According to the Early Years Framework (2008) it is during our very earliest years and even pre-birth that a large part of the pattern for our future adult life is set. The framework emphasise that Early Years Education plays and contributes to the future of a greener, healthier, safer, stronger, fairer, wealthier and smarter Scotland. The general intention of the framework is to provide positive opportunities for children to get a great start in life in build a better Scotland (Early Years Framework 2008). It can be argued that the general attitude and point of the framework resolves around Scotland’s economical future instead of the children’s future and their present
The Children (Northern Ireland) Order 1995 (based on the Children’s Act 1989) The Children (NI) Order 1995 is a piece of legislation that deals with the care, protection and upbringing of children. It mostly deals with public and private laws. It deals with people under the age of 18 years. Its main aims are to provide a complete outline on the laws relating to children. It supports children by ensuring that their best interests are the paramount consideration in all decisions.
Unit 6, Schools as Organisations Criteria 6.1 The Department for Education (DfE) ‘has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievements` (1) and ‘to be responsible for education and children’s services`. (2) The National Government are responsible for devising policies and ensuring they are implemented. The UK government is split into two departments which deal with education in England. The first is the Department for Education their responsibility is to work with children up to the age of 19 with any issue they may have from child protection to education. They aim to improve the opportunities and experiences available to children and their practitioners by focusing on the Offering more support for the poorest and most vulnerable children to ensure they all receive the same level of education and opportunities as their peers regardless of background with greater quality provisions in place to meet these requirements.
It was further amended in 2006 to include a duty of schools to promote community cohesion. This means schools are required to work alongside other community based organisations to develop links and a shared sense of belonging, while valuing the contributions of different individuals and communities. The Children Act 2004/2006 The Children Act 2004 came in alongside the Every Child Matters framework and had a huge impact on the way in which schools address issues of care, discipline and welfare. The 2004 Act updates but does not supersede The Children Act 1989.
I believe that Thomas Jefferson and Benjamin Rush sparked the ideas for the future, with Horace Mann as the engineer who created the mold of the two ideas into a whole common idea. Structure and discipline for the child in school will bring a well-rounded American. Public education opened up more opportunity for women to be independent , it also paved the way for poor whites and blacks to better educated well rounded citizens in which I believed paved the way for everyone to be considered the same for the
3.1 Describe what is mean by inclusion and inclusive practices. Inclusion, meaning to include all children no matter of their background or situation in order to fufill all aspects of their school life they are to participate. Giving everyone a feeling of value ensuring each child or young people feels a sense of belonging. Viewing everyone as the same, providing the same work, same access and generally providing high quality educational practices. All schools should be inclusive, meaning that they recognise, accept and celebrate the differences and similarities of all their pupils.
o Revised arrangements for sharing information. • Working Together to Safeguard Children 2006 – This document sets a framework that helps children’s agencies work together and alone to promote the welfare of the children. The Children in Northern Ireland organisations vision is to enhance the lives of all children in Northern Ireland by promoting the work of the children’s sector to maximise positive outcomes for children, young people and their families. They aim to be child focused in their work, ensuring that their activities are oriented towards achieving positive outcomes for children. • Every child matters is a green paper that was a result of the laming report (Victoria Climbie).
There are numerous facts and findings on how school uniforms positively and completely enrich students’ school experience. School uniforms should be mandated in the United States from kindergarten to twelfth grade allowing our children to focus on their education and not their social environment. Uniforms are just one avenue we can take to attempt to improve our schools and raise student achievement. “According to the School Administrator publication, along with school reported statistics, the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals” (Chen 1). All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience.
Follow Up #2 Race To The Top Initiative March 4, 2015 PART A The state of Maryland, a national leader in education, is dedicated to improving the success of students. According to the Maryland State Department of Education the key to their success is not standing still but continuing to learn and make changes when needed. In response to the need for reform, The Race to the Top initiative was awarded to Maryland in 2010. This grant of $250 million was provided with the goal of boosting the state’s education system to be able to stand against other systems in the world. Our society is evolving and graduates need to be prepared in order to be successful in college or the workforce.
Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS Statutory Framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The Early Years Foundation Stage Framework is mandatory for all early years providers (from 1 September 2012): maintained schools, non-maintained schools, independent schools, and all providers on the Early Years Register. The EYFS has three main sections * The learning and development requirements * Assessment * The safeguarding and Welfare requirements The learning and development requirements There are seven areas of learning and development that must shape educational programmes in early years settings.