implementation of the national policies that relate to children, young people and families. Each Local Education Authority would take the national policies and apply them appropriately to their constituency. Take Every Child Matters for example, all schools should include the five main aims in their policies and philosophy – be healthy, stay safe, enjoy and achieve, make a positive contribution to society and achieve economic well being. They would address this with activities such as, encouraging healthy eating, anti-bullying awareness, breakfast and after-school clubs and relevant PSHE lessons. Schools work with health and social workers, educational and clinical psychologists and create
Curriculum Model Position Paper Nate Burk Kinesiology 305 December 11, 2014 “A student-centered learning environment is characterized by high levels of student engagement and empowerment so that students become central to the learning process” (Richards & Levesque-Bristol, 2014). This would be my ideal setting for my physical education class. I want my students to inspire the curriculum, because if they are not interested in it or if it is not beneficial to them they will not benefit from my class. I will be an adapted physical education teacher so I could be working with children from the preschool level all the way up to high school. Having such a wide range of ages to work with will allow me to see the children
Going into the gym, I was greeted by so many new and inviting faces all welcoming me onto the cheer team. We started off by doing stretches and some basic exercise games to get the kids motivated and ready. It was at that moment that I knew I wanted to be a part of this and I was going to do anything I could to continue working with the kids, and help them win. They deserved it. A few practices in, and only a few more to go, the routine was coming together and I was really proud of all the hard work and dedication that these kids had put into their cheer routine.
These include: type and intensity of sports participation; the different sub grounds, backgrounds, and communities one is dealing with; and the nature of the institutional environment and context within which a sports program is located and experience. First, it will be important to identify the social subgroups that are most in need of positive, proactive educational intervention in and through their scholastic sports participation and to design and implement sports activities with them and their needs at the forefront. The second implication has to do with creating the proper educational environment for athletic participation, finding the proper balance or relationship between academics and athletes. This process should be a two-pronged effort. One side of the equation would be to educate school administrators and teachers on the potential value of sports participation for educational
Early years provision in schools is about supporting very young children. It distinct that the concept of learning for Key Stage 1 is based through play rather than more formal education, as play has been shown to be an important vehicle for children’s early learning. In England schools, the foundation curriculam runs from the ages of 3 to 5 years and is used in Receptoin classes and nurseries. Early Years Foundation Stage was revised in September 2012 and sets out one standard framework for learning, development and care for all children from birth to the end of reception year. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly • partnership working between practitioners and with parents and/or carers • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
Title Tess Kay & Steven Bradbury (2009): Youth sport volunteering: developing social capital?, Sport, Education and Society, 14:1, 121-140 Topic This paper analyses the use of sport volunteering within the youth and how it contributes and affects the development of social capital. In reviews conducted with the UK, it emerged that social capital is a key theme in developing sporting policies. This paper outlines that by providing young people with a structured sports volunteering programme, they can be equipped with the skills for volunteering while creating opportunities for ‘social connectedness’ through networking. It also examines the effectiveness of these programmes on participants, how readily these participants would commit to future voluntary community activities and if continual support would be beneficial to the wider community. The paper’s research and findings along with the programmes examined are all based in the UK.