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[online] http://www.businessballs.com/elisabeth_kubler_ross_five_stages_of_grief.htm. (accessed 3 February 2012). Children Act 1989 [online] http://www.legislation.gov.uk/ukpga/1989/41/contents (accessed 1 December 2011) Children Act 2004 [online] http://www.legislation.gov.uk/ukpga/1989/41/contents (accessed 7 December 2011) Children’s Plan (2007) [online] http://www.educationengland.org.uk/documents/pdfs/2007-children's-plan.pdf (accessed 8 February 2012) Cowan & Cowan Daly, M. Byers, E and Taylor, W. (2006) Understanding Early Years Theory in Practice, Oxford: Heinemann. Department for Children, Schools and Families. (2008a) The Child Health Promotion Programme – Pregnancy and the First Five Years of Life London: DH Publications Department for Children, Schools and Families.
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The Learning and Skills Improvement Service (LSIS) Supporting Teaching and Learning in Schools Employer rights and responsibilities (ERR) workbook December 2011 This workbook has been designed to be used as part of the SASW-compliant apprenticeship frameworks in Supporting Teaching and Learning in Schools. Page 1 of 30 CONTENTS Welcome and Introduction How to use this Workbook 1 Statutory Rights and Responsibilities 1.1 Contracts of Employment 1.2 Anti-Discrimination 1.3 Age Discrimination 1.4 Disability Discrimination 1.5 Working Hours, Rest Breaks and Holiday Entitlements 1.6 Maternity/Paternity, Parental and Adoption Leave 1.7 Absence and Sickness 1.8 Data Protection and Access to Personal Information 1.9 Health and Safety 2 Procedures and Documents in your Organisation 2.1 Contracts of Employment 2.2 Anti- Discrimination 2.3 Working Hours and Holiday Entitlement 2.4 Sickness Absence and Sick Pay 2.5 Data Protection 2.6 Health and Safety 3 Sources of Information and Advice 3.1 Internal Sources 3.2 External Sources 4 About your Occupation and Organisation 5 Occupations and Career Pathways 6 Representative Bodies 6.1 Representation 7. Evidence Record Form Checklist 2 4 6 6 8 11 12 13 15 17 17 19 20 20 20 20 21 21 22 23 23 23 25 27 28 28 29 Page 2 of 30 Welcome to your Supporting Teaching and Learning in Schools Apprenticeship programme! The skills you will learn are pivotal to any organisation and the success of every business relies on the skills of its employees. The experiences you will gain from this programme will also help you to succeed in your future working career; wherever that takes you.
These Legislations have been created by the United Nation’s convention on the Rights of the Child (1989). Disability Discrimination Act 1995: protects the rights of all those with disabilities. It also places a duty on schools (and other organisations) to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005: places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination.
P etal (2010) The Early Years Professional’s Published by Person Longman In England Jelphs. K etal (2008) Working in Teams Published by Policy Press In Bristol Jarvis .P etal(2010) The Early Years Professional’s Complete Companion Published by Pearson Education Printed in England Johnstone .K (2007) Managing uncertainty and change in social work and social care Published by Russel House Publishing Ltd Printed in Dorset Lindbolm C.E ( 2013) The science of ‘Meddling through’ Published by Lindbolm Charles C.E Printed by Public Administration (review vol. 19 no2) Lowry .R (2010) Maslows Hierachy Of Needs Available at www.business.com Accessed 7th November 2013 Mcleod .S (2013) Maslow’s Hierachy Of Needs Published by S. Mcleod Printed in 2007, updated 2013 Pacey. L (2013) Professional Association for Childcare and Early Years : Ratios in Wales Available at: www.pacey.org.uk Accessed at: 1st November 2013 Senden. J etal (2003) Managing care in Practice, Published by Open University In Milton
Why Are Finland's Schools Successful?. [Online] Available at: http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/?all [Accessed 15 11 2014]. Hansen, K. &. V. A., 2005. The United Kingdom Education System in a Comparative Context.
The Global Literacy Challenge A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003 – 2012 Prepared and edited by Mark Richmond Clinton Robinson Margarete Sachs-Israel UNESCO Education Sector Division for the Coordination of United Nations Priorities in Education Published in 2008 By the United Nations Educational Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP (France) UNESCO (ED-2008/WS/52) CLD-2128.8 Preface from Mr Koïchiro Matsuura Director-General of UNESCO I am pleased to present this publication, The Global Literacy Challenge, as we move into the second half of the United Nations Literacy Decade (2003–2012). At this juncture, it is fitting that we should take stock of the dimensions of the challenge in order to move forward with even greater commitment. Special thanks go to Mrs Laura Bush, First Lady of the United States of America who, in her capacity as the Honorary Ambassador for the United Nations Literacy Decade, gave the Decade a major boost by promoting the development of the Literacy Initiative for Empowerment (LIFE), by hosting the White House Conference on Global Literacy held in New York in September 2006, and by setting in motion the series of six UNESCO Regional Conferences in Support of Global Literacy. These strategic initiatives have significantly raised the profile of literacy around the world. As a global community, we have worked for many decades to enable people everywhere to benefit from literacy, and, without doubt, we are making progress.
Oxford Review of Education Vol. 35, No. 3, June 2009, pp. 293–311 Positive education: positive psychology and classroom interventions Martin E. P. Seligmana*, Randal M. Ernstb, Jane Gillhamc, Karen Reivicha and Mark Linkinsd of Pennsylvania; bLincoln (Nebraska) Public Schools; cSwarthmore College and University of Pennsylvania; dWallingford-Swarthmore (Pennsylvania) Public Schools, USA seligman@psych.upenn.edu Professor Francis 0 300000June 2009 35 2009 OriginalReview 0305-4985 Francis Ltd Oxford&Article of Education 10.1080/03054980902934563 CORE_A_393628.sgm Taylor and (print)/1465-3915 (online) MartinSeligman aUniversity Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school.