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"Promoting British Values\nThe Department for Education state there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nWe encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.\nWe aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British Society and to the world.\nOur school reflects British values in all that we do:\nWe are committed to involving pupils in school decision making; we embrace their natural enthusiasm and whilst developing their presentation, organisational and decision-making skills our pupils respect the right of every individual to have a voice.\n- Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services – by discussing these whenever appropriate in curriculum work.\n- Teach pupils how they can influence decision-making through the democratic process – e.g. in our Children’s Voice work.\n- Include in the curriculum information the advantages and disadvantages of democracy and how it works in Britain – e.g. when considering periods of history where democracy was not as fully developed as it is now.\n- Encourage pupils to become involved in decision-making processes and ensure they are listened to in school – again through the work of the Children’s Voice.\n- Organise visitors from and visits to democratic establishments e.g. Local Authority and Parish Councillors.\n- Hold ‘mock elections’ so pupils learn how to debate and defend points of view e.g. when electing representatives to the Children’s Voice for each class.\n- Help pupils to express their views e.g. through English lessons and opportunities to present work and opinions.\n- Model how perceived injustice can be peacefully challenged e.g. through our interactions with pupils and the school’s behaviour system and discussing scenarios in assemblies and class PHSE work.\nDemocracy has been a big focus in setting up the School Team. Each child voted for two people in each class to represent them in their ‘Right to express their View’ (Article 12 and 13). There has been several meetings held with the children to decide on a name (Article 7) for the group, decide on what they would like to play with on the yard (Article 31) and what rewards they would like to receive if they respect their ‘Right to an Education’ (Article 28).\nThe Rule of Law\nOur pupils understand and work within shared school and class Charters (rules). They are taught the value and reasons behind these charters and laws in general, they also understand that they both govern and protect us. They understand their responsibilities and that this involves consequences when laws or rules are broken. Our Behaviour Management policy documents our sanctions and rewards to motivate the children effectively.\n- Ensure expectations are clear and fair e.g. by discussing these with pupils and establishing classroom charters with the pupils themselves.\n- Help pupils to distinguish right from wrong e.g. during everyday interactions and discussions of stories, fables and other literary materials.\n- Help pupils to respect the law and the basis on which it is made e.g. by showing how rules help everyone to interact in an orderly and fair manner and protect the vulnerable in society.\n- Help pupils to understand that living under the rule of law protects individuals.\n- Include visits from authoritative figures in the curriculum e.g. have sessions with the Community Police Officers and visits from the Fire Service.\n- Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws.\n- Develop approaches focused on fairness and justice to resolve conflicts e.g. as part of sanctions in our approach to behaviour.\nWithin school, pupils are encouraged to make choices, knowing that they are in a safe and supportive environment. We are a Rights Respecting school. We educate and provide boundaries for our pupils to empower and encourage them to make choices safely. Our pupils know, understand and exercise their rights and personal freedoms. Examples of this can be clearly seen in our:\n- Online safety and P.S.H.C.E lessons\n- Staying Safe education and displays\n- Extra-curricular activities and clubs\n- Work to support projects around the World and links within the local, national and international community\n- Work to support protecting our planet and the environment: OASES (Outdoor and Sustainability Education Service); Forest School Project, Eco\n- Pupil charters devised by children at Cotsford Primary School.\n- Support pupils to develop their self-knowledge, self-esteem and self-confidence e.g. through all areas of teaching and learning in school.\n- Encourage pupils to take responsibility for their behaviour, as well as knowing their rights e.g. through all of their interaction with adults and each other in school and through the UNICEF Rights Respecting Schools agenda.\n- Pupils are given the freedom to make choices and given the education and support to help them to make choices wisely.\nRespect is one of the core values of our school supported by our Unicef Rights Respecting work. Pupils know and understand that respect must be shown to everyone, whatever differences we may have. Our school is committed to developing respect for other cultures. We believe that this respect is fostered through our international curriculum and is brought to life through our community and charitable links.\n- Challenge stereotypes e.g. through SMSC/PHSE work and assemblies.\n- Implement a strong anti-bullying culture – as enshrined in our policies for Anti-Bullying and Behaviour Management.\n- Follow the UNICEF Rights Respecting schools agenda.\nAt Cotsford Primary School we are committed to ensuring our pupils are prepared to live life in modern Britain and to playing a purposeful part in our society.\nTolerance of Those With Different Faiths And Beliefs\nThrough our curriculum and assemblies we teach our pupils about a range of religious beliefs. Within this, and supported by our Unicef Rights Respecting work, we support the children in understanding that we all don’t share the same beliefs and values. We teach the importance of respecting the values, ideas and beliefs of others whilst not imposing our own on others. We also have strong links with Rev. Susan Richardson from Horden Methodist Church and St. Mary’s Church Horden."

"The introduction of British Values was to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. We teach the basic British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. This ensures young people understand the importance of respect and leave school fully prepared for life in modern Britain.\n- We value the contribution all of our children make to school life and seek to provide them with a variety of opportunities to influence decision making which allows their voices to be heard: school council, eco team, chaplaincy team, Caritas Ambassadors and pupil voice surveys,\n- Members of our school council, eco team, chaplaincy team and Caritas Ambassadors go through a democratic process whereby they apply for the position and take part in a recruitment process that can involve interviews, discussions or presentations to others.\n- We encourage our parents to participate in decision making within our school through parent forum meetings, parent surveys, parent feedback questionnaires and workshops etc\n- Our staff are excellent role models who develop strong, respectful relationships with one another, the children and parents. We encourage an open door policy to discuss any concerns and work together to resolve them.\n- We provide opportunities for our children to see how democracy works within the wider community through invitations to our local MP and by following local and national elections. This is also an opportunity for our older children to debate issues raised at local and national levels and to hold their own mock elections.\n- During the 2019 General election we held parliament week which involved every year group in understanding Democracy at various levels. Year 6 created manifestos and took part in canvasing, presentation and debate. The whole school then took part in an election to select the party they felt had the best policies. This party then worked with the SLT\nRule of Law\n- Rules and boundaries are a part of life. We discuss why they are important and what would happen if we didn’t have them. Laws provide us with protection, they help us to take responsibility for our actions and realise that there are consequences.\n- The children have been a part of drawing up our school rules: Be Ready, Be Respectful and Be Safe. Every aspect of school life can be encapsulated by these rules. Staff and children know them.\n- Our core values of: Love, Faith, Courage and Passion are at the heart of what we teach.\n- We promote respect for those who enforce the law and encourage a strong link with our local PCSO\n- Our children are encouraged to take responsibility for their own actions but to also expect to be treated with respect from others.\n- We do not tolerate bullying of any kind and this is dealt with quickly.\n- We provide a safe and supportive environment where our children are encouraged to be independent in their learning.\n- We provide guidance on how to make safe choices through eg: E-safety week, whole school worships, road safety, cycling proficiency, swimming tuition, our SMSC Curriculum taught through the Jigsaw Scheme and our Religious Education\n- Be Respectful is one of our school rules. All our children are encouraged to demonstrate respect for everyone they meet and to respect the environment in which we live.\n- Children are expected to take responsibility for how they treat each other and how they make one another feel by their actions.\n- If children see others being disrespectful we encourage them to stand up for what is right, speak out and help others to see why their actions are inappropriate.\nTolerance and Respect for Different Faiths and Beliefs\n- As a Catholic community, children are reminded of their place in a culturally diverse society. This is achieved through our Religious Education Curriculum and the spiritual life of our school.\n- We actively celebrate diversity and equality. We have strong links with a school in France where we have a cultural exchange in alternating years.\n- We actively promote respect for individual differences.\n- Our class and whole school worships promote the diversity of society and the rights of each person to be respected and valued equally regardless of ability, gender, faith, heritage or race.\n- Through our behaviour policy we challenge prejudicial or discriminatory behaviour of any kind.\n- Twice a year we have other faiths weeks where each year group learns about a different aspect of Judaism and Islam. This allows the children to compare and contrast cultures and beliefs and promotes tolerance and respect for others."

"Promoting British Values at St Christopher’s Catholic Primary School.\nAs a Catholic School we actively promote values, virtues and ethics that shape our pupils’ character and moral perspective, through the teachings of the Church. Our continued focus on the Gospel Values give our pupils the necessary awareness of what it means to be a good citizen in Britain today, and embed in them the building blocks of a future successful and productive life.\nThrough our Religious Education, Personal Capabilities, Relationships and Behaviour Policy, PSHCE and wider curriculum, we are able to make real links between the values of our pupils and the lives of others in their community, country and the world in general.\nWe understand that the society within which we live is diverse and, therefore, we aim to prepare our children for life in modern Britain. Throughout day to day school life, we make links to the social, cultural, moral and spiritual values as they arise and in so doing we hope to enable our children to value and respect diversity and develop a greater tolerance and understanding of the World.\nWe create opportunities to broaden children’s understanding of the British values:\nWe actively promote and model democracy by:\n- Pupil Leadership Teams – we have Mini Vinnies, Play Leaders, Digital Leaders and Sports’ Ambassadors. We teach pupils how they can influence by becoming involved in the decision making process. Children have to apply for these roles within the school and take their responsibilities very seriously. Children are encouraged to respect democracy and the democratic process.\n- Frequent visits from people attached to Parliament e.g. MPs – and in 2016 this included exploring the Brexit debate with people from either side of the argument.\n- Beginning each year with every class developing their own class values to guide them through the year and to help everyone learn effectively.\n- Providing our children with a broad knowledge of, and promote respect for, public institutions and services e.g. Visits to Parliament, MP visits into school, visits to/from Police, Hospitals, Fire Service, Local Councillors, visits to town hall, debates.\n- We teach children how they can influence decision making through the democratic process through our School council, suggestion boxes, Parliament workshops.\n- We encourage pupils to become involved in decision making processes and ensuring they are listened to in school. We have an open door policy for the head and deputy, consultation groups and liaison between staff and pupils.\n- Modelling how perceived injustice can be peacefully challenged by teaching about inspirational figures such as Ghandi, Mandela, Mother Teresa, Martin Luther King. Margaret Mizen\nRule of Law.\nWe actively promote and model the rule of law by:\n- Ensuring school rules are clear and fair through our consistent Relationships and Behaviour policy – The St Christopher’s Way.\n- Helping children to distinguish right from wrong by using the example of Christ when dealing with behaviour that is not acceptable.\n- Promoting respect for the law and the basis on which it is made through visitors such as PCSOs, Police and our MP into school.\n- Helping children to understand that living under the rule of law protects individuals through our RE curriculum, through focus weeks (e.g. Peace Week) and visitors.\n- Having a Relationships and Behaviour policy that is linked to a restorative approach and is based on the Christian value of forgiveness.\nWe actively promote and model individual liberty by:\n- Supporting pupils to develop their self-knowledge, self-esteem and self confidence through our Catholic ethos. We invest heavily in meeting the needs of all of the children, by providing equality of opportunity, by knowing and understanding the needs of all of the children.\n- Encouraging pupils to take responsibility for their behaviour as well as knowing their rights. We link rights with responsibilities and have a fair and consistent Relationships and Behaviour management policy.\n- Challenging stereotypes through inviting visitors into school to develop disability awareness, anti bullying and anti racism learning;\n- Implementing a strong anti bullying culture.\nRespect and Tolerance.\nWe actively promote and model respect and tolerance by:\n- Promoting respect for individual differences and respect for other cultures and ways of life through assemblies and masses, the RE curriculum, multi-faith weeks and through our Catholic ethos.\n- Openly discussing and celebrating the similarities and differences between people such as differences of faith, ethnicity, disability, gender and different family situations.\nBritish Traditions and Heritage\nWe celebrate the role of Britain both historically and in the present. We want pupils to have knowledge of and be proud of their British heritage and the cultural and historical traditions that we are renowned for the world over. This involves celebrating Royal events, Remembrance Day, festivals such as Christmas and Easter; these are alongside those from other cultures such as Eid, Diwali and Chinese New Year.\nWe try hard to build a culture that will stand the test of time, where our pupils can become good, effective citizens. We teach our children to respect everyone regardless of any differences and aim to ensure that this is firmly embedded into the ethos of our school."

"These learning walls demonstrate how our EYFS learning journey can form over time.\nOur curriculum planning encompasses and is formed by, the children’s interests, appropriate language rich texts and the EYFS curriculum. Our yearly planning follows Seasons and Celebrations, as we investigate the world around us and particularly develop our own cultural capital here in Richmond, Yorkshire. We use White Rose Maths for the structure of our Mathematical teaching sequences with the aim of achieving mastery understanding and our R.E. Curriculum is taught in line with the rest of our whole school R.E. planning. As the rest of the school, we work towards the promotion of our whole school half termly focus value. In our P.S.H.E, we work within over-arching themes for each half term but also flexibly meet children’s immediate needs and development in this area. We term this our ‘responsive curriculum’. The over-arching, planned P.S.H.E. themes that we consider our ‘preventative’ curriculum are as follows.\nEYFS P.S.H.E. Long term plan\n|Worship Year A 2020-2021||Generosity||Compassion||Courage||Forgiveness||Friendship||Respect|\n|Worship Year B 2021-22||Thankfulness||Trust||Perseverance||Justice||Service||Truthfulness|\n|Year||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|\nWhy are we special?\nWhy are other people special?\nIs Good to Share\nHow do we stay safe and healthy?\nMy Marvellous Mind\nHow I feel\nHow can we look after each other, our community and our environment?\nLook What I Can Do!\nWhat will change as we go into Year 1 and what will stay the same?\nYes I can!"

"- Plan for Breadth\n- Plan for Progress\n- Assess and record progress.\nIt includes all National Curriculum subjects and exceeds the requirements of the National Curriculum. Its clear, simple layout splits each subject into four sections:\n- Essential Characteristics\n- Breadth of Study\n- Threshold Concepts\n- Progress Milestones.\nPlease open the document below which will explain all of these terms in more detail.\nEmphasis is placed on quality and the need to work in a variety of approaches. Children are encouraged to work independently and collaboratively. We also aim to ensure three elements exist within the curriculum throughout the year. We want the children to appreciate the awe and wonder of the world, have a real impact on the community, be it close by or other parts of the world, and have a bearing of people's emotions. For examples of the work undertaken at Huntingtower please have a look at our School News pages. Through this approach we develop collaboration, communication, creativity, problem solving, resilience and divergent thinking.\nWoven throughout the curriculum, and the broader experiences the children have, is the promotion of fundamental British values. There is an emphasis on promoting the spiritual, moral, social and cultural (SMSC) development of the child as well as the broader Huntingtower community. Understanding where and how a child can, not only fit in but, contribute to making the world a better place is essential for us here. Examples of how we promote British values and SMSC can be explored by downloading some of the Academy's assemblies below.\nWe reference these British values in the following way:\n•Respect each other and celebrate difference\n•Respect the law\n•Promote tolerance and harmony with other cultures\n•Allow people to talk and you listen\nDocuments showing what is covered throughout the year in each subject are available on each Key stage page. Due to the changing purpose of the academic terms a letter outlining specifically what is being studied is published at the beginning of each term. These are again available on the key stage pages."

"The word curriculum generally refers to a series of courses that help learners achieve specific academic or occupational goals. A curriculum often consists of general learning objectives and a list of courses and resources. Some curricula are more like lesson plans, containing detailed information about how to teach a course, complete with discussion questions and specific activities for learners. Here are some strategies for developing a curriculum.\n1Define the objective of the curriculum. The goal may be to help adults prepare for the General Education Development (GED) exam. In a university program, the main objective might be to provide specific skills or knowledge necessary for completion of a degree. Being specific about the curriculum objective will assist with its development.Ad\n2Choose an appropriate title. Depending on the learning objective, titling the curriculum may be a straightforward process or one that requires greater thought. A curriculum for GED students can be called \"GED Preparation Curriculum.\" A program designed to assist adolescents with eating disorders might require a carefully thought-out title that is attractive to teenagers and sensitive to their needs.\n3Create a scope and sequence. This is an outline of key skills and information that students need to achieve the main curriculum objective. For a bachelor's degree curriculum, the scope and sequence might be a list of courses that a student must complete. The outline for a software training curriculum might be a more detailed list of software operations, such as creating new records, saving information, deleting records and merging files.\n4Determine the teaching approach. Depending on the topic and objective, information might best be conveyed in a lecture format. In other cases, providing written materials, holding discussion sessions and offering hands-on practice might be the most appropriate teaching methods. National or regional development limitations and available teaching staff and graduate fields of opportunities are considered.\n- Include discussion questions. In a curriculum that serves more as a script for teachers, detailed discussion questions provide greater direction. In a human rights curriculum, for example, students might be asked to share their understanding of what constitutes fundamental human rights.\n- Allow room for flexibility to meet learners' needs. Curriculum development must prioritize the needs of learners. Sometimes needs are indiscernible until a teacher has worked closely with a group of students across a period of time. In some cases, it is better to provide general directions and allow teachers to fill in the details and revise the curriculum as needed.\n5Build in an assessment component. Determining how to assess the knowledge of learners is dependent on the main curriculum objective. If students are preparing for a standardized exam, implementing practice tests is an effective way to simultaneously prepare students for the testing process and identify weaker skills and knowledge areas. If the learning objective is enrichment or life skills development, assessments may be more informal, consisting of class discussions, essays or one-on-one meetings.\n6Establish a system of curriculum evaluation. When preparing learners for exams, gathering statistics of passing rates is helpful for gauging overall effectiveness. In more subjective subjects, such as the arts or personal development, observe patterns of student attendance and participation. Special attention to participant engagement and empowerment also can reveal curriculum efficacy.Ad\nWe could really use your help!\nSources and Citations\nCategories: Teacher Resources\nIn other languages:\nThanks to all authors for creating a page that has been read 141,046 times."

"Defining the learning objectives of a programme, module or class is another important aspect of curriculum design.\nThe learning objectives are brief descriptions of how the learning aims (which we explored in the previous section) are going to be fulfilled. They explain the operational aspects of the teaching and learning in more detail than the learning aims, and they are written from the perspective of the educator.\nLearning objectives should not be seen as a substitute for the student-focused intended learning outcomes (discussed in the next section). But they can be helpful for designing and planning learning, and for giving students a sense of the sort of learning experience they will encounter in the programme or module.\nQuestions that are useful for guiding the development of learning objectives might include:\n- What teaching methods will be used?\n- What are students going to be doing? What kinds of learning activities will they engage in?\n- What new knowledge, skills or understanding do you intend learners to gain, and at what level?\nHere are some examples of learning objectives from an Engineering Design module in the Department of Aeoronautics:\nThe objectives of this module are:\n- To stress the importance of Engineering Design and Production.\n- To develop a level of competence in visualisation, comprehension and communication as befits those hoping to fill an engineering position on graduation.\n- To develop knowledge and skills for producing CAD (Computer Aided Design) engineering drawings to an acceptable standard.\n- To introduce an appreciation of engineering precision and a recognition of the interlinked requirements of function, material and production.\nNote how these are all things that the teacher intends to do.\nTake a moment to revisit the learning aims you developed in the previous section. How might those aims be expressed in terms of a more detailed series of learning objectives like the ones in this example?\nIn the next section we will turn our attention to those all-important intended learning outcomes (ILOs), and see how they are different to learning aims and objectives."

"Curriculum matters mainly because of its potential impacts on students. The fundamental purpose of curriculum development is to ensure that students receive integrated, coherent learning experiences that contribute towards their personal, academic and professional learning and development.\nThese pages are intended to assist academic staff in the design and development of curriculum for topics, major and minor sequences of topics, and courses which contribute to Flinders graduate qualities. These qualities provide a key reference point for the Curriculum Development process. For them to be realised in graduates, they must be related to the conceptual frameworks, language and practices of the student's field of study through quality learning experiences.\nFlinders University Policy on Course and Topic Development, Approval and Management (Section 5.1) states:\nCourses and topics should be designed, developed and delivered within a framework which comprises a specified curriculum, specified assessment arrangements, and clearly identified educational aims and learning outcomes. These elements should provide an educational framework which is clear and coherent, and which:\n- forms the basis for teaching and assessment activities;\n- relates to the overall academic goals and objectives of the University;\n- is orientated towards the development of students as independent, lifelong learners;\n- maps the territory for students in useful ways, yet allows them room for their own exploration;\n- demonstrably constitutes a clear progression towards expertise in the discipline or field; and\n- makes explicit the generic and discipline-specific capabilities that are to be gained.\nCurriculum development is a key process in determining the quality of learning and teaching that occurs within the University and hence the qualities of graduates.\nCurriculum can be characterized in a number of ways:\n- curriculum as content - the subject matter to be taught\n- curriculum as experience - the planned and other experiences encountered by learners in educational contexts\n- curriculum as intention - statements of predetermined aims, objectives and outcomes, and planned learning experiences for students\n- curriculum as cultural reproduction - the passing on of the accepted knowledge, values and behaviours of a discipline, profession or society to the succeeding generation\nEach of these partial images contributes to a more holistic characterisation of curriculum as:\nAll the planned learning opportunities offered to students and the experiences encountered by the students when the plans are implemented. The curriculum is the plans, practices and outcomes of the interaction between the student, the curriculum design (plans linking elements together) and the teaching staff."

"Unit 6: Curriculum Development for Inclusive Practice\nUnit 6 Curriculum Development for inclusive practice\nCurriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum' is actually a Latin word for ‘racecourse'. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge …show more content…\n4. How can this programme be evaluated?\nThe Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a student's life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learner's futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learner's attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler"

"Curriculum Assessment Essay\nAssessment is an important part of our curriculum framework as it both enhances learning and provides opportunities for students to reflect on what they know, understand, and can do. It also provides the guidance, the tools and the incentive for the teachers and the students, as well as the curriculum makers, for them to become more competent, more skillful and better at understanding on how everybody will learn. INTENDED VS IMPLEMENTED VS ACHIEVED CURRICULUM\nRefers to the objectives set at the beginning of any curricular plan.\nRefers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.\nRefers to the curriculum outcomes based on the first two types of curriculum: the intended & implemented curriculum.\nEstablishes the goal, specific purposes and immediate objectives to be accomplished.\nRefers to the actual activities being practiced in schools\nIt is considered the product/learning outcomes of the curriculum development process.\nIt answers what the curriculum writer wants to do.\nThe activities may coincide with the specified objectives of the curriculum (intended curriculum) or may largely be out of agenda.\nIt indicates performance in relation to the objectives and the activities usually described thru test scores and other performance indicators measured by evaluation tools.\nSOME QUESTIONS TO ASSESS THE INTENDED CURRICULUM\n1. Are the objectives achievable within learners’ development levels? 2. Is it achievable within allotted time?\n3. Are there enough resources to achieve the objectives?\n4. Are the objectives clear and specific?\n5. What are the ways to measure the outcomes of the objectives? 6. Are the objectives observable, relevant and doable?\nSOME QUESTIONS TO ASSESS THE IMPLEMENTED CURRICULUM\n1. Are the learning objectives congruent with the stated objectives of the curriculum? 2. Does the teacher have the skill to implement the activities or use the strategy? 3. Does the teacher utilize the various ways of doing to complement the learning styles of students? 4. Are the materials and methods appropriate for the objectives set? 5. Are there alternative activities for learners to do to accomplish the same objectives? 6. Are there activities to address individual differences?\n7. Do the activities provide maximum learning experiences?\n8. Do the activities motivate the learners to do more and harness their potentials? 9. Do the activities utilize multiple sensory abilities of the learners? 10. Do the activities address multiple intelligences of the learners?\nSOME QUESTIONS TO ASSESS THE ACHIEVED CURRICULUM\n1. Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning of the curriculum? 2. Are the learning\noutcomes achieved higher or lower than the objectives set? 3. Do the achieved learning outcomes reflect the knowledge, skills and attitudes? 4. How many percent of the learners in the same class perform higher than the level set at the beginning? 5. Do the curricular outcomes reflect the goals and aspirations of the community where the curriculum was implemented?\nCOMPARING THE INTENDED, IMPLEMENTED AND ACHIEVED CURRICULUM\n1. Use of Curriculum Mapping\nA curriculum map is created by the teacher of the subject by recording what he/she is actually doing in the classroom at various points throughout the day. Then, the map is compared to what is actually written in the school district’s curriculum guide. 2. Use of Backward Mapping\nAnalyzing items on a culminating test (an achievement test or final exam) to determine the actual achieved curriculum. These test items are then compared to the written curriculum and the mapped taught curriculum to find gaps and overlaps.\nEXAMPLE OF ASSESSING THE INTENDED, IMPLEMENTED AND ACHIEVED CURRICULUM\n2012 BASIC EDUCATION CURRICULUM (BEC)\n(What are the goals of BEC?)\n(How was BEC implemented to accomplish the goals?)\nWhat has BEC achieved?)\nTo raise the quality of the Filipino learners and graduates who will become lifelong learners.\nLearning areas were reconstructed into 5 learning areas: English, Science, Mathematics, Filipino and MAKABAYAN.\nIncreased level of performance in tool subjects.\nTo decongest the curriculum in order that the teachers and the learners will be able to contextualize it.\nGrades 1 & 2 Science & Health is integrated in English. Formal Science subject starts at 3rd Grade.\nChange in teachers paradigm from being dispenser of knowledge to facilitator of learning.\nTo use innovate, interdisciplinary and integrative modes of instructional delivery whenever possible and appropriate.\nMAKABAYAN comprise Character Ed. &Sibika at Kultura for Grades 1-3; plus EPP (TLE), MSEP (MAPEH), and Hekasi (AP) from grade 4 – HS\nIncreased instructional materials support for teaching & learning and decentralized management of school resources.\nTo increase time for tasks in order to gain mastery of competencies of the basic tool subject.\nLearning activities are made interactive, integrative, learner – performance based.\nIncreased number of in – service trainings for teachers and more involvement of stakeholders.\nIn the BEC or in any curriculum for that matter, there is an evident matchbetween the intended, implemented and achieved curricula.\nEach type of curriculum should be linked to one another. Any gap will make the curriculum weak and will lead to obstacles in the accomplishment of the overall purpose of the curriculum. PROFILE\nThe first reporter is Miss Jannah Madonna Panganiban La Rosa. She was born on November 21, 1988 and is presently residing at Brgy. PambisanMalaki, Pinamalayan, Oriental Mindoro. She finished her collegiate education at Mindoro State College of Agriculture & Technology (Main Campus), Victoria, Oriental Mindoro, with a degree in Bachelor of Secondary Education, Major in General Science. At present, she is a Secondary School Teacher of Nabuslot National High School.\nThe second reporter is Mr. Ian Luke LacatanLolong. He was born on December 15, 1989 and is presently residing at Bangbang, Pinamalayan, Oriental Mindoro. He finished his collegiate education at Kalos Mission Arts College (formerly Baguio Theological School), Baguio City with a degree in Bachelor of Arts in Theology. At present, his pastoral ministry is at Pambisan Bible Christian Church, Pinamalayan.\nThe third reporter is Mrs. JhoanSapunganIngco. She is presently residing at Sabang, Pinamalayan, Oriental Mindoro. She finished her collegiate education at ABADA College, Pinamalayan with a degree in Bachelor of Secondary Education, major in English. At present, she is a Secondary School Teacher in Nabuslot National High School, Sabang Extension."

"Curriculum matters mainly because of its potential impacts on students. The fundamental purpose of curriculum development is to ensure that students receive integrated, coherent learning experiences that contribute towards their personal, academic and professional learning and development.\nThe design and development of curriculum for courses, topics, and major and minor sequences of topics, should focus on how the educational experience contributes to students' development of the Flinders Graduate Qualities. These qualities provide a key reference point for the Curriculum Development process. They must be related to the conceptual frameworks, language and practices of the student's field of study through quality learning experiences.\nCurriculum Development vodcast by Don Houston\nKey elements and relationships in curriculum\nStaff and students are at the heart of curriculum. The relationships between them are shaped by the answers to key questions about\n- Educational aims (of courses, sequences and topics)\n- Intended learning outcomes (for students)\n- learning interactions and\n- the connections between these elements.\nIntended learning outcomes frame and shape the detail and alignment of assessment, learning interactions and content (Biggs, 1999).\nIntended learning outcomes describe the characteristics that a student should be able show on successful completion of a course or topic. Assessment gauges the extent of students' achievement of the intended outcomes, learning interactions and content should help to build towards students' achievement of those outcomes.\nKey University policy considerations that must be accommodated in curriculum development are:\n- the development of Flinders University Graduate Qualities;\n- the University's commitment to Work Integrated Learning (WIL);\n- the University's commitment to revitalising the first year curriculum;\n- the University's commitment to internationalisation of curriculum;\n- the University's commitment to the incorporation of indigenous knowledge and perspectives;\n- reconsideration of assessment and teaching to respond to current demands;\n- the technical requirements on course structure and consistent topic unit values.\nThese influences provide important context for the course or topic aim statement and the long description that appears in the course information book and on the University website. The topic/course aim and description should express the essential characteristics of the intended learning experience and its purpose.\nThe question - what knowledge, skills and attributes as a learner should a student be able to show on successful completion of the learning experience? - frames the key design questions:\nHow should students' progress towards the intended learning outcomes be assessed?\nWhat learning and teaching interactions should be provided to guide students' learning?\nWhat content (knowledge, skills, values and applications in context) should be incorporated to contribute to the students' learning experience?"

"Curriculum matters mainly because of its potential impacts on students. The fundamental purpose of curriculum development is to ensure that students receive integrated, coherent learning experiences that contribute towards their personal, academic and professional learning and development.\nThe design and development of curriculum for courses, topics, and major and minor sequences of topics, should focus on how the educational experience contributes to students' development of the Flinders Graduate Qualities. These qualities provide a key reference point for the Curriculum Development process. They must be related to the conceptual frameworks, language and practices of the student's field of study through quality learning experiences.\nCurriculum Development vodcast by Don Houston\nKey elements and relationships in curriculum\nStaff and students are at the heart of curriculum. The relationships between them are shaped by the answers to key questions about\n- Educational aims (of courses, sequences and topics)\n- Intended learning outcomes (for students)\n- learning interactions and\n- the connections between these elements.\nIntended learning outcomes frame and shape the detail and alignment of assessment, learning interactions and content (Biggs, 1999).\nIntended learning outcomes describe the characteristics that a student should be able show on successful completion of a course or topic. Assessment gauges the extent of students' achievement of the intended outcomes, learning interactions and content should help to build towards students' achievement of those outcomes.\nKey University policy considerations that must be accommodated in curriculum development are:\n- the development of Flinders University Graduate Qualities;\n- the University's commitment to Work Integrated Learning (WIL);\n- the University's commitment to revitalising the first year curriculum;\n- the University's commitment to internationalisation of curriculum;\n- the University's commitment to the incorporation of indigenous knowledge and perspectives;\n- reconsideration of assessment and teaching to respond to current demands;\n- the technical requirements on course structure and consistent topic unit values.\nThese influences provide important context for the course or topic aim statement and the long description that appears in the course information book and on the University website. The topic/course aim and description should express the essential characteristics of the intended learning experience and its purpose.\nThe question - what knowledge, skills and attributes as a learner should a student be able to show on successful completion of the learning experience? - frames the key design questions:\nHow should students' progress towards the intended learning outcomes be assessed?\nWhat learning and teaching interactions should be provided to guide students' learning?\nWhat content (knowledge, skills, values and applications in context) should be incorporated to contribute to the students' learning experience?"

"With a world that is increasingly volatile, uncertain, complex, and ambiguous, we know that our learners will grow up facing challenging circumstances. To enable them to flourish and overcome, their dispositional qualities must be a key area of focus for teachers and school leaders. Whether consciously or not, personal learning cultivates within us a mindset to approaching challenges, and they strongly shape our attitudes and capabilities as thinkers and learners.\nAs the International Primary Curriculum is used in over 90 countries, developing a common understanding of what the Personal Learning Goals look, sound, and feel like has been a key driver in our ongoing development of the curriculum. We have developed a matrix of indicators that describe each Personal Goal in relation to increasing maturity and breadth of experience. These provide learners and teachers with detailed illustrations of what is expected from each Personal Learning Goal.\nPersonal learning cannot be confined to curriculum specific activities or moments on the timetable. To be successful this learning needs to pervade across all aspects of the curriculum and the school community. Opportunities for learning about these attitudes and the behaviours that result from them should be capitalised on, as they provide models and exemplars that help children to develop their understanding of what is expected of them when they are learning to be adaptable, thinkers, respectful, empathetic, communicators, collaborators, ethical or resilient.\nLearning about these qualities should be embedded in planned experiences. For instance, when learning about figures from the past, children could explore which ideals the person demonstrated and the challenges they also faced.\nThe whole school display of the IPC Personal Learning Goals as interpreted by Gorton Primary School, Manchester, individual images supplied by the Vantage Academy Trust.\nChildren should understand that for most of us, constantly exhibiting these high standards is not realistic. Learning from our shortcomings through reflecting on what prevented us from making the best choice is essential for the ‘learning to be’ aspect and will contribute to our own self-awareness and personal development.\nUnplanned opportunities to learn about these dispositions will occur regularly. This could be through current affairs or local and global events. Children may raise questions about who is and is not demonstrating the Personal Goals in the world beyond their classroom. For example, who at Cop 26 showed empathy, respect, or resilience to help improve our world?\n‘Learning to be’ focuses on children practising and taking ownership of the Personal Learning Goals by aiming to be a communicator, resilient, ethical etc., both in the classroom and beyond. Personal learning is not confined to a specific time, place or subject. All 8 IPC Personal Learning Goals are applicable within all aspects of the curriculum, school, and life experience.\nWhatever your vision for the people you are trying to develop, a description of what you are aiming for, and a plan for how you set about achieving this, are essential. It needs to be inclusive of all learners and all adults in the learning community.\nJacqueline Harmer - IPC Curriculum Manager"

"Excellent Teaching of Religious Education will enable pupils to learn to think for themselves about British values. Questions about whether social and moral values are best described as ‘British values’ or seen as more universal human values will continue to be debated, but for the purposes of teachers of RE, the subject offers opportunities to build an accurate knowledge base about religions and beliefs in relation to values. This in turn supports children and young people so that they are able to move beyond attitudes of tolerance towards increasing respect, so that they can celebrate diversity. Values education and moral development are a part of a school’s holistic mission to contribute to the well being of each pupil and of all people within our communities. The RE curriculum focuses learning in some of these areas, but pupils moral development is a whole school issue.\nSchools do not accept intolerant attitudes to members of the community: attitudes which reject other people on the basis of race, faith, gender, sexual orientation or age are rightly challenged. A baseline for a fair community is that each person’s rights to ‘be themselves’ is to be accepted by all. Tolerance may not be enough: RE can challenge children and young people to be increasingly respectful and to celebrate diversity, but tolerance is a starting point. It is much better than intolerance.\nIn the RE curriculum attention focuses on developing mutual respect between those of different faiths and beliefs, promoting an understanding of what a society gains from diversity. Pupils will learn about diversity in religions and worldviews, and will be challenged to respect other persons who see the world differently to themselves. Recognition and celebration of human diversity in many forms can flourish where pupils understand different faiths and beliefs, and are challenged to be broad minded and open hearted.\nIn RE pupils learn the significance of each person’s ideas and experiences through methods of discussion. In debating the fundamental questions of life, pupils learn to respect a range of perspectives. This contributes to learning about democracy, examining the idea that we all share a responsibility to use our voice and influence for the well being of others.\nIn RE pupils examine different examples of codes for human life, including commandments, rules of precepts offered by different religious communities. They learn to appreciate how individuals choose between good and evil, right and wrong, and they learn to apply these ideas to their own communities. They learn that fairness requires that the law apply equally to all, irrespective - for example – of a person’s status or wealth.\nIn RE, pupils consider questions about identity, belonging and diversity, learning what it means to live a life free from constraints. They study examples of pioneers of human freedom, including those from within different religions, so that they can examine tensions between the value of a stable society and the value of change for human development.\nAs a Catholic School we actively promote values, virtues and ethics that shape our pupils' character and moral perspective, through the teachings of the Church. We follow the example of the Good Samaritan where we are called to love and care for our neighbour. We ensure that through our school vision, ethos, agreed rules, curriculum and teaching we promote respect and tolerance for all cultures, faiths and lifestyles.\nIn so doing we reinforce British values regularly and in the following ways: Our School Mission Statement which outlines our commitment to celebrating and exploring the special gift that we are and sharing these in our community. Our weekly Statements to Live By which help us remember that Jesus Christ is at the centre of everything we do. We promote and aim to have a school community rooted in love, tolerance, respect and celebration of differences. Collective worships where we teach respect for all, right and wrong, tolerance and differences and respecting and following the law. An R.E curriculum with lessons which teach the children about other faiths as well as their own.\nA range of curriculum topics which have strong links to British History and reflect modern British culture i.e. the Queen's Diamond Jubilee, the Tour De France , the London Olympics, Victorian Saltaire, Mary Seacole. Linked projects that encourage children to consider similarities and differences between St Francis Catholic Primary School and our neighbouring schools. Our 'Gardeners & Seeds' Buddying system for Year 6 and Foundation pupils. Visits from authorities such as the police, fire service, ambulance service etc. are regular parts of our calendar and help reinforce the rule of law. Working towards School of Sanctuary Status. Participation in faith celebrations that reflects our rich ethnic school population and locality community i.e. Chinese New Year, Eid , Diwali. Team Teach is used by staff as a means of repairing harm and developing relationships. Our School Council and a democratic system of voting and providing a \"voice\" for all pupils.\nOur Head Boys/Girls and Senior Prefects and RE Catholic Life Group who 'set the example' and represent our school. Theme weeks i.e. Anti-Bullying Week, Remembrance, Internet Safety, Black History... Pupils are keen to support charities, whether local, national or global i.e. St Mary's Welcome Soup Kitchen, The Gianna Project, The St Francis Youth SVP, Marie Curie, Cancer Research, Cafod and the Philippines Disaster. Our School Pastoral Care Policies and Procedures, Expectations and Code of Conduct."

"British values and preparation for life in modern Britain.\nWhat this all means in practice at St Francis.\nAt St Francis Catholic School we uphold and teach pupils about the British Values as directed under Ofsted guidance, September 2014\n‘ ensure that they and the school promote tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain’\nWe value the importance of and support the current Ofsted guidance. As educators we recognise we have a duty to prepare our children for life in modern Britain and to keep them safe.\nOne example is that as part of the curriculum we teach democracy. Democracy is part of school life for children.\nEvery year we learn about, highlight and celebrate Local Democracy Week.\nBelow is a radio interview by BCB Radio talking to our children about democracy at St Francis.\nExcellent Teaching of Religious Education will enable pupils to learn\nto think for themselves about British values. Questions about whether\nsocial and moral values are best described as ‘British values’ or seen\nas more universal human values will continue to be debated, but for the\npurposes of teachers of RE, the subject offers opportunities to build an\naccurate knowledge base about religions and beliefs in relation to values.\nThis in turn supports children and young people so that they are able to\nmove beyond attitudes of tolerance towards increasing respect, so that\nthey can celebrate diversity. Values education and moral development are\na part of a school’s holistic mission to contribute to the well being of each\npupil and of all people within our communities. The RE curriculum focuses\nlearning in some of these areas, but pupils moral development is a whole\nSchools do not accept intolerant attitudes to members\nof the community: attitudes which reject other people on\nthe basis of race, faith, gender, sexual orientation or age\nare rightly challenged. A baseline for a fair community is\nthat each person’s rights to ‘be themselves’ is to be accepted\nby all. Tolerance may not be enough: RE can challenge children\nand young people to be increasingly respectful and to celebrate\ndiversity, but tolerance is a starting point.\nIt is much better than intolerance.\nIn the RE curriculum attention focuses on developing mutual\nrespect between those of different faiths and beliefs, promoting\nan understanding of what a society gains from diversity. Pupils\nwill learn about diversity in religions and world views, and will be\nchallenged to respect other persons who see the world differently\nto themselves. Recognition and celebration of human diversity in\nmany forms can flourish where pupils understand different faiths\nand beliefs, and are challenged to be broad minded and open hearted.\nIn RE pupils learn the significance of each person’s ideas\nand experiences through methods of discussion. In debating\nthe fundamental questions of life, pupils learn to respect a range\nof perspectives. This contributes to learning about democracy,\nexamining the idea that we all share a responsibility to use our\nvoice and influence for the well being of others.\nIn RE pupils examine different examples of codes for\nhuman life, including commandments, rules of precepts\noffered by different religious communities. They learn to\nappreciate how individuals choose between good and evil,\nright and wrong, and they learn to apply these ideas to their\nown communities. They learn that fairness requires that the\nlaw apply equally to all, irrespective - for example – of a person’s status\nIn RE, pupils consider questions about identity, belonging\nand diversity, learning what it means to live a life free from\nconstraints. They study examples of pioneers of human freedom,\nincluding those from within different religions, so that they can\nexamine tensions between the value of a stable society and\nthe value of change for human development.\nAs a Catholic School we actively promote values, virtues\nand ethics that shape our pupils' character and moral\nperspective, through the teachings of the Church. We\nfollow the example of the Good Samaritan where we are\ncalled to love and care for our neighbour. We ensure that\nthrough our school vision, ethos, agreed rules, curriculum\nand teaching we promote respect and tolerance for all cultures,\nfaiths and lifestyles.\nIn so doing we reinforce British values regularly and in the\nfollowing ways: Our School Mission Statement which outlines\nour commitment to celebrating and exploring the special gift that\nwe are and sharing these in our community. Our weekly Statements\nto Live By which help us remember that Jesus Christ is at the centre\nof everything we do. We promote and aim to have a school community\nrooted in love, tolerance, respect and celebration of differences.\nCollective worships where we teach respect for all, right and wrong,\ntolerance and differences and respecting and following the law.\nAn R.E curriculum with lessons which teach the children about other\nfaiths as well as their own.\nA range of curriculum topics which have strong links to British History\nand reflect modern British culture i.e. the Queen's Diamond Jubilee,\nthe Tour De France , the London Olympics, Victorian Saltaire,\nMary Seacole. Linked projects that encourage children to consider\nsimilarities and differences between St Francis Catholic Primary\nSchool and our neighbouring schools. Our 'Gardeners & Seeds'\nBuddying system for Year 6 and Foundation pupils. Visits from\nauthorities such as the police, fire service, ambulance service etc.\nare regular parts of our calendar and help reinforce the rule of law.\nWorking towards School of Sanctuary Status. Participation in faith\ncelebrations that reflects our rich ethnic school population and locality\ncommunity i.e. Chinese New Year, Eid , Diwali. Team Teach is used\nby staff as a means of repairing harm and developing relationships.\nOur School Council and a democratic system of voting and providing a\n\"voice\" for all pupils.\nOur Head Boys/Girls and Senior Prefects and RE Catholic Life\nGroup who 'set the example' and represent our school. Theme\nweeks i.e. Anti-Bullying Week, Remembrance, Internet Safety,\nBlack History... Pupils are keen to support charities, whether\nlocal, national or global i.e. St Mary's Welcome Soup Kitchen,\nThe Gianna Project, The St Francis Youth SVP, Marie Curie,\nCancer Research, Cafod and the Philippines Disaster. Our School\nPastoral Care Policies and Procedures,\nExpectations and Code of Conduct."

"During this day we will be exploring the key principles of the early Years; the unique child, building positive relationships, enabling environments and learning and development.\nThe environment is often described as the ‘third teacher’ – critical in supporting and challenging children in their ongoing journey of learning and development. We will explore how an effective environment, carefully planned and organised, promotes a broad range of learning opportunities for children. It will cover the key principles of continuous provision, indoors and outdoors, which meets the needs of the whole curriculum and embeds learning.\nFrom dinosaurs to the latest films; knowing how to skillfully and meaningfully shape continuous provision and provide enhancements which connect with children’s interests is critical to helping children embed and extend learning.\nThis day explores a broad variety of activities and planning that successfully respond to children’s diverse interests and preoccupations. It will also include case studies from schools and settings which have enriched learning and include time for delegates to reflect on their current practice.\nThis session will also explore what is effective practice in these unique year groups. Delegates will explore the key skills; including in literacy and mathematics, that children need to develop through the year and how these can be both taught and embedded in developmentally appropriate and meaningful ways. We will also consider daily routines and how they can be used effectively to support and extend learning."

"This curriculum is designed to encourage and inspire learners into following a worthwhile qualification that provides an insight into Children’s Development as Early Year’s Practitioners. The award gives learners the opportunity to develop sector specific knowledge and skills in a practical learning environment. The qualification is designed to include contemporary issues in relation to children and policy and its impact on the variety of children’s early years settings across the UK. We are developing learners to foster an awareness and appreciation of the unique qualities, circumstances and characteristics within each child as well as in the patterns of which they develop.\nWithin this course we will seek to develop learners that recognise the support that adults can offer in promoting learning. We will address the scope and complexity of a child needs as we learn to accept that there are a range of factors which influence how a child grows and develops. The curriculum seeks to nurture the policies and actions implemented by the British early years workforce, alongside the distinct christian values and ethos of St Michael’s School and how this should positively shape the thought process when working with children.\nThroughout the course learners will investigate how children grow and develop from birth to five years old and the characteristics of their development and the factors affecting their growth and development. Learners will develop an understanding of how play activities can influence children’s learning between the ages of birth and five years old. They will consider the different types of play in which children engage, and how activities can support children’s learning and progress across the five areas of development. Learners will also investigate how a child learns and develops and how to adapt activities to support the inclusion of all children in play.\nInclusive practices will always be at the forefront of this curriculum as we aim to encourage students to celebrate and embrace differences within children including their cultures and traditions by noticing that this contributes towards creating a welcoming environment, an environment where every child is entitled to support. Developing empathy is also a crucial value as we seek to ensure that learners act justly towards one of the most vulnerable groups of society.\nLearning is embedding through the sharing of knowledge and development skills over time and through the concepts laid out in the curriculum intent statement. Assessments range from mini bite sized summative tasks which will assess topics covered as we progress through the course. Formative assessments cover the subject knowledge and provide the scope for wider areas of improvement and where we should embed specific targets and capture a true picture of progression. Progression is mapped through the academic year based on individual and school targets. Learners will have access to the vocabulary and subject terminology to enable them to develop their written work and develop how they apply the language. Learners are encouraged to have well developed answers in order to prepare for assessments as this will provide them with the opportunity to be able to express themselves more coherently within both a verbal and written context a valuable and transferable key skill within the school environment and when undertaking work experience, leaving for college and eventually in the world of work.\nBy the end of this course pupils will have understood the patterns of growth and development within children aged 0-8 and typical characteristics of their development. They will know that adults have an important role to play in each area of a child’s development. As we progress through the course students will recognise that play is an integral part of a child’s growth and development, as through play the child will practice skills and movement and this should be encouraged through a wide range of play opportunities. Inclusive practice is an important principle in early years practice and as the course progresses learners will have seen the benefits of inclusive practice to children as we seek to explore barriers that can make it challenging for children to develop and learn and how these can be overcome. At this stage our students will ultimately understand that although there are many different types of early years settings they should all work from the same basic principles that are fundamentally about making sure that each child benefits from the opportunities on offer within the setting and that they are fully supported in growing up to become citizens who can participate in wider society with more life chances."

"At New Invention Infant School, we have created an exciting, innovative, bespoke curriculum with overarching cohesive themes across the whole of the school. British Values thread throughout these themes; however, there is a greater emphasis on aspects of this at particular points during the year. These themes are chosen purposefully, to engage young children, while year on year building on prior knowledge systematically, to widen their understanding of themselves and the world around them. The children also access year group topics that link into our overarching themes throughout the year.\nBy placing this theme at the start of each academic year, it enables the children some time to think about themselves and their individuality, the challenges ahead as they transition and share their interests, thoughts and emotions as they build new relationships.\nThis theme further develops the children’s understanding of how to keep themselves safe. It gives them the opportunity to explore the dynamics of relationships and mutual respect including what is acceptable in the way we treat others and in the way that others treat us. This theme also aims to develop children’s understanding of tolerance, rights and wrongs and the rule of law.\nDuring this theme, the children will explore the natural world moving from insular environments to the wider world as they move through the school. They will explore animals, nature and the environment including developing an understanding of environmental issues, and what it means to be a world-citizen.\nPlay underpins all development and learning for our youngest children. Most children play spontaneously, although some may need adult support to move this play forward. It is through play that they develop intellectually, creatively, physically, socially and emotionally. The classroom environments are set up so that children can move freely around clearly defined areas. There is a balance between activities that the teacher chooses for your child, and opportunities for child-initiated learning in a structured environment."

"A gap year (also known as\nyear out, year off, deferred year, bridging year, overseas\nexperience, working holiday, time off, and time out) is a term that\nrefers to a prolonged period between life stages. It is often, but\nnot always, a year.\nGap years can be done here in the United States through programs\nsuch as AmeriCorps, Teach For America, City Year, and so on or they\ncan be done abroad through various programs abroad such as Peace\nCorps, the J.E.T. Programme, teaching English in Thailand, or\nworking as an Au Pair in France. Some people spend time\ntraveling. Others spend their time working, and many combine these\ninto an international working holiday. Another popular option for\ngap year participants, also known as \"gappers\", is international\nvolunteering. Also, many gappers earn money while overseas by\nworking cash in hand, often in the hospitality industry. Another\ngrowing trend for gappers is to enroll in global education programs\nthat combine language study, home stays, cultural immersion,\ncommunity service, and independent study. Gap year\nexperiences can vary in length and can be structured or\nunstructured depending on the person's purpose, priorities, and\nFrom life-changing volunteer projects spanning the globe to paid\njobs abroad, gap years are all about gaining life experience. Gap\nyears are an ideal opportunity to reflect on future career paths\nand academic choices, experience a different culture, meet new\npeople and see new places!\n~ Show detail\nMost students interested in doing a gap year experience after\ngraduating from college start the preparation at least one year in\nadvance. This will help you be fully ready to leave soon after\ngraduation and for what lies ahead. Below are some tips to plan\nyour gap year experience.\nThe first step in deciding whether taking time off is for you is\nself-assessment. Identify your goals and motivation for completing\na gap year experience.\nDraw up a list of:\n- What social causes are most important to you\n- Places you would like to travel\n- Sites you would like to see\n- Skills you would like to sharpen\n- Challenges you would like to overcome\n- Volunteer work you would like to do\n- Educational experiences you would like to explore\n- Work experiences in which you would like to participate\nA large part of planning for and organizing your gap year will\ndepend upon your budget. Before settling on any particular trip or\nitinerary, consider the money you have available to fund:\n- Air travel\n- Ground travel, including trains, buses and private taxis\n- Clothes and specialized equipment for your journey\n- Accommodations or rent\n- Specialized work or voluntary program costs\n- Travel and medical insurance\n- Admission to tours and sites\n- Internet access and telephone calls\nFinding the Right Program\nWhen you know what you would like to get out of your gap year\nand have an idea of the funds at your disposal, begin to research\nthe opportunities available. Also, if you prefer an organized gap\nyear, as opposed to a less formal experience, look for\norganizations that provide structured gap year programs. Here are\nsome helpful tips for finding the right program for you:\n- List everything you wish to achieve and experience in the time\n- Set yourself some goals, but be realistic - don't try to cover\ntoo many countries if you don't have much time.\n- Spending more time on a few activities or in fewer countries\ngenerally provides greater satisfaction.\n- Find out which organizations and companies offer activities\nthat support your personal and/or professional goals.\n- Research the organizations online that you are considering and\ncheck the results and reviews carefully.\n- Ensure your prospective gap year organizations have legitimate\nwebsites and contact information.\n- If you are able, go to your chosen destination and shop around\nto see what legitimate organizations are available.\n- Ask the organizations you are considering for names and email\naddresses of their former volunteers so that you may contact them\n- Try to avoid paying your entire program fee prior to arrival if\nyou have any major concerns.\n- Ensure that you have the finances to cover flights, clothing\nand equipment, insurance, vaccinations, visas and spending\n- Set aside a contingency fund for emergencies. Check to see if\nyour organization offers financial support.\n- Find out if your organization will contact you when you return\nto the U.S. to offer you further support in re-adjusting to life\nGetting Your Parents On Board\n~ Show detail\nIt is wise to get your parents' support and guidance in planning\nyour gap year experience. Some parents are very supportive and may\nhave even participated in similar programs themselves. However,\nsome parents may be apprehensive about the idea of taking time off\nafter graduation, especially if you are going far away from\nBelow are some tips for persuading and talking with parents\nabout your plan.\n- Get them involved early in the planning and preparation of your\nexperience. Show them the resources you have collected, let them\nconduct some of the online research and ask them for advice and\nideas. They will feel better knowing they have a say in your\n- Show them you are responsible before talking with them by doing\nthorough research about the destinations you intend to visit or the\nexperience in which you hope to participate.\n- If they don't have Internet access at home, persuade them to\nget it. Email may be the best way to keep in contact with them\nwhile you are away.\n- Set a plan for keeping in touch. Try not to be too specific\nbecause there may be times when you cannot make contact and you\ndon't want them to worry unnecessarily.\n- Show them you are responsible by checking into necessary\ninsurance and have adequate medical coverage.\n- Make sure they are keenly aware of where you will be and for\nhow long. The more you show them you have your \"stuff\" together,\nthe more likely they are to support it!\n- Discuss issues of safety early. Show them you have done your\nhomework by proving to them you will be safe while away. Take a\nfirst aid course. It could save your life or someone else's and it\nwill show your parents that you are taking this seriously.\n~ Show detail\nInternship and Career Services\nICS has professionals that can help you plan and research your\ngap year experience. Make an appointment early in your search\nprocess by stopping by the office in Atherton Union 315, calling\n(317) 940-9383, or emailing us at email@example.com. We also have\na small library of gap year resources that might be helpful in\ngetting you started on the road to a terrific experience. Below is\na list of books you may check out from ICS:\nGriffith, S. (2012). Teaching abroad: your expert guide to\nteaching English around the world (11th ed.). Richmond,\nUK: Crimson Publishing\nGriffith, S. (2012). Work your way around the world: the\nglobetrotter's bible (15th ed.). Richmond, UK: Crimson\nGriffith, S. (2012). Your gap year: the most comprehensive guide\nto an exciting and fulfilling gap year (7th ed.).\nRichmond, UK: Crimson Publishing Limited\nLandes, M. (2005).The back door guide to short-term job\nadventures. Berkley, CA: Ten Speed Press.\nLihosit, L. (2012).Peace Corps experience: write and publish\nyour memoir. Bloomington, IN: iUniverse, Incorporated.\nLonely Planet. (2011). The big trip (2nd ed.).\nOakland, CA: Lonely Planet Publications.\nPenrith, D. (2007). The directory of jobs and careers abroad\n(13th ed.). Richmond, UK: Vacation Work\noffers informative and insightful articles. They also have\nadventure travel, study abroad, travel abroad, volunteer abroad and\nwork abroad program lists. GoOverseas.com and Twin Work & Volunteer is\nanother resource for finding programs and reading reviews.\nCheck with the US\nDepartment of State for tips, restrictions, warnings, and\ndocuments required for international travel.\nThe Quick Guides below were written by Jean-Marc Hachey,\npublisher of The Big\nGuide to Living and Working Overseas."

"In the transition from high school to the next phase of life, many young adults find themselves contemplating the idea of taking a gap year. This period offers a unique opportunity for exploration, personal growth, and self-discovery before diving into higher education or the workforce. However, planning a gap year requires careful consideration and thoughtful preparation. In this article, we’ll delve into the intricacies of planning your tussenjaar na middelbare school, offering insights, tips, and resources to help you make the most of this transformative experience.\nUnderstanding the Gap Year Concept\nA gap year, often defined as a period of time taken off between the completion of high school and the beginning of college or other endeavors, is not just a break from academic studies. It’s a deliberate decision to step out of your comfort zone, explore new horizons, and gain valuable life experiences. Whether you choose to travel, volunteer, work, or pursue personal interests, a gap year can be a time of significant growth and development.\nReflecting on Your Goals and Interests\nBefore embarking on your gap year journey, it’s essential to take some time for self-reflection and goal setting. Ask yourself:\n- What are my passions and interests?\n- What do I hope to gain from this experience?\n- Are there specific skills I want to develop or areas I want to explore?\n- How do I envision my gap year contributing to my personal and academic/professional goals?\nBy clarifying your objectives and priorities, you can tailor your gap year plans to align with your aspirations and aspirations.\nChoosing Your Gap Year Pathway\nGap year experiences can vary widely depending on individual preferences, resources, and circumstances. Here are some common pathways to consider:\n- Travel Abroad: Explore different cultures, languages, and landscapes by traveling to foreign countries. Whether you choose to backpack through Europe, volunteer in South America, or study abroad in Asia, international travel offers unparalleled opportunities for cultural immersion and global perspective.\n- Volunteer Service: Dedicate your time and energy to meaningful volunteer work with nonprofit organizations, community initiatives, or humanitarian projects. Whether it’s teaching English in underserved communities, building houses with Habitat for Humanity, or working in wildlife conservation efforts, volunteering allows you to make a positive impact while gaining valuable skills and experiences.\n- Work Experience: Gain hands-on work experience through internships, apprenticeships, or entry-level jobs in industries that interest you. Whether you’re exploring potential career paths, building your resume, or saving money for future endeavors, working during your gap year can provide valuable insights and practical skills.\n- Personal Development: Use your gap year as an opportunity for personal growth, self-discovery, and skill-building. Whether you enroll in specialized courses, pursue creative projects, or embark on solo adventures, investing in yourself can yield long-term benefits in terms of self-confidence, resilience, and self-awareness.\nPlanning Your Gap Year Itinerary\nOnce you’ve identified your goals and chosen your preferred pathway, it’s time to start planning your gap year itinerary. Here are some steps to consider:\n- Research Destinations and Programs: Explore potential destinations and programs that align with your interests and goals. Consider factors such as cost, duration, program structure, and safety precautions when evaluating your options.\n- Create a Budget: Determine your budget for the gap year, taking into account expenses such as travel, accommodation, meals, transportation, and insurance. Be realistic about your financial resources and explore ways to fund your gap year, such as scholarships, grants, part-time work, or crowdfunding.\n- Set a Timeline: Establish a timeline for your gap year, including start and end dates, as well as key milestones and activities along the way. Factor in any academic or professional deadlines you may need to meet upon your return.\n- Arrange Accommodation and Transportation: Book accommodation, flights, and transportation arrangements in advance to secure the best deals and ensure a smooth travel experience. Consider options such as hostels, homestays, volunteer housing, or short-term rentals, depending on your preferences and budget.\n- Prepare Necessary Documentation: Make sure you have all the necessary documentation for travel, such as passports, visas, health insurance, and vaccination records. Research entry requirements and visa regulations for your destination countries well in advance to avoid any last-minute complications.\n- Pack Wisely: Pack light and pack smart, considering the climate, culture, and activities of your destination(s). Invest in quality travel gear, essentials, and versatile clothing items that will serve you well throughout your journey.\nEmbracing Challenges and Opportunities\nWhile planning your gap year journey, it’s essential to remain flexible and open-minded, as unexpected challenges and opportunities may arise along the way. Embrace the inevitable ups and downs of travel and use them as opportunities for learning, growth, and personal development. Stay connected with friends, family, and fellow travelers for support and encouragement, and don’t hesitate to reach out for help if needed.\nTaking the leap into a gap year journey after high school is a bold and courageous decision that can lead to profound personal growth, cultural enrichment, and lifelong memories. By reflecting on your goals, choosing your pathway, and planning your itinerary with care and intentionality, you can make the most of this transformative experience and emerge with a deeper sense of self-awareness, resilience, and purpose. So go ahead, take the leap, and embark on the adventure of a lifetime!"

"The term gap year came into America’s mainstream vocabulary last year with Malia Obama’s announcement that she will delay her entrance into Harvard until Fall 2017. An Australian and European mainstay, the gap year means an academic year spent between high school and the start of college to pursue enrichment opportunities.\nGAP YEAR EXAMPLES:\n- Intern at a company of your academic interest\n- Teach English in South America\n- Au pair in Europe.\n- Start at your local food pantry\n- Join City Year to help rebuild America\n- Gain invaluable life experience by backpacking through Europe\n- Driving a camper across Australia\n- Go to South America like Malia Obama\n- Develop those entrepreneurial skills and intern at a startup company\n- Learn a new language in a foreign country\n- Research a passion in its actual setting.\n- A gap year allows students to take a step back and ‘recharge’ from working hard to create a spectacular high school resume (link to old blog post)\n- The life experiences gained can make students better prepared not only academically, but socially as well for college.\n- Working can not only begin a professional resume, but can help earn money for college, taking the pressure of tuition or other college costs.\n- Students get the chance to experience life away from home before starting university through travel, experiencing a new culture(s) or being immersed in a new language.\n- Taking part of an organized gap year program, traveling across countries or living in a new city can be expensive.\n- College financial aid packages may be changed as families will have to once again complete the FAFSA.\n- Do students just want to travel? Perhaps they can consider cheaper alternatives while accruing college credits through college study abroad programs.\n- For students who fail to develop important organizational habits, it might be easy to lose focus and fall out of the academic routine.\n- A poorly planned gap year may mean a year spent binge watching Netflix.\nWhile a gap year between high school may not be for everyone, neither is immediately attending college. Perhaps some of these options can be used as an extended summer break while in college, explored during a study abroad semester, or done prior to entering the workforce/graduate school. If you would like to further explore Gap Year options, here is a recommended website.\nIf you would like to find out more about Gap Years, or anything college related, contact us."

"Our Approach to Curriculum Development\nThe Gap Year curriculum is developed to foster inclusion, tolerance, creativity and curiosity in order to create an equitable learning environment. Students emerge with an expanded worldview, an appreciation of other cultures, a sharp sense of perspective on a wide range of topics, and strong critical thinking and communication skills that will prepare them for university, a career and lifelong success.\nThe Gap Year curriculum blends the following elements to help students link their learnings to the world outside the classroom:\nGap Year provides the opportunity to connect students from across the globe in a digital space. The School believes deeply in fostering the relationships of students, which provides a strong peer network for participants. Student Support provides a space where students can connect socially and build lifelong friendships.\nIndividualized attention is vital to student success and allows students to develop skills that are particularly relevant to them. Under their mentor’s guidance, students will articulate their goals for the term and set benchmarks for success, which will be used as a roadmap for the session.\nStudents are given the tools and support to complete a Service Learning proposal, while honing their leadership and management skills in the process. Through a series of small-group meetings and sessions with their mentor, students will identify ways to give back to the community and draw up plans to do so.\nWith the intent to develop life-long skills, Student Support hosts a variety of workshops from professional to personal development. With sights beyond Gap Year, each workshop is carefully chosen to imbed the qualities and skills of a well-rounded adult.\nThrough guided discussions and self-reflection, students develop critical ways of thinking and learn to understand and form perspectives on a range of relevant, real world subject matter. Collectively, Section Studies create a foundation of knowledge that help students become thoughtful and informed individuals. More information about Section Study can be found below.\nWe foster a culture of diversity, equity and inclusiveness. Our goal is to provide affordable educational opportunities to as many qualified applicants as possible. Explore financial aid and scholarships.\nSection Study teaches thinking and grounds debate while exposing students to a range of skills, topics, industries and career opportunities. Each Section Study uses a section of the newspaper to guide student exploration of current events and topical issues of our time, no matter where in the world they reside. Below is a sampling of Section Study modules.\nLearning Outcomes & Life Skills\nStudents will emerge from Gap Year with a strong sense of self, imbued with a framework of deepened understanding about what drives their passions and what issues are meaningful to them. Students will walk away with the following important attributes and skills:\n- The ability to observe and interpret complex topics\n- The ability to synthesize and evaluate evidence from different perspectives\n- The ability to form solutions to problems\n- The ability to create and defend arguments\n- The ability to debate complex, controversial topics and articulate what you stand for\n- The ability to individually or collaboratively work toward a common goal\n- The ability to analyze and evaluate media in its different forms\n- The ability to understand media’s role in society\n- The ability to create media as a form of individual expression\n- Exposure to a breadth of careers and career pathways\n- Meet a diverse array of professionals and learn how they help shape the world around them\n- Awareness and knowledge of key global issues in the context of real-world application\n- Learn to identify and prioritize goals based on self-reflection and self-evaluation\n- Adopt understanding of essential professional etiquette skills\n- Develop intrapersonal skills such as time management, taking initiative and decision-making that reflect a well-rounded adult to navigate a variety of future environments\nPlease note that the program curriculum is subject to change at any time at the discretion of The School of The New York Times. Interested in hearing more? Contact our Admissions Office at firstname.lastname@example.org."

"British Values Mission Statement\nThe DfE have identified that all schools should promote the spiritual, moral, social and cultural development of children, whilst also actively promoting British Values. The DfE state that: “Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC” (From the DfE document, ‘Promoting fundamental British values as part of SMSC in schools’, November 2014).\nMutual respect is the acceptance of others with consideration of their feelings, wishes and rights.\nMutual respect is linked to our school value of respect: we all ensure we respect everyone and everything around us.\nMutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. We continually reinforce the importance of respect whilst understanding what it means and why we must show it. We incorporate the importance of respect into everything we do.\nDemocracy is where decision-making occurs through a democratic process: where there are elections and voices are heard through a chosen person.\nDemocracy is linked to our school value of honesty: the children’s voices and honest thoughts are heard through the elected school council.\nChildren have many opportunities for their voices to be heard. We have an elected school council which meets regularly to discuss issues raised in class council meetings. The children’s voices are heard through questionnaires which are organised and carried out by the school council so that every child’s voice is heard.\nEach year the children decide upon their class charter. All the children contribute to the drawing up of the charter. Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard.\nDuring our British Values theme week, we will be electing house captains in a democratic election. Those who wish to be elected as house captains will have to plan a speech and then make this assembly so that all children are involved in the democratic process. Then using ballot boxes and voting booths, we will elect our house captains.\nRule of Law\nRule of law is where everyone is accountable to the law which is essential for everyone’s wellbeing and safety.\nRule of law is linked to our school value of responsibility: we all take responsibility for our actions.\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws: that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. All of the children are involved in writing their class charter. The children then take responsibility for following this. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis. Visits from authorities such as the Police and Fire Service help reinforce this message.\nDuring our British Values theme week, we will have a mock court case where children will understand what laws mean within society and how crucial it is in our everyday lives. We are also hoping to have some visitors from the court and those whose work relates to the rule of law.\nIndividual liberty involves having independence and making our own choices.\nIndividual liberty is linked to our school value of co-operation: we all make our own choices in the school environment, whilst also considering others.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our E-Safety and SEAL lessons. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our pupils to make choices about: learning challenges; participation in our numerous extra-curricular clubs and opportunities; choice of enrichment time activities; or design of working walls, pupils are given the freedom to make choices.\nAlongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely.\nTolerance of those with different faiths and beliefs\nTolerance is the prevention of discrimination through an understanding and acceptance of the different faiths and beliefs\nTolerance of those with different faiths and beliefs is linked to our school value of tolerance: we all show tolerance towards each other in our diverse society.\nWe place a great emphasis on promoting diversity with the children. Assemblies and lessons are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE reinforces this as we learn about different faiths and beliefs and the meanings of these.\nIn our British Values theme week we will understand this further: each year group will explore a country from a different continent and learn about: the religion, faiths, beliefs, commonwealth links, state visits to the country, state visits from the country and royal links.\nWe value and celebrate being part of Britain. We recognise, value and celebrate international and British events throughout the year. These are wide ranging and include Harvest Festival, Remembrance Day, a Christmas Carol Concert, the Nativity, Easter celebrations, Mothering Sunday and Trooping the Colour. We also explore different faiths and beliefs and compare this to being British. This ensures we can develop spiritually and deepen our understanding of the world we live in.\nTo develop our understanding of British Values, we took part in a very exciting theme week. During this week we explored British Values, with continuous links to spiritual, moral, social and cultural education. We link mutual respect into everything we do, as we do during all lessons. We spent a day exploring democracy: we learnt what democracy is, elected house captains and understood how the Queen oversees Parliament.\nWe then moved to rule of law. The children learnt about what laws are and how the courts work. They also gained an understanding of the role of the law in society and our everyday lives through a mock court case and visit from the Magistrate’s Court and Local Police Team. We explored what individual liberty means and how it is important that we demonstrate the rule of law whilst making our own choices. The children worked within their classes to discuss their learning environment.\nWe have also been lucky enough to visit the Houses of Parliament! We were able to go into the House of Commons, meet our local MP Dr Sarah Wollaston and develop our understanding of the role of Parliament. We have also been to see Buckingham Palace to recognise the importance of this, whilst also seeing other significant British locations in London.\nWe also spend time promoting tolerance of those with different faiths and beliefs. The children, working in their year groups will focus on one country. They will investigate and learn about the religion, faiths, beliefs, commonwealth links, state visits to the country, state visits from the country and any royal links.\nWe recognise the importance of Celebrating Diversity and we spend a great amount of time developing our understanding of the differences we all have. This also helps us to realise how we are all special. We also spend time exploring our dreams, ambitions, personal life goals and professional life goals."

"Promoting British Values & SMSC\nThe DfE have clearly outlined the importance of promoting British Values and the need;\n“to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\n(Prevent Strategy 2011)\nThe DfE has further highlighted the importance of teaching British values as part of our SMSC (Spiritual, Moral, Social and Cultural) provision:\n“Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values. Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development. Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance. It is expected that pupils should understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.”\n(Promoting fundamental British values as part of SMSC in schools 2014)\nAt George Fentham Endowed School these values are reinforced regularly and in the following ways:\nDemocracy is embedded in the school. Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. Pupils also have the opportunity to air their opinions and ideas through our School Council and pupil voice opportunities. The elections of the School Council members are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action.\nThe Rule of Law\nThe importance of laws whether they are those that govern the class, the school or the country, are consistently reinforced. School Council devised 3 key school rules which are embedded in the daily life of the school. In addition, each class also discusses and sets its own Class Charter, rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment. Our pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment and an empowering education. Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our E-safety and PSHE lessons. Whether it is through choice of challenge; of how they record; of participation in our numerous extra- curricular activities; our pupils are given the freedom to make choices.\nRespect is seen as an important value in our school. Pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small. The value of respect at George Fentham Endowed School underpins much of our work every day both in and out of the classroom. Respect for the older generation is fostered trough links with Hampton Lunch Club.\nTolerance of Those With Different Faiths, Cultures and Beliefs\nThe key value of respect ensures tolerance of those who have different faiths, cultures and beliefs. George Fentham Endowed School enhances pupils’ understanding of different faiths, cultures and beliefs through RE, collective worship, visits and visitors and the wider curriculum. Our annual RE week focuses on a different faith each year and includes visits to places of worship and visitors from other faiths. In addition, each year group learns about different faiths as part of the Solihull Syllabus for RE."

"Values Based Education\nOur whole school values were established in 2014 in consultation with our staff and children at the time. Our values lie at the very heart of our teaching and learning, and it is through these values that our children are able to develop their knowledge, understanding, attitudes and skills, enabling them to reach their full potential as individuals and within our school community. The eight values which sit at the heart of our school and our teaching are:\nWithin our assemblies we will focus on our vision and values and enable pupils to share how they are living and breathing them in their every day lives. We also encourage our pupils to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities continuously incorporating both our values and our vision.\nOur Shared Values\nThe DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in 2014. At John Blandy these values are reinforced regularly and in the following ways.\nEach year the children decide upon their class charter and the rights associated with these. All the children contribute to the drawing up of the charter.\nChildren have many opportunities for their voices to be heard. We have a school council which meets regularly to discuss issues raised in class council meetings. The council has its own budget and is able to genuinely effect change within the school. The council members for each year group are voted in by their class.\nChildren have an annual questionnaire with which they are able to put forward their views about the school.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nMutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.\nTolerance of those of Different Faiths and Beliefs\nJohn Blandy is situated in an area which is not greatly culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE, PSHE and values teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths.\nWe joined the Faringdon Academy of schools in November 2013- working together to build a better future for the children in our community. Our umbrella Academy vision states:\n\"Our Academy will create a seamless educational experience for our students across all key stages to develop responsible, capable and confident young people who are active citizens in the 21st Century. We will achieve outstanding progression and maximise pupil achievement in all Academy schools through a rich and motivating curriculum. The Academy will be recognized by our staff, parents and the local community as providers of a safe, creative and ethical environment reinforced by a vibrant Community Dimension. Overall, we will ensure that the Academy proactively adds value to each partner school so that the sum is always greater than the individual parts.\"\nWe have extended this, and created our own mission statement:\nWe create, through our bright and welcoming environment, an inspirational place for our children, staff and parents to be. At John Blandy we believe children are challenged and supported to reach their full potential, creating inquisitive and resilient life-long learners.\nJohn Blandy Primary is a hub of the community, where people feel welcome and able to contribute. As we grow to support the extending village, we further enhance our grounds and outcomes for our children."

"British Values…Gospel Values…Our Values\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\n”The world of tomorrow belongs to the person who has the vision today.” (Robert Schuller)\nChrist gave us a set of values as His legacy when he proclaimed the Beatitudes at His Sermon in the Mount. As a Catholic school, we have always had these values which form our school’s mission. They are integral to every aspect of the life of our school. The teachings of the Catholic Church and the promotion of Gospel values are at the heart of St.Francis.’ Christ taught us to have tolerance, be kind, love one another and to show our love for one another by respecting others. We do this on a daily basis and British values and Gospel values are bound together. The children learn about British values in school through a variety of initiatives, assemblies and active experience.\nThe Government set out its definition of British values in the 2011 Prevent Strategy. At St.Francis’ these values are reinforced regularly and in the following ways.\nDemocracy is an important value at our school. Pupils have the opportunity to have their voices heard through our School Council. The council has its own budget and is genuinely able to effect change within the school. Every child on the student council is voted in by their class. Each year the children decide upon their class charter and the rights associated with these. All the children contribute to the drawing up of the charter. Children have an annual questionnaire where they are able to put forward their views about the school. We help pupils to express and present their views and model how perceived injustice can be peacefully challenged.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. We nurture the develop of approaches focused on reconciliation and justice to resolve conflicts.\nTo encourage and promote good behaviour, attitude and work, we have devised a reward system which is consistently followed throughout the school. We are committed to praising children’s efforts. Our Head boy and Head girl present awards in assembly for children who have ‘stood out’ to them within the school week. This is led by the children and logged in their own behaviour celebration book. We endeavour to praise the children informally, individually, during group work, in front of the whole class and the whole school. Rewards are given in the form of stickers, house points and certificates and always informally by giving a ‘well done’ with a smile. Children’s achievements are also recognised during Celebration Assemblies. Visits from authorities such as the police, fire service etc. are regular parts of our calendar and help reinforce this message. The children visit ‘Safety Town’ with other schools to learn about law and rules of our Country.\nPupils are encouraged to be independent learners, constantly making choices, within a safe and supportive environment. Developing their self-esteem and self-confidence is very important. Pupils are encouraged to understand their personal freedoms and are taught how to use these rights to best effect. All pupils are keen to support charities, whether local, national or global. They are taught consideration for others through our Religious Education curriculum and PSHE lessons in particular. E-safety teaching enables them to make choices in a safe manner.\nOur school’s ethos and behaviour policy are based on Gospel values, with the important commandment being, ‘Love one another as I have loved you’. Assemblies constantly promote respect for others and the importance of good manners. All pupils are taught the importance of self-respect, honest and open communication with others and fair play. The message that every child is ‘created in the image of God’ is constantly reinforced and permeates all aspects of life at St.Francis.’ Children learn that their behaviours have an effect on their own rights and those of others. Pupils work collaboratively and value others’ opinions. Mutual respect is at the heart of our values.\nTolerance of those of Different Faiths and Beliefs\nThis is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity in our local community which is by large white British. Collective Worship and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Our Religious Education curriculum provides pupils with a deep understanding of their own faith as well as awareness of the faith and traditions of other religious communities as a basis for understanding and respecting them. We use opportunities such as the Olympics and World Cup to study and learn about life and culture in countries other countries. We hold World Faith Celebration Weeks and individual days where we study another world faith and learn about their customs, practises and celebrations. We enjoy working with other faith schools.\nAs a Catholic School we actively promote values, virtues and ethics that shape our pupils’ character and moral perspective, through the teachings of the Church. We are confident that our continued focus on the Gospel Values will give our pupils the necessary awareness of what it means to be a good citizen in Britain today, and embed in them the building blocks of a future success and a productive life. Through our RE, PSHE, SEAL, Geography and promoting the common good we are able to make real links between the values of our pupils and the lives of others in their community, country and the world in general. Through our Creative Curriculum we teach about democracy, civic responsibility, rules and laws, the monarchy, equality, values and virtues, environmental awareness and understanding of other faiths.\n”Be the living expression of God’s kindness: kindness in your face, kindness in your eyes, kindness in your smile.” (Mother Teresa)\nIn Reception class, Year 1 and Year 2:\n-Children vote to select class representatives for their school council.\n-Children vote to select Head Boy and Head Girl.\n-Children are ‘Mini-Mediator’s’ and learn alongside the older children who are their ‘Peer Mediator’ role models.\n-Children lead assemblies supported by the class teacher focusing on a British/Gospel value of the month.\n-Children learn to make positive choices that have impact upon eachother’s feelings. They learn to distinguish right from wrong and learn about how to look after self, their friends and their world.\n– Children commemorate Remembrance Day understanding the symbol of the poppy. They learn about the importance of reconciliation.\n-Children use opportunities to discuss British values as significant occasions or events arise e.g The Queen’s Jubilee.\n-Children learn about different faiths, religions and cultures: Chinese New Year and Diwali.\n-Children debate and make decisions about their school through their school council.\n-Children in Year 2 study Florence Nightingale and her impact on modern nursing.\n– Children receive a visit from the school community’s police officer for a question and answer session.\n-Children plan and are involved in Community Care action groups held every Friday afternoon.\n-Children commemorate Remembrance Day understanding the importance of reconciliation and the lessons to be learned from history (linked to work on Anne Frank).\n-Children visit the local Mosque\n-Children use opportunities to discuss and celebrate British values as significant occasions or events arise e.g Queen’s Jubilee, The Royal Wedding, a general election etc.\n-Children democratically select class representatives for their school council.\n-Children debate and make decisions about their school through their school council.\n-Children create and lead their own assemblies on British Value of the month to link with Gospel Value of the month.\n– Children study Martin Luther King and the American civil rights movement.\n– Children study democracy in Britain at a national level to include an interview with their MP (if available).\n-Through many topics in our creative curriculum, pupils develop a set of rules for their community. – Children study the justice system in Britain and the role of a jury.\n-Children study the life of Anne Frank and the lessons we can learn from history.\n“Blessed are those who mourn, for they shall be comforted” Value: Dignity and Compassion\n“Blessed are the poor in spirit, for theirs is the kingdom of heaven” Value: Faithfulness and Integrity\n“Blessed are the meek, for they shall inherit the earth” Value: Humility and Gentleness\n“Blessed are the merciful, for they shall obtain mercy” Value: Forgiveness and Mercy\n“Blessed are the pure in heart, for they will see God” Value: Purity and Holiness\n“Blessed are the peacemakers, for they shall be called children of God” Value: Tolerance and Peace\n“Blessed are those who are persecuted for righteousness’ sake, for theirs is the kingdom of heaven. Blessed are you when they insult you and persecute you and utter every kind of slander against you because of me. Be glad and rejoice for your reward is great in heaven” Value: Service and Sacrifice"

"Introduction and comparison of different team roles… Different roles in a school School Governors School governors are members of a school's Governing Body. They are at the heart of how a school operates, help make decisions about budgets and staffing, and have input into the schools future direction. It covers key aspects of schools as organisations. They are not the employer. Advice on health and safety roles for key school staff are set out below. They will have meetings to discuss, decide and set target on aims and objections regarding… M1- Team Roles and strategic planning In this report I am going to be discussing the different team roles and how they are effective within a business.\nKey message The governing body have a key part to play in tackling risk aversion, helping to provide a wider sense of perspective and helping the school to get the balance right on managing risk. Key message Getting health and safety leadership right is about managing risk sensibly — not trying to eliminate it altogether. Works in partnership with Head teacher, ensuring Head teacher sets objectives and priorities in the school development plan. Additional governors will be a support staff governor and a local authority governor who is chosen by the local authority, and also a local community governor. Address, Education, Educational psychology 433 Words 3 Pages Task 1: What is the Link between strategic management and leadership? When a team begins working. Understand how schools are organised in terms of roles and responsibilities.\nTheir most important role is to challenge the school to get better. This can be organized into four main phases of education. There will be at least 1 parent and 1 staff governor, and also the head teacher. Childhood, Children's rights in the United Kingdom, Human rights 985 Words 4 Pages Team Leader Reflective Review The role and responsibilities of a Team Leader In businesses it is becoming the norm to have multiple people working collaboratively together on different areas of a project. Education, Education in England, High school 1624 Words 6 Pages Candidate Report Unit: Schools As Organisations Linked to Learning Outcome s : 2.\nEnsuring good relationships are fostered within the whole school community. Pupils, school staff and people who want to contribute specifically on issues related to their area of expertise can be appointed as associate members, They are appointed for a period of between one and four years but are not governors. The authority will support the school and will be helped with links made with the local community for example - community officers. Leading the team is an important team role. Teachers responsibilities are to help pupils improve education for their future, to identify emotional, intellectual, physical issues which may stop or reflect on pupils learning to their full potential, present a caring but professional approach to pupils, to show respect pupils and teach them to respect others. Specialist Schools, Independent Schools, Academes, Free Schools. However day-to-day running of the school including responsibility for the health and safety of staff and pupils is normally delegated to the head teacher and school management team.\nA good team leader will motivate and inspire his team, solving problems and empowering others to do the same. There is widespread rhetoric about the value of shared leadership in secondary schools. Careful design of the product or service. Professional Development and the benefits of why it is useful in the workplace. All of the school workforce play an important part in sensible health and safety management in schools. This theory states that every team is made up of three main elements: Task, Team and Individual.\nAct 1974, Occupational safety and health 567 Words 3 Pages Assignment 1 b : Short Essay Managers fulfil many different roles every day, for instance when leading a team a manager may have to resolve conflicts, negotiate new contracts or representing the department at a board meeting. Purpose of School Governors, Senior Management Team, Other Statutory Roles, Teachers and Support Staff Roles School Governors — School Governors give direction and focus by performing a vital and strategic role. Senior Management although providing the authorization for the funding, must be seen playing an active role in providing top—down leadership for the project and participate in key decisions related to the project. Their most important role is to challenge the school to get better. Senior management team Setting objectives and priorities in the school development plan. Some examples of roles are project sponsors program managers, project team members, project managers and coordinators, employees and relevant personnel, clients, funding bodies and so on. Also to prepare lessons and setting goals for the pupils to meet.\nThroughout this paper the author will interview a healthcare manager who has led such a path in health care and explore his personal experiences. First to take on project, the team must be selected. They will have meetings to discuss, decide and set target on aims and objections regarding the school. As such, management is not the manipulation of a mechanism machine or automated program , not the herding of animals, and can occur in both a legal as. It is anticipated that the findings will lead to greater understanding of the nature of teamwork in secondary schools and its role in the implementation of multiple innovations. Careers south west- This organisation provide careers advice. Belbin Team Inventory, Management, Spacecraft propulsion 1026 Words 3 Pages Schools as Organisations Outcome 1 : Know the different types of schools in the education sector.\nKey message Good health and safety is about keeping things simple, being proportionate and focusing on the real risks. Leadership, Management, Microsoft Word 695 Words 3 Pages Unit Title: Organisational Behaviour Level: 5 Learning Outcomes and Indicative Content: Candidates will be able to: 1. However, some of the article's content and information may come from or link to third party sources whose quality, relevance, accuracy, completeness, currency and reliability we do not guarantee. Therefore, understanding the meaning of teamwork and the cooperation with the teammates is important for the society. It only starts in manufacturing and then expands from there! In Scottish state schools the local authority is the employer. Taylor, Fayol, Urwick and Weber Discuss the key contributions of the Scientific, Bureaucratic and Administrative Management Schools to the study of people in organisations Understand and explain. The Managerial Roles Approach which is one of the newer approaches to management analysis has been popularised by management expert and professor Henry Mintzberg.\nAdditional governors will be a support staff governor and a local authority governor who is chosen by the local authority, and also a local community governor. Words: 544 — Pages: 3. The role of the head teacher is to implement the policies which have been put in place by the school governors; they ensure that the day to day running of the school is correct especially with aspects such as behaviour, attendance and staff. The programme of education reforms currently being introduced by central government requires schools simultaneously to introduce several major innovations. Amangbo is a General Manager.\nNow, let us discuss what disaster management is. Planning and delivering an individualised programme where appropriate. A senior manager has responsibilities and authority that are broader in scope than a front-line manager, and a door is typically open for senior managers to move into a director- or general manager-level role. The survey had several flaws that made the majority of the results questionable. Effective teamwork among the school staff is very important as it ensures the smooth running of school. They have a key role in making sure risks are managed effectively on site."

"'Learning and Achieving Together'\nThe DfE reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy. At Hobletts Manor Junior School we support this expectation through our work and ethos and seek to maintain and develop well established work and values in all aspects of school life.\nThroughout their time at Hobletts Manor Junior School, children are provided with opportunities to discuss and share their views on a range of issues. This may be, for example, through our P4C Lessons, as part of a debate in an English lesson, when talking about issues during a PHSE lesson, or when discussing topics in class or in assembly. Our children are encouraged to express their views about the school in a variety of ways for example via Leaders of Learning and in pupil voice discussions as part of the evaluation of the curriculum. Children who serve as Leaders of Learning a valuable insight into the workings of democracy. They are encouraged to gather the views of their peers and to feedback on the work and decisions of the school. They also have opportunities to share their views with school governors, through focused meetings or as part of the Governor’s Annual Strategy Day and advisors who visit the school.\nThe Rule of Law:\nThe systems and structures developed within the school provide a strong basis for understanding the importance of rules, whether they be those that govern the class, the school, or the country. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. All children have had a role in creating the school rules which set out the standards for all children at Hobletts and are detailed within the school’s behaviour policy. Each year starts with every class drawing up their own class charters. There are also many other opportunities taken for teaching children about the importance of rules and laws, for example in assemblies and through the curriculum, including during PSHE lessons and team games in PE lessons. We maintain a relationship with our Police Community Support Officer, who is happy to contribute to class and school activities to further support learning and enhance the children’s awareness of the rule of law in a wider community context.\nAs a school we place great emphasis on allowing children to develop and express their individuality; we aim to educate and provide boundaries for young pupils to make choices, through the provision of a safe environment and empowering education. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supported environment. Whether it be through choice of challenge, of how they record, of participation in our extra-curricular clubs and opportunities, pupils are given the freedom to make choices. Our aim as a school is to develop independence in our children as they move through the primary school and to prepare them to develop as individuals with interests and opinions as they move into their secondary school years.\nRespect is a key value, identified by all school stakeholders at Hobletts Manor Junior School. As such, mutual respect is at the heart of our school. Children are taught to respect others and this is reiterated through our classroom rules, learning partner expectations, as well as our behaviour policy. We help children to develop their awareness of people’s differences and similarities and to value and celebrate the rich diversity of the world in which we are all a part.\nTolerance of those of Different Faiths and Beliefs:\nAt Hobletts Manor Junior School we strive to enhance our children’s understanding of their place in a culturally diverse society and give them opportunities to experience such diversity. As a school represented by an increasing range of faith groups and cultures we ensure that our RE curriculum includes opportunities to understand and respect other faiths and beliefs. Festivals and traditions from different faiths are also explored and celebrated throughout the year."

"St Joseph’s Primary School, as a Catholic school promotes the basic British and Christian values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.\nPromoting British Values in St Joseph’s Primary School\nSt Joseph’s Primary School, as a Catholic school promotes the basic British and Christian values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of\ndifferent faiths and beliefs.\nThrough our curriculum we provide varied opportunities to explore and live out our Community and Christian values: MFL, Geographical Locational Knowledge, Cultural Art, Music, Poetry and Stories, our global links through the Comenius project, our Assemblies and our very actions we teach;\n- an understanding of how citizens can influence decision-making through the democratic process\n- an understanding that the freedom to hold other faiths and beliefs is protected in law\n- an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory\n- an understanding of the importance of identifying and combating discrimination\nTo promote British values, the school:\n- engages the help of the Parliamentary Outreach Service, who through role-modelling the debating process, underlines the strengths, advantages and disadvantages of democracy, and\nhow democracy and the law works in Britain, in contrast to other forms of government in other countries.\n- has extended debating and discussion sessions, and demonstrate a knowledge of how democracy works by listening to how professionals in public life can get points across meaningfully.\n- holds elections for our School Council whose members are voted for by the pupils and ensure that all children within the school have a voice that is listened to,\n- holds discrete debating and discussion sessions throughout the year that provide pupils with the opportunity to learn how to argue and defend points of view\n- hold a variety of faith assemblies, promoting tolerance and understanding of different faiths.\n- hold assemblies linked to RRSA\n- work towards becoming an RRSA school\n- participated in a cultural event promoting British folk music, dance, art and story telling"

"Promoting British values\nWe agree with and promote the Department for Education’s five part definition of British Values:\n• The rule of law\n• Individual liberty\n• Mutual respect\n• Tolerance of those of different faiths and beliefs and those without faith\nWe believe it is incredibly important that these British Values permeate through every school in the country. At Stedham Primary School you will encounter these values throughout our everyday school life. Our values are underpinned in our school ethos which correlates with our British Values. Below is just a snap shot of how we promote these values in our school community:\nPupil voice plays a big part in life at Stedham Primary. Our pupil elected school council plays a strong role in our school. They are elected by their class peers and are involved in making our school a better place to learn. Pupils have input in their learning and what they would like to learn which promotes pupil voice. For example, when appropriate, the pupils decide as a class how they would like to learn certain skills in subjects and this is used to inform the teacher’s planning. Pupil questionnaires and conferences are also conducted each year. We know that the formation of the school council, explicit teaching through PSHCE and within assemblies and the active participation of our pupils in locality events such as ‘Vote for Me Day’ will sow the seeds for a more sophisticated understanding of democracy in the future.\nThe Rule of Law:\nOur pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to. This understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The involvement of our pupils in the creation of their class rules helps them to understand the reasons behind rules and the consequences if rules are broken. Through PSHCE lessons, we allow opportunity to debate and discuss the reasons for laws so children can recognise the importance of these for their own protection. Throughout the year we welcome visits from members of the wider community including police, war veterans, the fire brigade and many more. We believe that clear explanations and real life stories emphasise the importance of the Rule of Law for our pupils.\nWe invest a lot of time in creating a positive culture in our school, so children are in a safe environment where choices and freedoms are encouraged. In lessons, learning tasks are, when appropriate, left for the child to decide upon. We encourage children to choose the task that will challenge them, giving them more freedom to determine their own learning. We offer a range of clubs which pupils have the freedom to choose from, based on their interests. Through our E-Safety and PSHCE sessions, we educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. We believe that valuing choice and freedom in daily school life will foster a value for individual liberty as the children embark upon their adult lives.\nOur pupils learn together with absolute respect for each other. We change talk partners regularly and every pupil knows that we respect and appreciate each other; no matter what differences may exist. Mutual respect is at the core of our school life and a lack of respect is immediately challenged and addressed.\nTolerance of those of different faiths and beliefs:\nOur rural Sussex location means we are not surrounded by endless diversity and so we seek this out through visits, visitors and learning experiences in order to be able to respect and celebrate diversity with understanding. As a Community School we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. Parents and leaders of different faiths are welcomed to the school to share their beliefs, while we also aim to visit places of worship. At Stedham Primary we strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future."

"British Values at Hempstalls\nThe government set out their definition of British values in the 2011 Prevent Strategy. These were reinforced in September 2014 due to recent events. These new regulations will sit alongside the requirements of the Equalities Act, which also applies to all types of schools.\nSchools will be expected to focus on, and be able to show, how our work with pupils is effective in embedding fundamental British values.\nPromoting British values at Hempstalls\nWe agree with the Department for Education’s five-part definition of British values:\n- Democracy • The rule of law • Individual liberty • Mutual respect • Tolerance of those of different faiths and beliefs\nAt Hempstalls students will encounter these principles throughout everyday school life. The curriculum is mapped in detail across the whole school. Listed below are some examples of how we promote these values in our school community:\nPupil voice is significant in regards to life at Hempstalls. Our pupil elected school learning council plays a strong role in our school. They are elected by their class peers and are involved in making Hempstalls a better place to learn. Pupils have a great amount of input in regards to what and how they learn, which promotes pupil voice. For example, the pupils decide as a class how they would like to learn certain skills in subjects and this is used to inform the teacher’s planning.\nPupil questionnaires and interviews are also conducted throughout the year. We know that the formation of the school learning council and the active participation of our pupils will sow the seeds for a more sophisticated understanding of democracy in the future.\nThe Rule of Law\nOur pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.\nThis understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The children create their individual class charters at the very start of the year, each class present this in the first whole school assembly and explain why they have chosen these rules!\nThroughout the year we welcome visits from members of the wider community including police, war veterans, the fire brigade and many more. We believe that clear explanations and real life stories emphasise the importance of the rule of law for our pupils.\nWe invest a great deal of time in creating a positive culture in our school, so that children are in a safe environment where choices and freedoms are encouraged. In school we have developed the concept of DRICE so children are aware of their own learning. Within lessons we encourage children to choose the task that will challenge them, giving them more freedom to determine their own learning.\nWe offer a range of extracurricular clubs which pupils have the freedom to choose from, based on their interests, including homework, reading, art and craft, football and many more clubs.\nMutual respect is at the core of our school life. Students learn to treat each other and staff with great respect. This is evident when walking around Hempstalls and in the classrooms. Our School motto is “Learning and laughing Together” and this motto is seen throughout the school, in classrooms and play areas alike.\nTolerance of those of different faiths and beliefs\nAt Hempstalls we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. At Hempstalls we strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future. We have presentations across the school displaying information on many different religions, we have also ran RE days within which EVERY class in the school went on a trip to see a place of worship and learn about a different religions."

"The government set out their definition of British values in the 2011 Prevent Strategy. These were reinforced in September 2014 due to recent events. These new regulations will sit alongside the requirements of the Equalities Act, which also applies to all types of schools. Schools will be expected to focus on, and be able to show, how our work with pupils is effective in embedding fundamental British values.\nWe agree with the Department for Education’s five-part definition of British values:\nAt West Lea School students will encounter these principles throughout everyday school life. The curriculum is mapped in detail across the whole school. Listed below are some examples of how we promote these values in our school community:\nPupil voice is significant in regards to life at West Lea. Our pupil elected school council plays a strong role in our school. They are elected by their class peers and are involved in making the school a better place to learn. Pupils have a great amount of input in regards to what and how they learn, which promotes pupil voice. For example, the pupils decide as a class how they would like to learn certain skills in subjects and this is used to inform the teacher’s planning.\nPupil questionnaires and interviews are also conducted throughout the year. We know that the formation of the school council and the active participation of our pupils will sow the seeds for a more sophisticated understanding of democracy in the future.\nOur pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.\nThis understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The involvement of our pupils in the creation of the school rules helps them to understand the reasons behind the rules and the consequences if they are broken. Through philosophical enquiry in our philosophy for learning lessons, we allow opportunity to debate and discuss the reasons for laws so that children can recognise the importance of these for their own protection.\nWe invest a great deal of time in creating a positive culture in our school, so that children are in a safe environment where choices and freedoms are encouraged. In lessons, learning tasks are often left for the child to decide upon. We encourage children to choose the task that will challenge them, giving them more freedom to determine their own learning. We offer a range of clubs which pupils have the freedom to choose from, based on their interests. Through our E-Safety, philosophy for learning and High 5 sessions, we educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. At West Lea we believe that valuing choice and freedom in daily school life will foster a value for individual liberty as the children embark upon their adult lives.\nMutual respect is at the core of our school life. Students learn to treat each other and staff with great respect. This is evident when walking around the School and in the classrooms. Our school motto is “Learning For Life” and this partnership is seen throughout the various relationships between students and staff.\nAt West Lea we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. At West Lea we strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future."

"British values in our curriculum\nWe agree with the Department for Education’s five part definition of British Values:\n• The rule of law\n• Individual liberty\n• Mutual respect\n• Tolerance of those of different faiths and beliefs\nAt Clyst St Mary Primary School you will find that these values permeate our everyday school life. This is how we frame our response to these values:\nDemocracy: The Pupil’s voice is very important at Clyst St Mary School. We have a school council elected by their class peers who are involved in making Clyst St Mary School the best place to learn. We use Pupil questionnaires and interviews to find out what the children think and feel about things like homework, pastoral care, peer mentoring etc. Giving a sense of ownership to the children encourages them to use their voice whilst understanding the role of democracy in school and so within the context of our society.\nThe Rule of Law: Children already encounter rules and laws in their lives both in and outside of school. We ensure that they understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to. This understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The involvement of our pupils in the creation of the school rules helps them to understand the reasons behind rules and the consequences if rules are broken. Through philosophical enquiry in PSHE and citizenship lessons, we give the children opportunity to debate and discuss the reasons for laws so that they can recognise the importance of these for their own protection.\nIndividual Liberty: We have a very positive culture in our school, where children feel safe and where they feel that they have a choice. In lessons, learning tasks are often left for the child to decide upon. We encourage children to choose the task that will challenge them, giving them more freedom to determine their own learning. We offer a range of clubs which pupils have the freedom to choose from, based on their interests. Through our E-Safety, philosophy and PSHE sessions, we educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely.\nMutual Respect: This is a key element to our school ethos and it is expected that children show respect to the staff and to their fellow pupils. All adults in school model respect and encourage the children to see ‘the other point view’. Respect is not subject to race, religion, ability or disability: our children are expected to understand that these are not reasons to treat someone differently and consequently incidents of bullying are very rare.\nTolerance of those of different faiths and beliefs: We have several families from different cultures and faith backgrounds -these we respect and celebrate. We offer a culturally rich and diverse curriculum in which all major religions are studied and respected and parents and leaders of different faiths are welcomed to the school to share their beliefs. We take the children to visit places of worship for different faiths and we believe that tolerance is gained through knowledge and understanding. Through the routines of our daily school life, and through the curriculum, we aim to demonstrate tolerance, and help our children to become citizens with an understanding and tolerance of all faiths and beliefs.\nHow we show our BIritsh Values throughout the year:\nPlastic Free schools competition\nBritish council - connecting classrooms\nElection of school council letter\nGolden rules/ class rules\nOrchard day and quilting\nChildren in need\nCarol singing in care home\nChristmas Carols in the village fete\nStarfish appeal - School Council\nParliament day- visit Westminster\nSave the beavers TV film\nVisits from the emergency services in\nSurfers against Sewage\nLink with Georgeham Primary\nCaring and Sharing\nDevon Games sport for all\nExeter City and Chiefs\nChurch links Rev Bill assemblies"

"We embrace the Department for Education’s five-part definition of British Values:\n- The rule of law\n- Individual liberty\n- Mutual respect\n- Tolerance of those of different faiths and beliefs\nPupils at MJS encounter these principles throughout everyday school. Listed below are some examples of how we promote these values into our school community:\nOur school leadership groups of children across the school have been voted on and play a strong role in our school.\nHealthy Schools Reps and\nFor Year 6 only we have;\nHouse Captains and a Sports Crew\nAll are democratically elected by students and contribute to improving a number of aspects of school life. Regular meetings with these groups, class forums and questionnaires are conducted throughout the year. We believe that the active participation of our pupils sow the seeds for a more sophisticated understanding of democracy.\nTHE RULE OF LAW –\nOur pupils will encounter rules and laws throughout their entire lives. We want our children to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.\nThis understanding of the importance of rules will be consistently reinforced through assemblies, class forums and our curriculum. The involvement of our pupils in the understanding of the school rules helps them to understand the reasons behind the rules and the consequences if they are broken. Throughout the year we welcome visits from members of the wider public. We believe that clear explanations and real life stories emphasise the importance of the rule of law for our pupils.\nWe have created a culture so that children are in a safe environment where choices and freedoms are encouraged. In lessons and for homework, we encourage students to reflect and make choices. Children have the choice in the participation of certain events.\nYear groups build in choice with regards to weekly and termly rewards but we also guide our pupils in making choices which challenge them. We offer a vast range of clubs which pupils have the freedom to choose from, based on their interests. As a ‘Rights Respecting’ School, we educate our children in their rights, responsibilities and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. We believe that this approach encourage children to value the right of the individual liberty and their responsibilities to others. We believe, as a school, that this will develop a strong foundation for later life.\nMUTUAL RESPECT: Our Vision and values –\nRESPONSIBILITY, RESPECT, CURIOSITY, RESILIANCE, RELATIONSHIPS and GROWTH are our six specific half termly values that are introduced and given additional rewards during weekly assemblies. Our children learn to treat each other and staff with great respect as this is our central ethos.\nTOLERANCE OF THOSE OF DIFFERENT FAITHS AND BELIEFS –\nAt MJS we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. We believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and responsible British citizens."

"Fundamental British Values\nDemocracy is promoted within the school. All adults listen to the views of our pupils and value their opinions. Pupils have the opportunity to have their voices heard through the Pupil Parliament. The Pupil Parliament are voted for by pupils of each class. The Pupil Parliament members attend regular meetings and then feedback to their classes and in assemblies. Children also learn about democracy through PSCHE.\nAt the beginning of each school year, pupils work together to agree their class rules which are based on our 3 behaviour rules - Safe, Respect, Ready and our core values - Respect, Resilience, Confidence, Kindness, Inclusive, Aspiration.\nIn Nursery, democracy is all about making decisions together. As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development.\nThe staff encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other's views and values and talk about their feelings, for example, when they do or do not need help. When appropriate, the children have the opportunity to demonstrate democracy in action, such as children sharing views on what the theme of their role play area could be with a show of hands.\nStaff support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds through a curiosity approach in an environment where questions are valued.\nThe Rule of Law\nThe importance of laws, whether they are those that govern the class, the school, or the country, are consistently reinforced throughout school, particularly through the behaviour policy and through our school assemblies. The school has its own three rules. Pupils are encouraged to understand the difference between right and wrong, to know that laws protect us and keep us safe, and the consequences when laws are broken. If rules are broken, children are asked to identify which rule it is to ensure that this connection is made and is understood. Visits from authorities such as the Police and Fire Service help reinforce these messages.\nOur high quality PE curriculum promotes the concept of 'fair play'. It also teaches children to participate in activities, follow and develop rules, celebrate and reward successes yet to be gracious in defeat.\nStaff at Highbury Primary promote positive behaviour by following policies consistently. Rewards are given at class level and during Celebration of Learning assemblies on a Friday.\nIn Nursery, the rule of law is all about understanding that rules matter as cited in Personal, Social and Emotional Development as part of the focus on managing feelings and behaviour.\nStaff ensure that children understand their own and others' behaviour and its consequences, and learn to distinguish right from wrong. Staff collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand that rules apply to everyone.\nFor individual liberty we focus on children's self-confidence and self-awareness and people and communities. We help children to develop a positive sense of themselves.\nWithin Highbury Primary, pupils are actively encouraged to be independent learners and make positive choices, knowing that they are in a safe and supportive environment. At Highbury Primary School we educate and provide boundaries for young pupils to make choices safely, through our provision of a secure environment and empowering education, for example through our E-Safety and PSHCE lessons. Whether it be through expressing personal opinions, making decisions about personal objects or playground activities, or participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make their own choices. In some lessons, they can choose a method to present and record their learning as well as choose the level of challenge. Home school agreements give children the opportunity to take personal responsibility for their own behaviour and the choices they make.\nIn Nursery, individual liberty is all about freedom for all as part of the focus on self-confidence and self-awareness and people and communities as cited in Personal, Social and Emotional Development and Understanding the World.\nChildren should develop a positive sense of themselves. Staff provide opportunities for our children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example, through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.\nStaff encourage a range of experiences that allow our children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example, in a small group they discuss what they feel about transferring into Reception (Year R).\nTolerance of those of Different Faiths and Beliefs\nMutual Respect and Tolerance: where we learn to treat others as we want to be treated. How to be part of a community manage our feelings and behaviour;and form relationships with others.\nThis is achieved through enhancing pupils understanding of their place in a culturally divers society and by giving them opportunities to experience such diversity. We are aware of developing curriculum resources which reflect a range of cultures and faiths and prepare children for life in modern day multi-cultural Britain. We regularly hold assemblies around our values and discussions about bullying have been followed and supported by communication with parents, learning in RE and PSHCE. Collective worship is non-denominational and recognises that those attending may have a range of faiths or none. It is however, \"wholly or mainly of a broadly Christian character\".\nIn Nursery, tolerance of those of different faiths and beliefs is all about treating others as you want to be treated. As part of the focus on people and communities, managing feelings and behaviour and making relationships as cited in Personal, Social, Emotional Development and Understanding the World.\nStaff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.\nChildren acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.\nStaff encourage and explain the importance of tolerant behaviours such as sharing and respecting others' opinions.\nStaff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children's experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.\nOur school and nursery ethos is centred around positive relationships within an atmosphere of respect and learning."

"We believe that our core purpose as a school is not only to help your children succeed academically but also to teach them about the wider world and their role in the future. We want children to leave London Fields knowing that they can contribute to making the world they belong to better.\nIn order to do that, we want them to feel well and think well. So we have summarised our vision in this simple concept.\nSitting behind the question, ‘Can my mind think well?’ is all the of the work we do on how to learn effectively, how to solve problems, how to relate new learning to what you already know as well as the knowledge and understanding the children learn in their various topics and subjects.\n‘Can my mind feel well?’ addresses the well-being agenda. In this area we work with children on their mental well-being, emotional literacy and language, self-esteem and self-worth and helping them to feel positive and self-aware. All of which is crucial to both academic success and happy and connected lives.\nPromoting British Values at London Fields\nThe DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014). At London Fields these values are reinforced regularly and in the following ways:\nDemocracy is embedded at the school. Children are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. Pupils also have the opportunity to air their opinions and ideas through our School Council and regular questionnaires. The elections of the School Council members are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action. School council work not only to solve issues that the children raise but also have input into their curriculum and the standards of the school.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with instances of inappropriate behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nMutual respect is at the heart of our values. Children learn that their actions have an effect on their own rights and those of others. All members of the school community treat each other with respect. The children know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small.\nTolerance of Different Faiths and Beliefs\nLondon Fields is situated in an area of great culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths. Through this our children gain an enhanced understanding of their place in a culturally diverse society."

"Diversity equals different perspectives\nAccording to the United Nations, a key component for an inclusive workplace is the prioritization of diversity in the company’s culture. As such, the strongest scenario for the plan’s success is the recruitment of a workforce regardless of age, gender, language, sexual orientation, and other factors that could have negative reactions at any other time.\nManaging a diverse workplace is difficult as it requires the collaboration of people with different views and backgrounds, especially when it comes to the cooperation of the aged workforce and the younger generation.\n“Diversity and inclusion are not something that just happen because it is in your mission statement. It takes hard work”\n– Irene Natividad, President of GlobeWomen Research and Education Institute\nRegardless of this, it is the same diversity that provides benefits and leads to the promotion of each company among others in the industry. Therefore, when a company finds a way to handle this diversity effectively, then it will present the following benefits:\n- Innovation in implementation of ideas\n- Multicultural environment: link to a diverse source of clients in the market. It helps understand the decision-making factors of other nations\n- Multi diverse work environment: better at interpreting information in different ways about the company\n- Different ideas for solutions that target people from specific cultural and educational backgrounds\n- Different language skills for global customers\n- Different points of view and approaches in corporate practices\n“Conversation about diversity is not just an ideal to strive for, but a practical necessity. In fact, in the 21st century it is urgent for the survival of humanity…”\n– Karim-Aly Kassam, Professor at Cornell University"

"Cultural Competency in the Workplace\nToday's management in the workforce is composed of all types of people verses thirty years ago when white males held a majority of upper-management positions in companies. These positions are now held by a mixture of ethnic back grounds and women who hold just as many if not more management positions then men. Just by looking at the changes in management demographics shows how important it is for people to understand cultural competency in the workplace. Dr. Roosevelt Thomas Jr. (1999) stated, \"Diversity is the collective mixture of whomever we have in our workforce characterized by their differences and similarities\" (p.11). Managers and supervisors must understand the characteristics of a diversity mature individual; they also need to be able to articulate the differences between affirmative action, managing diversity, understanding and valuing diversity to build skills that transforms awareness into productive and supportive workplace behaviors.\nThere are many different characteristics of a diversity mature individual. The most important characteristic is when a person accepts diversity management responsibility. The person will need to understand the different types of ethnic backgrounds in the organization, and the different types of techniques he or she will have to use to motivate the staff. He or she will also understand how to treat everyone equal no matter what gender, or ethnic background the employee may be.\nDiversity mature individuals must demonstrate contextual knowledge. This knowledge is showed by understanding his or her personal objectives. The individual must know what he or she plans to accomplish before working with others to help develop their personal goals. Also by knowing the organizational objectives, the individual can develop a team to strive towards the bottom line of the organizational goals. Finally, the individual must be able to provide conceptual clarity to the team. This clarity...\nReferences: Cox, T., & Beale, R. (1997). Developing Competency to Manage Diversity. San Francisco\nCA: Berrett-Koehler Publisher Inc.\nMartin, C., & Tulgan, B. (2002). Managing the Generation Mix. Amherst, MA:\nSubramaniam, R. (2005). Diversity at Workplace. The Star Online,. Retrieved\nMarch 15, 2005, from http://biz.thestar.com.my/news/story/asp.\nThomas, R., & Woodruff, M. (1999). Building a House of Diversity. New York, NY:\nPlease join StudyMode to read the full document"

"YOUTH DEVELOPMENT ESSENTIALS; MOULDING EMPLOYABLE GRADUATES\nFurther Education and Training (FET) should strive to achieve three goals: making graduates employable; creating a diverse workforce; and meeting the needs of the country’s economy. The 2017 Youth Day theme is; “The year of OR Tambo: Advancing Youth Economic Empowerment”. The goals of FET and the theme for the celebration of youth could not be more perfectly aligned.\nThe Fourth Industrial Revolution has been dubbed the era of disruptive technology. As the world becomes more and more connected, its complexity exponentially increases. Complex problems require more implicit knowledge and analytical thinking, and implicit knowledge can only be shared through conversations and observation. According to Gizelle McIntyre, Director at The Institute of People Development (IPD), a focus on these global shifts is crucial if the goals are to be met. “Knowledge-sharing and narration of work make implicit knowledge more visible,” advises McIntyre. “Transparent work processes foster innovation, with the recognition that learning is part of work, not separate from it. Taking care of business means taking care of learning.” McIntyre believes that workplace readiness is, in itself, a skill. It requires personal qualities and people skills, professional knowledge, and technological knowledge. To create employable graduates, a comparison must be drawn between work readiness and qualifications. “Africa’s young people are much more likely to have passed through the continent’s formal education systems than their predecessors,” adds McIntyre. “With that comes a challenge for leaders of business and government to provide them with the opportunities to apply their skills – and to ensure that their skills can help them thrive in the changing world of work.” This requires critical thinking and workplace integrated learning. In developing a diverse workforce, diversity management is employed to create and maintain a positive work environment, where individuals’ similarities and differences are valued. “The biggest driver for higher level diversity strategy is the need to tap the creative, cultural, and communicative skills of a variety of employees and to use those skills to improve company policies, products, and customer experiences.” To achieve this, employees must harness each other’s strengths, and implement organisational strategies to increase inclusivity. Workplace diversity increases the available pool of resources – networks, perspectives, styles, knowledge, and insights – that people can bring to bear on complex problems. McIntyre advises that strategies to increase awareness about workplace diversity include: reducing prejudices and use of stereotypes; minimising miscommunications with diverse others; and building relationships with diverse others – all of which contribute to productivity and team cohesion.\nTo meet the country’s economic needs, an employable, skilled workforce is essential. With the newest unemployment statistic at 27.7 percent, and more than 60 percent of the graduates in South Africa being unemployed (or employed in a career not linked to what they studied) action must be taken. The World Economic Forum (WEF) recently revealed the results of a study into the Future of Jobs, which considered the employment, skills and workforce strategies of the future. A summary list of the top ten skills identified for both 2015 and 2020 was compiled, indicating what needed to be taught. “All public and private learning institutions, must take note of the WEF guidelines or risk having our country’s learners left behind in the Fourth Industrial Revolution. These core skills are not an addition to existing curricula, but entail a change in approach to career choices, teaching and learning,” concludes McIntyre. “While some countries have made significant strides in implementing programmes to empower their young people in this regard, others, including South Africa, are falling dangerously behind.”\nFor more information, please contact IPD at firstname.lastname@example.org on (011) 315 2913 or"

"Meaning and Key aspects of a real democracy.\nDEMOCRACY ANDHUMAN RIGHTSDemocracyThe is derived from the Greek word Democratia (Demos meaning people and Kratas meaning ‘rule orpower’).It is a form of government where political decisions are directly in the hands of the citizens.Key aspects of a real democracy.a) Political aspect. The consent of the governed (expressed directly or indirectly through their elected representatives) it must be sought when making political decisions.b) Social aspect. Human dignity must be valued at all times. Every individual should be free to organize his own lifestyle, hold and express opinions, enjoy company of others and join associations.c) Economic aspect. All citizens must be provided with equal opportunities. Exploitation of humans by fellow humans should be eliminated."

"The teaching and training shall promote belief in democratic values and in democracy as a form of government. It shall give the pupils an understanding of the basic rules of democracy and the importance of protecting them. Participating in society means respecting and endorsing fundamental democratic values, such as mutual respect, tolerance, individual freedom of faith and speech, and free elections. Democratic values shall be promoted through active participation throughout the entire learning path.\nSchool shall promote democratic values and attitudes that can counteract prejudice and discrimination. Pupils shall learn in school to respect the fact that people are different and learn to solve conflicts peacefully.\nA democratic society is based on the idea that all citizens have equal rights and opportunities to participate in the decision-making processes. Protecting the minority is an important principle in a democratic state governed by law and in a democratic society. A democratic state also protects indigenous peoples and minorities. The indigenous- people perspective is part of the pupils' education in democracy. All the participants in the school environment must develop awareness of minority and majority perspectives and ensure that there is room for collaboration, dialogue and disagreement. Nurturing diversity on the one hand and including the individual on the other demands awareness of values and the exercising of professional judgment.\nThe school must be a venue where children and young people experience democracy in practice. The pupils must experience that they are heard in the day-to-day affairs in school, that they have genuine influence and that they can have impact on matters that concern them. They must gain experience and practise different forms of democratic participation in the day-to-day work with their subjects, and through such bodies as pupil councils and advisory bodies. The dialogue between teacher and pupils, and between the school and the home, must be based on mutual respect. When the voices of the pupils are heard in school, they will experience how they can make their own considered\ndecisions. Such experiences have a value in the here and now, and prepare the pupils for becoming responsible citizens in society."

"The Department for Education have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThroughout our school curriculum we promote British values including the equality between genders and tolerance of other faiths. We aim to encourage children to understand the importance of democracy through elections of ‘School Council Members’ within our school. We teach the concept of law by enforcing school rules and discussing acceptable and unacceptable behavior within the wider society, including during Collective Worships and Celebration Assemblies. Additionally, we look at ‘individual liberty’ through the teaching of PSHCE, RE, and E-safety plus, we offer our children the opportunity to make choices which emphasises the individual liberty component of British values. We are consistently encouraging and promoting mutual respect and tolerance of others - regardless of their background. Our acts of Worship are planned and delivered in order to cover our core values (See our Collective Worship page). These are also promoted through day to day teaching which is further embedded by the atmosphere and ethos lived in school. Overall we pride ourselves on ensuring that these aspects are included in the entirety.\nWelcome to our school websit\n‘British Values’ have been identified as:\nDemocracy: The ability to communicate is the most important area of learning. At school we ensure that pupils are given a ‘voice’ to communicate. The method of using this ‘voice’ could be using words, objects, photographs, pictures, symbols, touch cues, eye pointing or body language. We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.\nRule of Law: We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the School community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent, safe and happy environment within the school and beyond. We help pupils to understand the connection between actions and consequences. This type of environment enables pupils to feel safe and secure; this, in turn, promotes the optimum conditions for learning to take place.\nIndividual Liberty: Pupils at our school are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible (part of our ASPIRE values). We endeavour to demonstrate that everyone has rights; this includes the right to say ‘No’ when appropriate. Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself.\nWe support others by participating in local community events, for example, Comic Relief, Children in Need. We believe that by engendering a caring and helpful environment and by learning to be independent can boost and nurture a healthy self-esteem.\nMutual Respect: We promote each pupil’s inclusion, where possible, in a range of activities, settings and locations. The children have opportunities to engage with pupils of different ages from different schools set within different contexts. Further events are planned where pupils can go into the community to meet with a range of people in a variety of situations, which include: sports events, community events and shared participation with other Schools. For example, the children perform to the elderly in residential care homes and have had visits to other schools.\nWe believe it is important to facilitate opportunities for school to take an active role in our community as the pupils, families and staff have much to offer in the development of community cohesion.\nTolerance of different faiths and beliefs: At Bolsover Church of England Junior School each person is respected and valued equally without regard to ability, gender, faith, heritage or race.\nCultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others.\nOur Assemblies and acts of worship help all pupils to find out about themselves and others, linking their lives to the communities in which they belong.\nPupils are encouraged to experience British Culture through our curriculum theme.\nSchool takes part in local sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’.\nThe staff work closely with parents, carers and other professionals to ensure that the pupils at Bolsover Church of England Junior School are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community."

"Writing is a curriculum area which we teach particularly well and we are very proud of the quality of the writing outcomes in school, as are our children!\nWe focus on a single genre of writing each half term and we model heavily so that all children have a very clear idea of what good writing looks like, we scaffold the writing so that all children are confident to write and have the tools that they need to write well, and we give children a lot of accurate feedback about their writing to ensure that they pay attention to the detail and write with accurate spelling, punctuation and grammar, as well as perfecting their handwriting over time.\nChildren in EYFS and KS1 write independently and confidently. They use their phonics to segment words into their individual phonemes and are quickly able to encode the words that they speak in the written form.\nAs children enter KS2, we begin asking them to draft their writing. These drafts are subject to a high level of marking and feedback which, alongside pupils, identifies all errors in spelling, punctuation and grammar and seeks to perfect the written form. Children go on to publish very high quality, very accurate writing which they are very proud of. This intensive feedback leads to accelerated progress in writing throughout KS2 and we are proud that our Y6 pupils year-on-year are very competent and confident writers as a result.\nIn addition to daily writing lessons throughout school, we also teach handwriting, spellings and grammar daily. We teach the fundamentals of writing discreetly so that children have the skills, knowledge and experience they need to write well for life.\nAs children become very proficient in the range of genres which recur throughout their years at school, children are able to utilise their skills in writing at length across the curriculum.\nThe high quality of writing outcomes throughout school are a great source of pride."

"Published on 13/03/18\nKeri Lennon, Year 2 Teacher at the City Pre-Prep, shares her thoughts on developing positive learning cycles in Early Years education.\nAt SPF Pre-Prep it is recognised that every child is an individual; with individual strengths, weaknesses and personalities. Children learn at different rates and respond differently to environments and stimuli. The experiences they have shape the people they will become. As such, it is crucial to see, reward and model the positive learning styles and behaviours we want our children to embrace as they grow.\nIdentifying and recognising the day to day achievements of children, no matter how great or small, can encourage a deeper sense of self worth. By praising a child that finds writing paragraphs challenging, when they do so successfully, it encourages them to be pleased with the work they complete. This piece of writing could then be placed on display on a ‘Golden Work’ or ‘Pride Wall’ for others to view, further highlighting that the personal achievement is valued and significant within the community environment. These small daily acts of praise encourage children to be proud of their accomplishments, as well as promoting engagement within all aspects of learning, regardless of how complex the task may be.\nProviding children with generalised examples of desired positive behaviours or learning outcomes supplies pupils with realistic goals to aim for. Demonstrating to the whole class how to write a paragraph, prior to asking them to do so independently, makes the expectations clear without questioning or ridiculing any current writing styles. Identifying the different components of a paragraph, how one is formed and how it flows into the next, equips children with the skills required to then confidently create their own. By providing children with a generalised reference of comparison to their current ability it allows them to self assess their work whilst feeling in control of the direction they want their learning to progress.\nIt is valuable for a practitioner to model the positive reactions they expect pupils to exhibit. As the children grow in their confidence of paragraphing, the teacher may model forming a paragraph incorrectly, or act not knowing how to create one at all. In this situation it is important for the children to see that the teacher can make mistakes, and react to them by being resilient and remaining positive towards oneself in the face of a learning set back. Through this modelling, children will gain the understanding that it is not necessary to achieve perfection first time, rather more important to have the perseverance and good humour to continue learning and progressing in the face of adversity.\nAll children have the right to feel valued, safe and happy; to be viewed as good. Recognising personal achievements, respecting individual learning challenges, and valuing life learning skills are key ways SPF practitioners strive to achieve this in the Pre-Prep.\n\"...it is not necessary to achieve perfection first time, rather more important to have the perseverance and good humour to continue learning and progressing in the face of adversity\"\nKeri Lennon, Year 2 Teacher at the Stephen Perse Pre-Prep (City)"

"Equality and Diversity\nThe Equality Act (2010) was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that it is unlawful to discriminate against students/staff or treat them less favourably because of their gender; race, disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity; marriage or civil partnership; age.\nUnder the Act, the school is expected to comply with the Public Sector Equality Duty.\nThis requires us to:\n- Eliminate unlawful discrimination, harassment and victimisation\n- Advance equality of opportunity between different groups\n- Foster good relations between different groups\nAs a public organisation, we are required to:\n- Publish information to show compliance with the Equality Duty. This is done via our Fairness for All policy\n- Publish Equality Objectives which are specific and measurable\nOur Fairness for All policy is in line with national guidance and contains information about how the school complies with the Public Sector Equality Duty. We also give guidance to staff and outside visitors on our approach to promoting equality.\nOur Equality Objectives reflect the school’s priorities and draw upon available data and other evidence. Careful analysis of this is undertaken in order to ensure that we are working to achieve improved outcomes for different groups.\nOur Equality Objectives are:\n- To use performance data to monitor student achievement and respond to variations between groups of learners, subjects, courses and key stages, trends over time and comparisons with other schools\n- To raise the awareness and skills of staff to promote fairness, equality and good relations in the context of their role\n- To provide an environment that welcomes, protects and respects diverse people\n- To ensure that all students are given the opportunity to make a positive contribution to the life of the school\n- To address cultural events through house assemblies and global learning to increase student awareness and understanding of issues in different communities\nSpecific tasks relating to these objectives can be found within the School development Plan."

"The General Equality Duty requires public bodies to have due regard to the need to:\nAt Frances Bardsley Academy we need to:\nWe aim to help all students to fulfil their potential. In doing this we work with all students regardless of race, religion, special educational needs, disability or sexual orientation to ensure achievement for all.\nWe recognise our duty in setting specific, measurable equality objectives and include these in our school development plan.\n1.To promote self-esteem in girls through pastoral support, the curriculum, in particular the PSHE programme and activities including assemblies and all enrichment provision.\n2.To increase the extent to which all students, in particular those with protected characteristics as defined by the Equality Act, feel valued and confident, and in consequence more likely to achieve their potential.\n3.To foster good relations between different communities within the school.\n4.To maintain robust and secure procedures for identifying and supporting EAL and SEND students and to ensure they have equal access to the curriculum, school facilities, extra-curricular activities and effective support systems.\n5.To promote cultural understanding between different ethnic groups in the school community.\n6.To increase the involvement of vulnerable students in out of school clubs and activities.\n7.To ensure the effective use of the pupil premium."

"OUR EQUALITY OBJECTIVES\nProgress and achievement is our central concern and is a major equality issue\nOur primary concern is that all individuals, irrespective of their background, make outstanding academic progress in order that they can secure good standards. Given this, we have a great deal of strategies to address this, some of which are detailed below:\n- Track and assess progress at least termly and take appropriate action where progress is not sufficient.\n- Rapid identification of need for children who are not making expected progress.\n- Planned interventions for pupils who are making insufficient progress or who are failing to meet the required standards.\nTherefore, our key Equality Objective is:\n- To identify and narrow the gap of under-achieving groups of children within the school.\nIn recognition of other needs that are specific to the context of our school and the life experiences of the children within our care, the Governors and staff have identified the following additional Equality Objectives:\n- Increase the awareness and access to cultural diversity for all children at Keinton Mandeville Primary School.\n- Increase the mixed participation of girls and boys in traditionally stereo-typical sports within the school and its extra-curricular activities.\n- Provide access to creative, adventurous play, for all children, irrespective of age, background and academic achievement."

"“The equality duty supports good education and improves pupil outcomes. It helps a school to identify priorities such as underperformance, poor progression, and bullying. It does this by requiring it to collate evidence, take a look at the issues and consider taking action to improve the experience of different groups of pupils. It then helps it to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.” (Equality and Human Rights Commission · www.equalityhumanrights.com Last revised 07-2014)\nHow does Fortuna School comply with the public sector equality duty?\nAttainment – Fortuna School looks at performance gaps between groups of pupils when analysing school data. We focus on girls and boys, children in public care, children whose parents are in the forces, and children with English as an additional language. When looking at outcomes for pupil’s staff consider intervention and support, which will be needed to narrow the gap. At Fortuna we use a variety of information including data analysis, lesson observations and discussions with pupils, parents and carers.\nParticipation in school life – At Fortuna we are continually looking for ways to enhance the learning and curriculum. When organising school activities teachers not only identify the children’s needs academically but also consider the wider environment for example, home situation, historical events in the pupils lives and additional physical needs.\nEngage effectively in learning – Consideration is given to outside influences that may result in pupils and their families being unable to engage fully in school life for example school will employ a translator for parents of EAL pupils for annual reviews and other meetings, newsletters are translated into pupils first language for parents, transport is provided for those parents and carers who are unable to attend school events and meetings otherwise and the school allocates money in the budget to cover the cost of educational visitors and visits to ensure all pupils have access to the same opportunities.\nTo promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity\nTo promote cultural development and understanding through a rich range of experiences both in and beyond the school\nTo narrow the gap in curricular attainment between boys and girls at the end of Key Stage 2.\nTo narrow the gap in curricular attainment for the minority groups in our school; girls, Children in Public Care (LAC), children whose families are in the forces and children who are entitled to free school meals, year on year.\nTo promote and develop positive attitudes to learning for all pupils through experiences both in and beyond the school\nRecognise children may be emotionally and socially functioning as much younger children and need to consolidate their early learning experiences within school, giving them the curriculum and opportunities to be able to do this\nProvide opportunities and experiences for children to acquire the necessary skills to play and interact constructively within their peer group.\nOffer a curriculum, which meets the developmental needs of the “whole” child.\nHow do we eliminate discrimination and promote equality of opportunity ?\nFortuna school is committed to ensuring that members of the school community do not become victims of unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010. We have a series of policies and procedures in place to support us with this:\nBehaviour Management policy\nChild protection policy\nCollective worship policy\nData protection policy\nEqual opportunities policy\nEquality and Diversity policy\nLooked After and Vulnerable children policy\nRacial Equaliity policy\nSafer recruitment policy\nSome of these policies are available on the school website others are available from the school office\n* Policies in bold are on the school website"

"PSHE provides pupils of all ages with the Personal, Social, Health and Economic education that enables them to make better decisions throughout their lives, and play a fuller part in society.\nForm rooms are often used to enable small group discussions. Larger-scale sessions can involve the Drama Studio, Lecture Rooms or Hall, and ICT rooms are used when appropriate.\nWhat we do:\nWe provide a programme of study that ensures pupils are learning about areas involved in Healthy Living; Relationships and Sex Education; Economics and Careers Matters; Contributing as a Citizen locally, nationally and internationally; and Establishing Strong Routines. Society is moving rapidly, and it is essential that young people are properly armed with the knowledge and skills to help them make sense of an ever-changing world. PSHE is a significant route through which such awareness and understanding can develop.\nSince it is not examined, PSHE gives the space and time for ideas to be considered, debated, disagreed upon and assimilated. It also gives room for the young adult to start to formulate their own perceptions, with a recognition of the value of character traits such as tolerance, understanding and compassion. These programmes are both carefully considered in terms of how they fit into an effective year of study, but also how they develop from one year to the next. This gives all pupils at King Henry VIII School the best possible opportunity to fulfil their potential as the future generation that will shape the world.\nHeads of Year devise the programme, which is delivered by pastoral staff and other members of the staff body."

"Earlier this year, I gave a lecture on the problem of socialisation at the University of Amsterdam. Afterwards, a group of Dutch teachers confronted me and insisted that \"we had become obsessed with motivating children\" and had unthinkingly adopted a \"worksheet culture\" that alienated children from the world of books and education.\nAs far as they were concerned, the constant reliance on worksheets symbolised their schools' confusion of motivating children with educating them.\nSadly, the relevance of their observation is not confined to Holland. In Britain, too, motivating students is often represented as the principal mission of education.\nDeliberations on the curriculum are more preoccupied with the question of how to motivate than what to teach. Policymakers declare that the curriculum for maths or science or history must change because children are bored and switched off by it. This leads to a situation where pedagogic innovation is frequently associated with the invention of motivational fads and gimmicks designed to keep children awake. All too often, the intellectual content of what pupils learn is subordinated to the imperative of motivation.\nThe motivation of students has always been a matter of concern to educators. What has changed is that the focus on motivation is now often at the expense of the intellectual content of the curriculum. Many motivation and behaviour-management techniques used in schools foster an anti-intellectual climate in the classroom.\nToday, an elusive quest for a boredom-free classroom leads to a one-sided reliance on techniques and gimmicks that distract children from engaging with a challenging curriculum. So earlier this year, a Westminster Government-commissioned report suggested that teachers could hold their students' attention through adopting techniques from popular contemporary television quiz shows.\nPedagogues should always promote forms of teaching that enhance the appeal of a subject and stimulate the aspiration to learn. A subject should always be open to new innovative forms of teaching. But what should be taught needs to be evaluated according to very different criteria. The content of a syllabus needs to provide students with an understanding of the subject. And often there are elements of an academic curriculum that cannot be recycled as a directly relevant and enjoyable experience.\nMotivational techniques are useful tools for encouraging students, but on their own are rarely successful in fostering an effective learning environment. More worryingly, the obsession with motivation often contributes to the deterioration of the academic ethos of a school, as well as standards of discipline.\nIt encourages a culture where the question of how to keep children interested overrides the issue of what the content is. That's why some curriculum engineers take the view that since it is not possible to motivate children to read books, it is preferable to show them DVDs or give them worksheets.\nMichael Rosen, England's Children's Laureate, noted that many pupils are going through their formative years without reading a single novel. He denounced the practice of giving children short extracts on worksheets as \"absurd\" and \"pathetic\".\nMy own discussions with children aged seven to 11 confirm these concerns. Many schools have all but given up on the idea that children - especially boys - can acquire the love of reading.\nThe imperative of motivation also has a corrosive influence on teacher- pupil relations. So-called \"boring teachers\" in England have become the target of Ofsted's ire. The regulator claims that the deterioration in behaviour is due to lack of stimulation in class. All of us have encountered a \"boring\" teacher in our school years and we understand that a state of tedium is not a desirable feature of education. However, Ofsted's preoccupation with boring teachers threatens to undermine the authority of the educator.\nUnfortunately, the idea that a boring classroom environment is responsible for the ills that afflict education has gained influence over the public imagination. In a recent conversation on the radio, one teaching union leader was told by the interviewer that boring classrooms were responsible for high truancy rates.\nWhether we like it or not, it is not always possible to motivate every student, and episodes of boredom are a normal feature of children's lives. When responsible adults hear a child complain \"I am bored\", they will not respond by transforming themselves into clowns. Nor should teachers avoid engaging with complicated and challenging issues in order to spare their pupils a difficult challenge that might be interpreted as boring.\nIt is worth noting that the impulse to motivate is often based on a disturbing loss of belief in children's capacity to engage with intellectual challenges. The assumption that children need constant motivation has encouraged the institutionalisation of a pedagogy that tends to infantalise them.\nNor can real motivation be the outcome of a clever technique. Historically, children become motivated to learn through a combination of different factors. Experience of life and the desire to improve one's life chances has often served to motivate children to take their education seriously. Within the school it is the authoritative guidance and the inspiration provided by teachers that has helped to motivate young people.\nThe aspiration to learn and the motivation to study are outcomes of family and community influences, and the authoritative leadership provided by schools and teachers. Real motivation is not the outcome of a clever technique but of a school culture that takes children's education seriously.\n- `Wasted: Why Education Is Not Educating' is published by Continuum Press\nFrank Furedi is professor of sociology at Kent University and author of `Wasted: Why Education is Not Educating'."

"Educating children on matters of technology is often encouraged in order to ensure a generation of computer literate individuals who are capable of contributing to their fullest potential in our interconnected world. For this reason many have agreed that education in our modern world should feature lessons in coding for kids.\nHow one goes about providing this future generation with such a skill set is often a question of parents, educators, and business owners. To this end there have been a collection of efforts to provide children with access to ways to build on their own interests.\nIn the execution of these efforts the question remains if these programs are accessible to enough children and if they are effective in giving them an engaging and worthwhile experience while bolstering their own knowledge.\nProviding children with meaningful instruction is an important part of an educator’s job. For this purpose it must be understood how to properly reach children and give them a proper understanding of the subject material at hand.\nThe question of effective education is in no way new. But the complexity and required expertise of many modern systems has meant that in-depth skills and guidance has become much more desirable in our modern world than it was before.\nSome educational organizations have grown incredibly specialized in order to meet this new demand for talent. Many others have emphasized critical thought both in a broad sense and with regard to specifics.\nMany parents have some appreciation of the importance of such skills, even if they themselves lack them. The question is how to help provide them with proper and reasonable options as to how to benefit their children’s growth and progress.\nIt can also be difficult to develop interest in a specific idea or lesson. While a child may have genuine interest in a general field, the actual act of educating them on the specifics can be rather difficult. Attention spans are short, and having a lesson that can truly engage a child for an extended period of time is a feat of creativity and cleverness.\nInstructors should seek to understand the individual interests of students and strive to create lessons that can be adapted to those interests. This is necessary to keep students engaged so that they can gain more from the limited time they have with the instructor. Those individual interests can vary greatly depending on age, gender, or even on the hobbies of the student. For this purpose variety is necessary to cover as many bases as possible.\nComputer science lessons could be presented with a multitude of themes by allowing students to customize their characters to a desired appearance particular to that student. This sort of customization is what allows for creative freedom, which goes a long way to keep interest and engage the student. When teaching computer coding to students, it is important that creativity is brought in to reinforce to students that STEM based learning is at its core, a creative outlet.\nMost parents are concerned for their children’s development and education. Parents can help their children by getting involved and taking an interest in their child’s pursuits. Asking questions and engaging in discussion with the child can help them gather a better understanding of the topics that interest their child as a student.\nAlthough many parents have genuine interest in benefiting their child, many unfortunately can not. There are many focuses to a person’s life and a number of people simply do not have the time to commit a considerable amount of energy in helping their child excel. This is especially true in an extracurricular activity like coding that is often viewed as being of secondary importance to more common academic interests. For these reasons instructors, especially ones focusing on such fields, should be expected to be able to engage the children themselves and understand their personal needs and interests.\nAny child who asked their parents to sign them up for such classes has a clear initial interest in the subject material. If they hope to perform well and gain a valuable understanding of the course subject, they should expect to listen carefully to the instructor and ask questions so that they may follow instructions accurately and effectively.\nStudents need to be willing to explore beyond their own comforts so that they might discover new interests they could develop. Taking a good look at items of secondary interest can help give them a versatile set of interests that may prove useful in the future. Younger children especially need to be encouraged by parents and instructors to explore possible interests so that they can start to learn coding as a kid, better from a young age.\nThe Start of a Productive Student and a Meaningful Education\nIn this extremely technical world it has grown more important than ever to have well trained and highly specialized workers. The seed of such knowledge is planted at a young age, and to ensure that we nurture a generation of talented and capable individuals educators must make certain that they are providing engaging and specialized lessons for all their students and helping them meet the demands that they may face in the future. Parents must help their children find their potential, and those children must seek out their own talents and act to hone them so that they may be able to use them to great effect when they are needed."

"|Annie Murphy Paul|\nOther educationalists have written that learning is the default mode of humans at birth – schools should do nothing to harm or distort this natural process. That something that starts so well should end up as turned off should worry all involved in schooling.\nPink continues, ‘For artist, scientists, inventors, schoolchildren and the rest of, intrinsic motivation - the drive to do something because it is interesting, challenging, and absorbing – is essential for high level creativity’. If there is anything fundamental about human nature, it’s the capacity for interest. Some things facilitate it. Some things undermine it. . Something politicians, principals, teachers and parents need to urgently consider.\nSuch findings present a challenge to teachers and parents to promote interest. Murphy quotes John Dewey who wrote that interests operate by a process of “catch” and “hold”. First the individual’s interest must be captured, and then it must be maintained. Catching is about seizing attention and stimulating the imagination (Bruner’s ‘canny temptation’) .This can be done by making use of interests students bring with them ( all too often neglected by teachers) and by exposing students to a wide variety of topics – it is here that the various learning areas provide possibilities. Obviously different people find different things interesting- one reason to provide learners with a range of subject matter, in the hope something will resonate. This relates well to the multiple intelligences research of Howard Gardner.\n|Protect at all costs|\nThe best thing teachers and parents can do, writes Murphy Paul, ‘is by supporting their feelings of competence and self-sufficiency, helping them to sustain their attention and motivation when they encounter challenging or confusing material. Weaker learners need may need more of this assistance to find and maintain their interests, while stronger learners can be pushed in the direction of increasing autonomy and self-direction. The goal is to cultivate interests that provide us with lasting intellectual stimulation and fulfilment, interests that we pursue over a lifetime with vigour and zest.’\nIf we want to develop the lifelong learners, the vision of the New Zealand Curriculum then schools need to focus on developing the transformational power of interests – using curriculum areas to a means to this end; to practise Jerome Bruner’s ‘canny art of intellectual temptation’.\nSo far few schools have shown the wit and intelligence to do just this. The first country to develop the talents and gifts of all its students will win the 21stC"

"Our promotion of British Values in school\nThe government have recently reinforced the need ‘. create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’\nIn 2014, the Government reiterated its definition of British values in the Prevent strategy.\nAt Morpeth First School, children’s awareness of democracy begins in the lower school, where younger children are given the opportunity to cultivate self confidence and self awareness , developing collaboration and decision making skills. As children mature, they are encouraged to work together, take turns and negotiate outcomes in both learning and play situations. Classes choose their own end of term rewards and also have an input into areas of learning. Philosophy for children (P4C) sessions allow children to discuss a question of their choice and come to a democratic answer, which informs teacher’s planning. Many opportunities are given for pupils to vote about curricular learning. Our pupil elected school council have a say in many issues such as themes for charitable fundraising and deciding which charity to donate to, identifying areas for school rewards, choosing playground equipment and evaluating learning opportunities. Pupil questionnaires are completed at the end of each year, and from this, an action plan is devised.\nThe Rule of Law\nOur pupils will encounter rules and laws throughout their lives from learning how to manage their feelings and behaviour to learning right from wrong and dealing with the consequences of their actions. Classes devise their own class rules at the beginning of the year and copies of the ‘Goosehill Golden Rules’ can be found around the school. The school operates the ‘Good to be Green’ behaviour system which rewards positive behaviour and children are aware of the consequences of not following these, as noted in the behaviour policy. Throughout the year we welcome visits from the local community police officers and fire brigade to further support this aspect of the curriculum.\nWe invest a great deal of time in creating a positive culture in our school so that children feel that they are in a safe environment where choices and freedoms are encouraged. Through our PHSE curriculum, children are encouraged to build a positive sense of themselves. Through activities such as ‘Safety Week’ and ‘Anti-Bullying Week’, children are empowered to make informed, safe, moral choices and activities such as the celebration of Armistice day the importance of liberty is reiterated.\nMutual respect and Tolerance of those with different Faiths and Beliefs\nChildren are encouraged to treat others as they would wish to be treated themselves. They learn how to be part of a community, manage their feelings and form relationships. The school has an ethos of inclusivity where different views, faiths and cultures are valued. We strongly believe that tolerance relies on understanding and we regularly have interfaith and cultural weeks where we give children the opportunity to explore the main ideas behind different religions and cultures as well as visit places of cultural and religious interest in the locality. We are part of the E-Twinning community which gives the children chance to communicate and share learning with schools across Europe. Our anti-Bullying week ensures that children are equipped to recognise their role in challenging bullying and antisocial behaviours. We regularly invite charities like Show Racism the Red Card into school. The school choir visits local residential homes, giving the children the opportunity to cultivate intergenerational awareness representatives of the school take part in activities."

"During their time at Ellingham the children learn about the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries.\nIn order to help our children understand about the idea of democracy, once each year Ellingham pupils elect their own Prime Minister and Deputy Prime Minister, and their class school council representatives through a democratic process. We teach and use carefully structured discussion opportunities which lead to the children knowing that their views and opinions will be respected and represented and can influence decisions.\nThe Rule of the Law\nThrough the embedding of our school values children are reminded regularly of the positive characteristics that lead to a safe, effective and respectful learning environment. They understand that the school and class rules are there to keep them safe and able to learn, and that the laws in Britain and across the world are there to help people enjoy life and stay safe and healthy.\nSimilarly, they are taught the positive reasons for sanctions for children who don’t follow the school and class rules. The adults in the school are there to ensure that the following of rules lead to a fair and safe school environment in which everyone has the right to enjoy learning.\nThe adults in the school, the children and their parents/carers are encouraged to treat others as they themselves would like to be treated. Our school values, rules and learning behaviours and regularly revisited and reinforced in order to help them work and play together respectfully.\nOur children learn that they can expect others to show respect for their faith and beliefs because the British law says that people are free to choose to believe and follow a faith if they wish to. Similarly, if they choose not to belong to a faith group then they can expect people to respect their choice.\nThrough our school council and other positions of responsibility, within the class and school, the children learn that with authority comes responsibility. All children are encouraged to ‘have a go’ and be willing to learn from their mistakes. Our aim is to provide a positive school environment and framework in which they are free to explore and make their own informed moral choices.\nTolerance and Acceptance\nAt Ellingham we use teaching resources from a wide variety of sources to help pupils understand a range of faiths, and encourage the children to join extra-curricular clubs that promote British values e.g. citizenship, learning more about a faith, teamwork, junior cadets.\nWe do not accept that anyone should be treated wrongly because of their opinions, beliefs and choices; rather, we aim to celebrate our different backgrounds, cultures, lifestyles, skills and values.\nClick here for an example of how we are teaching tolerance and acceptance.\nWe follow the Kingston Religious Education Syllabus which gives the children the opportunity to explore different faiths and cultures, and we welcome visitors to share their faith knowledge with us and encourage children to share their knowledge with others across the school."

"Spiritual, Moral, Social and Cultural (SMSC) learning is embedded throughout the fabric of the Academy. Through our pastoral system, activities in lessons and extra-curricular opportunities, our young people are immersed in developing the principles that underpin SMSC.\nOur young people develop a deep knowledge of the world around them, the different beliefs, faiths and cultures that exist within that world and the role these play within the local, national and global community the Academy inhabits. Through a focus on Personalised, Learning and Thinking Skills (PLTS) and Student Pledges, our young people commit to dedication, reflection and responsible behaviour in and out of the classroom. We are therefore, an Academy community in which respect, consideration, appreciation and positivity are at the heart of what we do in our happy and confident Academy.\nHer Majesty’s Government’s 2011 Prevent Strategy set out the definition of British values and the Department of Education has reinforced these in recent years. Schools across the nation are now expected to focus on the tenets that underpin British values, and demonstrate how the activities we undertake with young people encourages them to respect these fundamental British values. At Maltby Academy, we fully subscribe to the Department of Education’s definition of British values as:\n- The Rule of Law\n- Individual Liberty and Mutual Respect\n- Tolerance of those with different faiths and beliefs\nWe ensure that our young people encounter these British values everyday within the Academy through activities in and out of the classroom as part of the wider SMSC provision. Examples of how we promote British values can be found below:\nStudent voice is a valued and important component of the work we do in the Academy. Student opinions and desires have been taken into account when designing the student planner, creating a method for written assessment and feedback and enriching the climate for learning strategy with student pledges. The democratic process plays an important role in the Academy.\nHouse Captains are elected by their peers each year and go on to represent their houses in weekly meetings with key staff, forming committees that focus on various experiences and contexts within the Academy.\nIn 2015, we instituted a Year 7 Council to represent the student voice for their key stage. This body was elected in a week long process that included learning on the British democratic system, hustings and a secret ballot.\nWe are confident that through these activities our young people develop a knowledge and appreciation of the democratic process and the influence being an active citizen can have.\nThe Rule of Law\nOur robust climate for learning ensures that young people encounter rules and laws which govern their class, school and community every day.\nOur high expectations are reinforced daily in lessons, tutorial and through assemblies which celebrate success in achieving key milestones associated with attendance and engagement in learning. The rule of law is mapped across the curriculum and visited in lessons ranging from History and Humanities to Science and ICT.\nAt key points in the year, outside speakers including those representing the police and prison service come into the Academy to discuss the rule of law and the consequences with our young people. This ‘real-life’ experience deepens our students' understanding of the law.\nIndividual Liberty and Mutual Respect\nPreparing young people for the responsible choices they will have to make in the future is an integral part of the Academy ethos. AIG and options evening’s facilitate student choice from a position of appreciation and knowledge.\nDifferentiation and pedagogical practice in lessons allow students to take charge of their own learning and the language of choice in our climate for learning strategy encourages students to make the correct decisions and understand the difference between right and wrong. Embedded PLTS foster mutual respect through effective team working, self-reflection and effective participation. The Academy’s focus on the relationships between staff and students ensure that a climate of mutual respect is found in all aspects of the Academy community.\nTolerance of those with different Faiths and Beliefs\nAll stakeholders in the Academy recognise the importance of tolerance of different faiths and beliefs in the modern world. Therefore, we offer a culturally rich and diverse curriculum in which all major religions are studied and examples of intolerance are confronted and respect for diversity is nurtured.\nAnti-radicalisation and Challenging Extremism\nThe Maltby Learning Trust (MLT) ‘Anti-Radicalisation Policy’ is available on the MLT website. Click here to view the policy.\nThe MLT policy defines:\n- Radicalisation as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.\n- Extremism as in the 2011 Prevent strategy, as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.\nMaltby Academy has a zero tolerance approach to extremist behaviour for all community members. The Academy relies on its strong values to steer its work and ensure the pastoral care of students and protect them from exposure to negative influences. Furthermore, our promotion of high expectations and positive behaviour policy equips students with the skills to reject violence in all its forms."

"Do you focus as much on the process of learning as the content?\nDo your students reflect as much on how they learn as on what they learn.\nAs a PYP school, we have six units of inquiry each year, one under each of the following trans-disciplinary themes:\nBefore exploring any other subject areas, we plan to start the coming school year at each grade level, with an inquiry (directly or indirectly) into learning. A unit that sets the tone for all the coming units. One that gets students thinking about factors that contribute towards their learning and reflecting about how they learn.\nOur Preps will inquire into how our learning environment helps us learn. It’s their first year of school, in a shared, flexible learning space, with new routines and timetables to adjust to, so this a fitting first inquiry for the year. (Trans-disciplinary Theme: How We Organise Ourselves)\nYear 2 will investigate the qualities of effective learners and how these can help us learn, individually and collaboratively. We’re hoping that, through their inquiry, they will develop a better understanding of the Learner Profile, get to know themselves and others as learners and begin to take more responsibility for their learning. They might decide to ask the world about the qualities of effective learners, so be ready! (Trans-disciplinary Theme: Who We Are)\nYear 3 will explore the information process… how we decide what we want to learn, formulate questions, locate, organise and evaluate information. Year 4 will inquire into what it means to be organised and how this can empower us, not just in our learning, but in life. Year 6 will explore individual and group decision-making and its impact, personally, in the classroom community and working outwards towards their study of government.\nThe intention is that starting the year with inquiries such as these will increase students’ awareness of themselves as learners and help build learning communities in our classrooms and in our school.\nIf you’re interested in the subject of learning communities, join the #pypchat discussion on Thursday and share ideas with an ever-growing community of inquirers!"

"‘Love one another as I have loved you’\nAs a Catholic School our mission is to ensure a happy and secure\nlearning environment, founded on the teachings of Christ and His Church,\nwhere we celebrate and respect the diversity within our community and\nstrive for the highest standards in all we do.\nPromoting British Values\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014). At Holy Innocents’ these values are reinforced regularly and in the following ways. We keep an up to date audit of all such teaching and learning opportunities.\nHoly Innocents’ uses UNICEF’s Children’s Rights as a basis for much of its PSHE curriculum. Each year the children will decide upon their class charter and the rights associated with these. All children will contribute to the drawing up of the charter.\nChildren have many opportunities for their voices to be heard. At Holy Innocents’ we have a School Council made up of elected class members from each year group, who meet regularly to discuss issues raised in classes. The School Council will often raise issues which are then passed on to the SLT or Head Teacher, and is able to genuinely effect change within the school.\nAnnually, nominations for House Captains are received from within Year Six. Each nominee prepares a speech for a special assembly and then voting takes place within each of the four houses.\nYear five hold a mock election each year using resources from the Parliamentary Website which helps them understand about democracy in the UK. A visit to City Hall is then planned for the following term.\nAnnually, children are asked for their opinion about the school and how it can be improved.\nThe Rule of Law\nThe importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken; this includes school specific rules. Visits from authorities such as the Police and Fire Service help reinforce this message.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices. We set the right balance between risk taking and appropriate boundaries to nurture a ‘can-do’ mindset in our children within a supportive and caring atmosphere.\nMutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. A key strength at Holy Innocents’ is the relationship between all our staff and the pupils. Visitors to our school and members of the public who see us out and about on the many trips we go on, comment positively on behaviour, manners and relationships. Though we embrace debate and differing opinions, from the governing body down throughout the school, we value and respect one another and we show this by using good manners in all our interactions. Our aim is that all members of the school community treat each other with respect.\nTolerance of those of Different Faiths and Beliefs\nHoly Innocents’ is rich in cultural diversity and we celebrate this within our school community. We learn about other world faiths through the RE curriculum and we also celebrate members of other faiths within our community. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHE teaching and cultural awareness reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.\nHoly Innocents’ Core Values"

"Catholic Schools Week\nEach year, St. Joseph School joins Catholic schools across the nation to celebrate National Catholic Schools week. The theme for the National Catholic Schools Week 2015 was“Catholic Schools: Communities of Faith, Knowledge and Service.” The theme encompassed several concepts that are at the heart of a Catholic education. First, schools are communities-small families and part of the larger community of home, church, city and nation. Faith, knowledge and service are three measures by which any Catholic school can and should be judged. There is no better way to invest in a child’s future—or the future of our world.\nAs part of this year's celebration, St. Joseph School students held a \"crazy hat and hair\" day.\nApplied learning is an important part of the curriculum at St. Joseph School. Therefore, field trips are designed to correlate with teaching units and to achieve curricular goals. Sample field trips include:"

"A Multicultural Community - Don't judge a book by its cover !\nThis upper key stage 2 unit of work allows schools to look introspectively at their own community and recognise their strengths and weaknesses in promoting equality in school. Pupils investigate multiculturalism in their own and the wider community and reasons why people may become terrorists or support violent extremism. They then audit their own school/setting through developing questionnaires, recording data, suggesting improvements and present findings. Finally, pupils evaluate the effectiveness of the audit and its future impact.\nScreen shot of the 'A Multicultural Community' resource is shown below:"

"Community Cohesion Statement\nCommunity cohesion is integral to school life at St. Joseph’s. The children are encouraged to recognise, understand, appreciate, celebrate and value diversity of other cultures, faiths, ethnicities, abilities and socioeconomic circumstances, not only within the school but in neighbouring communities, nationally and globally.\nThe children are taught to appreciate their role in the world and the impact their actions can have on others.\nIn order to achieve these aims the school offers:\n- A broad and balanced curriculum.\n- A rich and varied Religious Education Programme of Study.\n- As a School we promote British Values including democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths or beliefs.\n- Opportunities for the children to learn from and about people in local, national and global communities.\n- Opportunities for the children to participate in fundraising events on a local, national and global scale.\n- Opportunities for the children to participate in competitions and events, alongside other schools, within the local area, nationally and internationally.\nMore information on current projects can be found on the school website and displays around the school.\nEvents are also publicised in the School and Parish newsletters and, when appropriate, published in the local and Diocesan media."

"Promoting British Values at Muscliff\nThe DfE have recently reinforced the need “to create and enforce a\nclear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nThe government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Muscliff these values are reinforced regularly and in the following ways:\nDemocracy is rife within the school. Children have the opportunity to have their voices heard through our School Council, Rights Leaders, Responsibility/ Monitor roles and Pupil questionnaires. The children have opportunities to vote for the class ‘Values Champion’ each week and to share their ideas through the school council, making decisions such as the school charity and new playground equipment. Our school behaviour policy involves rewards which the children vote on as class groups. Specific topics teach the history and significance of Democracy; in Y3 the children learn about the social hierarchy in Ancient Egypt, in Y4 the Anglo-Saxons deciding whether to fight, or to leave, and in Y6 the children study Hitler’s appointment and WW2. The recent general election was discussed throughout the school.\n· The Rule of Law:\nAs a Rights Respecting school, Class charters are a key part of each classroom. They are the laws or ‘promises/responsibilities’ that the children follow in order to have a successful learning environment. Children are in charge of creating them and will review them each term with their teacher to see if they need adapting. The importance of Laws are consistently reinforced throughout the school day, as well as when dealing with behaviour and through school assemblies. Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police, Fire Service, Lifeguards etc are regular parts of our calendar and help reinforce this message. The school council and Rights Leaders worked together to create Lunchtime charters with the Mid day Supervisors. Throughout the school staff use the ‘language of choice’ with the children promoting morals and responsibility. The school’s behaviour policy clearly lays out expectations and sanctions, focusing on rights, responsibilities, and celebrating positive behaviour. There are examples from across the school to reinforce the ‘rule of law’ through topics; Y5 Mayan Crime and Punishment, Y4 Romans, Y3 the role of Pharoah in Egypt.\nWithin school, children from Reception to Year Six are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to make choices safely, through the provision of a safe environment and empowering education. Children are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in clubs and opportunities, children are given the freedom to make choices. In Y1 the ‘Our Future’ week promotes using IT to explore their abilities and their individual living memories. The ‘Great Scott’ topic promotes ambition and a sense of present/ future potential ambitions. Throughout the school there are opportunities for the children to test their theories through Science investigations choosing their resources. In Y4 the children study inspiring inventors, and in Y5 through the ‘Journey to Jo’Burg’ project they learn about Apartheid. In Y6 the children have the opportunity to participate in a residential outdoor activities week. Being away from home and the usual routines encourages the children to make positive choices for themselves in a different environment.\n· Mutual Respect:\nOur Rights Respecting approach, alongside the Living Values programme, underpins the school’s ethos. The behaviour policy has revolved around the core values of respect and responsibility and children have been part of discussions and assemblies related to what this means and how it is shown. Circle times and PSHE lessons focus on the importance of treating people fairly and with respect. In PE skills of fair play are taught. Children work in groups and pairs, and learn to listen, share and take turns, recognising and valuing each other’s contributions. In RE and through PSHE and assemblies the children learn to respect different faiths and beliefs. Through Science and Geography activities the children learn to respect and take care of the world around them and other living creatures. As a Rights Respecting school, we have raised funds and supported events including Day for Change, UNICEF Nepal appeal and Operation Christmas Child. The children recognise their role and responsibility in helping other children around the world.\n· Tolerance of those of Different Faiths and Beliefs:\nOur values ethos focuses on and promotes tolerance, understanding and unity. This is achieved through enhancing children’s understanding of their place in a culturally diverse society and by giving them opportunities to discuss and celebrate differences between people. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"'We are all God’s children and will try to live, love, work and serve as Jesus taught us'\n– St Joseph’s School Mission Statement\nThe DfE has recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.\nThe government set out its definition of British values in the 2001 Prevent Strategy, which was designed to prevent the extremism and religious radicalisation of young people.\nThe promotion of British values is central to Catholic education because British values have their origin in the Christian values of our nation.\nHere at St Joseph’s School we want our pupils to be proud of their British heritage. The cultural and historic traditions of this country are renowned throughout the world. We celebrate festivals such as Harvest, Christmas and Easter and recognise occasions such as Remembrance Day and Royal events. Classes use the Espresso learning site to watch and discuss relevant current news videos and topics in an age appropriate format. This often includes matters of politics, British tradition, democracy and aspects of other faiths and cultures. We hope that our children will become good citizens and will respect all others regardless of any differences.\nAt St Joseph’s Catholic Primary School we uphold and teach pupils about British Values. Please click on the icons below to read about the British Values we teach in school."

"We are all God’s children and will try to live, love, work and serve as Jesus taught us\n– St Joseph’s School Mission Statement\nPromoting British Values at St Joseph’s Catholic Primary School\nClick on the image for a larger view\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.\nThe government set out its definition of British values in the 2001 Prevent Strategy, which was designed to prevent the extremism and religious radicalisation of young people.\nThe promotion of British values is central to Catholic education because British values have their origin in the Christian values of our nation. “We are proud that Catholic schools promote values that are both Catholic and British. Our schools promote cohesion by serving more ethnically diverse and poorer communities. Catholic schools provide high standards of education which are popular with parents from all social, economic and faith backgrounds” – Paul Barber (Catholic Education Service 15th December 2014)\nAt St Joseph’s Catholic Primary School we uphold and teach pupils about British Values which are defined as:-\nRule of law\nTolerance of those of different faiths and beliefs\nThese values are taught through our Religious Education and also through our broad, balanced curriculum. Our commitment to these values is noted in our recent Ofsted inspection and Diocesan Validation.\nAt St Joseph’s we have regular collective worship. We also have structures such as our successful elected Mini Vinnies team. The values are reinforced regularly in the following ways:-\nDemocracy is important here at St Joseph’s and pupils have the opportunity to have their voices heard through our Mini Vinnies Team. Members of the team are elected based on pupil votes. Votes may also be used by a class when deciding, for example, which book to read.\nPupil voice is also heard through regular “Pupil Conferencing”, such as the annual “Anti-bullying Week”, the whole school pupil survey on safety and behaviour, or the summer survey on learning, linked to the school improvement plan.\nThe school also seizes any opportunities offered such as a visit from a parliamentary officer who led workshops on democracy and the workings of our government.\nMeanwhile in the curriculum children learn about the origins of democracy when learning about the ancient Greeks – although having slaves and no votes for women could be debated!!\nThe Rule of Law\nPupils at St Joseph’s are taught about the school rules from an early age. These include golden rules, playground rules and safety rules. We teach our children the reasons behind rules and laws, that they are there to protect and govern us, and also the consequences of breaking the rules.\n“Pupils follow the school’s ‘golden rules’ without needing reminding” – Ofsted 2015\nTo encourage and promote good behaviour we have a reward system which is followed throughout the school. Rewards include house points, stickers, certificates and Head Teacher Awards. We also operate a card system, with green cards given for good behaviour which get entered into a raffle to win a prize. One of our most popular rewards is our “Buxton Best Break” whereby two children are chosen by the teachers from each class to go to the local park with the headteacher.\nPupils here at St Joseph’s know that they are in a safe, secure and supported environment and this encourages their self esteem and self confidence to develop. They are encouraged to make choices and to know, understand and exercise their rights and personal freedoms, and how to exercise these safely through our PSHE and E-Safety lessons. One of our values here at the school is “to provide an environment in which the dignity of each person as a child of God is recognised and developed; and to promote the full potential of each child through a curriculum which develops spiritual, academic, social and emotional growth”\n“Staff supervise pupils very carefully at all times. The school keeps pupils safe from the adjoining road and public areas. Pupils show a good understanding of how to keep themselves and each other safe” – Ofsted 2015\n“The school keeps pupils safe from bullying and other forms of poor behavior” – Ofsted 2015\n“The school promotes E-safety very well. Pupils are aware of the importance of keeping safe when online. They have a very strong understanding of key ways to avoid risk” – Ofsted 2015\nMutual respect is at the heart of our values here at St Joseph’s. Children learn that their behaviours have an effect on their own rights and those of others. All members of our school community treat each other with respect.\nIn a recent curriculum enrichment week the whole school focus was on Pope Francis’ Papal Encyclical “Laudato Si”, which teaches us respect for God’s creation and for each other.\n“Pupils are courteous and well behaved. They concentrate well on their learning, especially when teachers make their expectations clear” – Ofsted 2015\n“The ethos of St Joseph’s permeates all aspects of school life and provides many opportunities that contribute to pupils’ outstanding spiritual and moral development. Respect, care and value of and for the individual are key features of the life of the school” – Diocesan Validation Report\nTolerance of Those of Different Faiths and Beliefs\nOur Religious Education lessons reinforce messages of tolerance and respect for others.\nWe view RE as a core subject and part of the RE programme of study is other faiths. We have arranged visits from representatives from other faiths, such as the Jewish Council to explain belief and practice to the children. During our enrichment week in February 2015, the children explored and compared other faiths through food, art, literature and other experiential activities. Autumn 2015 saw a focus on creation stories from other beliefs and cultures and how these compared with our Christian beliefs.\n“The school strongly prepares pupils for life in modern Britain. It develops pupils’ understanding of different cultures and faiths very well” – Ofsted 2015\n“The school develops children’s appreciation of the wider world exceptionally well” – Ofsted 2015\nHere at St Joseph’s School we want our pupils to be proud of their British heritage. The cultural and historic traditions of this country are renowned throughout the world. We celebrate festivals such as Harvest, Christmas and Easter and recognise occasions such as Remembrance Day and Royal events. Classes use the Espresso learning site to watch and discuss relevant current news videos and topics in an age appropriate format. This often includes matters of politics, British tradition, democracy and aspects of other faiths and cultures. We hope that our children will become good citizens and will respect all others regardless of any differences.\nHave a look below to see additional examples of how we are promoting British values here at school. This section will be regularly updated.\nGeneral Election in Year 5\nIn line with the rest of the UK, Year 5 had their own general election on the 8th June. They listened to the manifestos of the five parties: Conservatives, Green Party, Labour, Liberal Democrats and UKIP, which were presented to them by groups in year 6. Year 5 had the opportunity to ask any questions of things that they did not understand.\nBack in the classroom, Year 5 talked more about the manifestos and discussed the things that they agreed with and disagreed with. The children asked lots of questions and were especially interested in Education and Health Care. They then had to decide who they wanted to vote for.\nJust outside the classroom, the children were asked their name, given a ballot form and were able to vote for their chosen party before putting their form in the ballot box. Year 5 were reminded that they should not ask anyone who they had voted for.\nThe election results from Year 5 were:\nGreen Party 18.2%\nLiberal Democrats 15.2%\nYear 5 then had to imagine that they were running for Prime Minister and had to write their own manifesto. Here are some of the promises that the children made in their manifestos:\nNurses will be paid more money – Giles\nI will give 10p of every £1 tax to Education – George\nI will increase the prices of cigarettes to hopefully stop people smoking – Emily\nTrain more police officers, so that they can help to stop terror attacks – Riley\nPeople will not have to pay to learn at universities – Grace\nHave another vote to see if we can stay in the EU – Wiktor\nGet rid of bedroom tax – Emma\nTeachers and nurses will be paid more money, like they deserve – Georgina\nFree school meals for all children in primary school – Alfie\nBuild more homes for refugees, so that they have somewhere safe to live – Zoe\nGive schools money to make sure that all children in schools feel safe – Erin\nNHS nurses will earn more money as they save lives every day – Lucy\nGet rid of tuition fees for university students – Ollie\nSATS will be banned for children as it can make them stressed – Yasmine\n16 and 17 year olds will be allowed to vote – Finley\nI promise to pay teachers more, as they give education to millions of children. They also do things in their own time, with their own money for the children they teach – Daisy\nYear 5 clearly had listened very well and had strong opinions, as conversations about this were heard during lunch time. Let’s hope Year 5 continue to show an interest in politics!\nOn May 3rd, we welcomed Roz Birch who works for our UK Parliament as a schools’ officer. Roz came and led an assembly on the importance of democracy and followed up with two sessions for Years 4 and 5. Two of our Year 5 pupils wrote this account of the day:\n‘On Tuesday the 3rd of May, Roz from the Parliament Education Services came into St. Joseph’s Catholic Primary School. She did an assembly on the Houses of Parliament and what goes on inside. She told us that every law starts off as a Bill in the House of Commons. Once the Bill has been debated and there is a majority vote it gets passed onto the House of Lords. After the House of Lords agree with the Bill they pass it onto the Queen. She then signs the Bill and makes it an official law for the whole country.\n‘Year 5 had a workshop with Roz and we did a timeline about democracy and who was allowed to vote and when. The next thing we did was talk about the future of voting in the UK. Then we had a debate about whether 13- year-olds and up should be allowed to vote. We had a Speaker. The Speaker’s job was to choose people to state their opinion on the matter and to keep everyone quiet when they were not stating their opinion.\nTo conclude our session with Roz we voted on the subject of our debate. The majority of the class voted against. We hope the June elections go well!’\nWritten by Daisy and Emma, Year 5.\nRemembrance Day 11th November\nEvery year we commemorate Remembrance Day with a liturgy, as well as Year 6 children helping to sell poppies for the Royal British Legion. This year each class made their own poppy wreath and these were respectfully laid at our altar during our Remembrance service. We observed the silence and listened to the Last Post.\nDiary of ‘The Queen Turning 90′ Day\n“On Monday 12th of June Year 3 and the whole school had an amazing day. First we went to school in our red, white and blue mufti because the Union Jack is red, white and blue. Next we went into an assembly about the New Forest because the Queen owns the New Forest. After, we went back to our classrooms and made crowns because it was the Queen’s birthday after all. Then it was glorious break time.\n“After that happened we finished our crowns. Then we did the Mini Vinnie elections and Joshua and Amelia won. There were 17 people doing it, 8 boys and 9 girls. Then the lady from the New Forest came. Ella made a hedgehog while Joshua made a fox but it didn’t come out right so it was a mouse, but then Josh added whiskers so then it looked like a judo master mouse! Then we had lunch with relatives, played and had ice-cream with our relatives.\n“When we finished our lunch it was time for our relatives to go home. After lunch we did a maths investigation. We had to find out the ages of different members of the Royal Family and then work out how many birthday candles they had in their lifetime considering that they had 50 on their cake when they were 50. Then …we went home!!!!!!”\nP.S Joshua liked today very much.\nP.S.S Ella liked it more than everybody put together.\nBy JOSHUA and ELLA\nDemocracy by Year 3\nDemocracy is one of the 5 British Values.\n- Rule of Law\n- Mutual Respect\n- Individual Liberty\n- Tolerance of Others\nDemocracy began in Ancient Greece.\nMeaning: Demos (people) + Kratos (rule) = ruled by the people\nIt means we have the right to choose who is elected to help lead us. We are free to express ourselves as long as it does not hurt others. It is about Equality to Everyone.\nWe used the Queen’s Birthday to hold our elections for the Mini Vinnie committee for the new team for September. Josh and Amelia were the successful campaigners and here is what they have to say about it:\nJoshua: I’m really happy to be chosen to be a Mini Vinnie because I get to go to meetings to discuss what people would like to do to help others.\nAmelia: I’m really happy to be a Mini Vinnie because I can help other people around the school.\nCelebrations for the Queen’s 90th birthday\nOn Monday 13th June, our school celebrated the Queen’s 90th birthday with a ‘Red, White and Blue’ day. The children came into school dressed in their patriotic colours and took part in lots of activities including making Union Jack flags and crowns as well as finding out lots of facts about the Queen. The classes voted for next year’s Minnie Vinnies, showing democracy at work, one of the British Values taught at our school.\nAt lunchtime the children enjoyed an indoor picnic with family members. The children were then treated to a surprise visit from an ice cream van and every pupil enjoyed a free ice cream paid for by the school’s PTA.\nAfter lunch the children enjoyed a special workshop from The New Forest Education Service who told us how we can protect the Queen’s parks and animals. The children listened carefully to facts about the plants and animals in the New Forest. All in all, the day was a very fitting way to celebrate our Monarch’s 90th birthday."

"At St Stephen's we are passionate about enquiry-led learning and have therefore been developing an enquiry-led curriculum with an emphasis on mastery of the subjects. This means that the children are following a line-of-enquiry in order to answer a specific question, for example, 'How are humans and wolves similar?'. Enquiries may have a specific subject focus such as Science or History but provide rich cross-curricular opportunities within them.\nAll enquiries start with a 'wow' experience to engage the children and end with a 'Prove it' activity. The children are immersed in the required skills and knowledge and are given the opportunity to 'Try it' and 'Use it' before embarking on the final 'Prove it'. Because the children know their 'Prove it' at the beginning of an enquiry, their learning is always purposeful and with clear direction. Our enquiry 'Prove its' have been carefully chosen to ensure breadth across the school and so that they are particularly relevant to the children at St Stephen's.\nEvery enquiry starts with a 'wow'. This is to engage and excite the children as well as providing them with a rich life experience. The photos below show some examples of previous 'wow's. Year 3 explored the muscles of an animal as part of their enquiry based on the similarities between humans and animals. Year 4 visited a Gurdwara to kick start their enquiry which explored how a Sikh may choose to show their commitment to God. Year 5 visited the zoo where they got to take part in a rainforest experience which immersed them in their topic which explored saving the Amazon. As well as this, Year 6 experimented with the properties of materials as part of their enquiry which explored if all changes are reversible.\nTry it and Use it\nAt the immersion stage, the children are immersed in the skills and knowledge they will need to achieve the 'Prove it'. This may involve the teacher modelling certain skills and then teaching the specific knowledge the children need. The children are then given the opportunity to put their skills and knowledge into practice during the 'Use it' phase of the enquiry. The 'Try it' and 'Use it' activities build on skills to ensure the final 'Prove it' activity is a successful as the children are equipped with all the knowledge and skills that they need.\nThe 'Prove it' is the culmination of the enquiry and what the children have been working towards for the duration. It provides the children with the opportunity to use all the skills and knowledge they have acquired to achieve something real and rewarding. The 'Prove it' should also lead to the children being able to answer their enquiry question for example 'Which front won the war?', 'What is Skellig?' or 'How can pizza be healthy?'.\nWhen the challenge has been completed, it is always celebrated. This might be by sharing the work with the rest of the school and community or making the outcome available online for others to access. We feel it is very important that the children have their hard work acknowledged and also used as inspiration for others.\nFor our full curriculum map, please see the attached document below:\nWhole School Enquiries\nThroughout the year, we plan days or weeks where the children can focus on a subject or area of enquiry in more detail. This allows them to develop specific skills, gain a more in-depth knowledge and take part in new experiences."

"Teaching British Values\nPromoting British Values at Hampton High\nTeaching British values at our school is an important way to enable students to embrace the key values that they need to be equipped for life in modern British society. Through promoting the British values of Democracy, the Rule of Law, Individual Liberty, Mutual Respect, and Acceptance for those with different faiths and beliefs, students at our school develop self-knowledge, are better able to make the right choices and make contributions to the wider school and their community.\nThe DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and acceptance of those with different faiths and beliefs.”\nThe Government set out its definition of British values in the 2011 Prevent Strategy, and these five values will be reiterated this academic year.\nAt Hampton High, these values are regularly reinforced and in the following ways:\nThe Religious Studies and PSHCE curricula\nBritish Values are taught explicitly as part of the Religious Studies and PSCHE curricula. Topics include ‘What are British Values?’, ‘the role of democracy’, and ‘human rights and responsibilities.’\nThe school has a student leadership council which meets regularly. There are representatives from each year group on the student council, ensuring that a breadth of opinions is heard. Additionally, each year team meets a focus group of students from the year group twice every half term to discuss matters affecting their experiences of school. The representatives of this group are changed frequently to ensure that all members of the year group are given an opportunity to participate in open discussion and debate. Each member of the school council is a member of a sub-committee that focuses on one of the following areas:\n1. Teaching and Learning\n2. Behaviour and Safety\n3. Community and Charity\n4. Grounds and facilities\n5. Student Welfare\nAs a result, students take ownership of not only their school but also of their learning and progress. This encourages a heightened sense of both personal and social responsibility.\nOnce a year students complete questionnaires on a full range of school issues. Their opinions are then used to feed into future planning. Changes to Hampton High as a result of this feedback include a review of the current rewards system, with changes planned for September 2018.\nHow we influence and shape democracy is explored in many ways, though lessons, current affairs, themes of the week and assemblies. These weekly themes are linked to our school values. These are often connected to national or international celebrations and commemorations such as International Day of Peace; Martin Luther King Day; and Remembrance Day.\nIn PSHCE students learn about British Democracy and how young people can participate at a local and national level.\n2. The Rule of Law\nThe importance of laws, whether they be those that govern the class, the school, or the country is consistently reinforced at the Hampton High, and consequently, our students possess a strong sense of equality and belief in what is right and wrong.\nWe have a rigorous behaviour policy that is in the student planners and understood by all staff and students.\nStudents are taught the ‘rules’ of the school along with the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when rules and the law are broken. An integral part of our behaviour and rewards policy is the use of restorative justice. It aims to increase student awareness of how their actions affect others in the community and ensure students are better able to make the right choices.\nWe have a local Police Officer who works with our students to educate them on how young people can be affected by crime and how to stay safe. Students are also able to access further e-safety support through the school’s intranet.\nIn PSHCE and Religious Studies students learn about the Rule of Law by learning about the importance of shared values and responsibilities of British citizens.\n3. Individual Liberty\nStudents are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries from where students can make informed choices and respectfully express their views and beliefs.\nStudents are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely and respectfully, for example through our assemblies, PSHCE curriculum, current affairs and tutor time activities. In lessons, students can make choices about the tasks and challenges they complete through our three tier differentiation and stretch policy as well as being able to choose from a varied programme of extra-curricular activities.\nStereotypes are regularly challenged, and we are working hard to raise the aspirations of all of our students with regular discussions about potential career possibilities and providing opportunities to experience different career and further education opportunities. All students have equally high aspirations for their futures.\nIn PSHCE students learn about the Individual Liberty by learning about how they can express their rights and personal freedoms safely.\n4. Mutual Respect\nMutual respect is at the heart of our values. Staff and students treat each other with the utmost respect and courtesy. Students learn that their behaviours affect their rights and those of others. All members of the school community are required to treat each other with respect, and this is a high profile message that is communicated to students. Our behaviour and rewards policy means that students know that their choices affect their rights and those of others. We also provide a model for civil resolution of conflict through restorative justice.\nAnti-bullying has a high profile within the school and is addressed through the tutorial programme, assemblies, and surveys. A group of students across all year groups have received training to become Anti-Bullying Ambassadors within the school. Students are also taught about respect and bullying in the online world though our curriculum and E-safety lessons. Parent forums are held to help support families in ensuring that their children are kept safe online.\nIn PSHCE students learn about Mutual Respect through relationship education, e-safety and the work they complete on shared community values.\n5. Acceptance of those of different faiths and beliefs\nHampton High is rich in cultural diversity, and we are proud to promote and celebrate our different backgrounds and beliefs. Students learn that all members of the school community deserve to be treated with respect and that differences are to be accepted.\nReligious Education is taught in KS3 and KS4 which promotes mutual respect and understanding between those of different faiths or beliefs.\nAssemblies and tutorial activities actively challenge stereotypes and reinforce messages of tolerance and respect for others no matter their ethnicity, beliefs, gender or disability. Assemblies cover a variety of topics, including International Day of Peace; Black History Month; Ramadan, Diwali; International Day for Tolerance; Hanukah; Martin Luther King Day.\nThe weekly newsletter celebrates cultural events and celebrates successes of all students.\nAt Hampton we actively challenge students, staff or parents expressing opinions contrary to the values we hold as a school and those that underpin the fabric of a democratic Britain. We take our responsibilities seriously as set out in the Government’s Prevent Strategy designed to tackle ‘extremist’ views and prevent children being radicalised.\nIn PSHCE students learn about acceptance and different forms of discrimination including discrimination against people due to their gender, religion, disability, sexuality and ethnicity and how to challenge discrimination in society. The curriculum educates students about the dangers of radicalisation and extremism."

"Promoting British Values and S.M.S.C. (Spiritual, Moral, Social and Cultural) Development\nIn 2011, the government defined British Values as democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs. We promote these values through our own school values, curriculum and enrichment activities.\nOur Mission ‘To try our best, to tell the truth, to look after each other an our community’ is the fundamental basis for our approach to developing understanding around the British Values of ‘RESPECT’, ‘TOLERANCE’ and ‘UNDERSTANDING’.\nOur recent end of term assembly focused on multiple faiths rather than the traditional Christianity focus. Elements of Islam, Judaism, Hinduism and ‘Easter around the world’ were presented by each Team during the assembly which then concluded with Team 5 presenting ‘The Easter Story’.\nPupils across the school are also actively engaged in SMSC development via a range of learning opportunities through ‘Go-Givers’ and community engagement projects.\nGo-Givers is about developing caring and concerned young citizens with the confidence and skills to make a difference to their communities, both locally and globally. Go-Givers helps children understand how societies function and provides opportunities for them to imagine unfamiliar situations and explore attitudes beyond their own. They learn how they can take action in a meaningful way to make the world a better place.\nWork in school focusing on Social and Emotional Aspects of Learning (S.E.A.L.) also contributes significantly to our learning in this area. Every term, pupils focus on a specific theme to their learning in S.E.A.L.. Themes include:\n- New Beginnings\n- Getting On and Falling Out\n- Going for Goals\n- Good to be Me\nEach theme focuses on specific values and areas of learning, such as:\nIn school, staff and pupils are also engaged in work involving UNICEF ‘Rights Respecting School’ and ‘British Council International School’ award. How we promote British Values is linked to the UN Charter on the Rights of the Child.\nHow do we promote British Values at Stanley Crook Primary School?\nThe Department for Education have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”\nExamples of some of the ways we demonstrate British Values at Stanley Crook are listed below:\n- A Class Charter which is created at the beginning of each school year with the class and signed by all pupils and teachers.\n- School Council elections are held at the beginning of each school to select two representatives from Year 1 – Year 6.\n- School Council meetings are held on a regular basis to allow children the opportunity to share their views and discuss any areas of interest that have arisen.\n- Pupil Questionnaires are completed on a yearly basis to give pupils the opportunity to share their views.\n- Children are selected to support in the interviewing process for new staff.\n- Class Superstars are voted for on a weekly basis, by the children.\n- The Go Giver’s Challenge Award is being undertaken by Team Walliams class.\n- Enterprise activities are undertaken by children throughout the school year.\nLearning about the main issues in the UK General Election\nOur democratically elected School Council meeting with the new MP for North West Durham, Laura Pidcock\nClass Council Elections\nOur first School Council meeting of the new school year\nRule of Law\n- A clear behaviour policy is in place across the school, with consistent rewards and sanctions.\n- A Celebration Assembly takes place at the end of each week to reward children who have demonstrated outstanding values.\n- Individual Behaviour Plans and Behaviour Logs are in place for children, where the school behaviour system does not meet their needs.\n- Regular visits from our Police Community Support Officer.\n- We have an annual visit from the Fire Service.\n- Buddies in Year 5/ 6 support EYFS children during allocated ‘Buddy Time’ and in their transition on to the Ks1 and 2 playground.\n- A clear Anti-bullying policy is shared with pupils and parents at the beginning of each school year.\n- Anti-bullying week is given significant status in the school calendar, with lessons and assemblies planned to support it.\n- E-Cadets are trained in school as part of an extra-curricular group.\nOur Playmakers and Sport Leaders\nThe Fire Service visit school to deliver their Fire Safety assembly\n- Through the RE and SMSC curriculum, children are introduced to a wide range of faiths and religions.\n- Group work activities are promoted in lessons to support positive relationships.\n- Team captains and School Councillors are elected at the beginning of each school year.\n- The school participates in Fairtrade Activities throughout the year to highlight the importance of Fairtrade and to raise money for the cause.\n- Visitors from other faiths and religions are invited in to school to link to the children’s learning.\n- A Multicultural Week is timetabled every year in school, to raise awareness of other faiths and religions.\n- ‘International Day’ has been timetabled for all Teams to support their topic work in the curriculum.\n- Show Racism the Red Card is supported in school and given a high profile through assemblies and activities.\n- National Awareness days are celebrated in whole school assemblies.\n- Pupils from each class have an opportunity to showcase their learning in our Celebration Assembly.\n- Worker and Writer of the Week awards are given in the weekly Celebration Assembly.\n- Headteacher Star of the Week awards are given in Celebration Assembly.\n- School Choir and pupils from across the school visit local Residential Homes to deliver festival presentations to residents\nBishop’s visit Staff and pupils from our school and pupils presented learning from class to church wardens, Rev. Thomas and Rev. Sarah\nPupils in Team Rowling learning about Buddhism\nOur School Choir visiting Parklands Residential Home in Crook to deliver their Christmas Carol Service\nPupils visiting the UHC Synagogue in Jesmond, Newcastle-upon-Tyne\n- A wide range of extra-curricular activities are offered to children.\n- E-Safety Week including at E-Safety assembly encourages children to exercise their rights to personal freedom safely.\n- A Dojo reward system encourages positive behaviour.\n- Anti-bullying week encourages children to act safely and think about others.\n- Educational visits and school outings support children in forming positive relationships and broadening their learning.\n- Celebrating Success Outside Stanley Crook is a display in the hall to celebrate the achievements of children outside of school. Children share their achievements in Assemblies and their photograph is then displayed on the board.\n- Play Makers/ Sports Leaders take responsibility to lead games and activities on the playground at breaktimes and lunchtimes.\nMembers of our School Council with the Headteacher, Local Councillors and members of Durham County Council at the new village play park after securing a share of a £1.75 million grant aimed at redeveloping local play areas!\nPupils enjoying the design of the new play park – activities and equipment which they decided to purchase and install\nAt Stanley Crook Primary School we ensure that our children are given the opportunity to uphold these values. Please view/ download the documents below for further information.\nEach Team has also linked their Long Term Curriculum Planning to a British Values Curriculum Map. Examples of these planning maps can be viewed below. Please take a look:\nAll staff have participated in training around developing British Values in school and all staff hold appropriate Prevent accreditation."

"Ethos, Aims and British values\nTo provide education which enables every pupil to develop to the very best of their individual ability, providing cultural and physical challenges and British values.\n1) Provide a safe and secure environment for learning.\n2). Enable every child attending the school to reach or exceed the National Average results in all aspects of their education.\n3) Provide supervised physical exercise for all pupils, bearing in mind their individual capabilities.\n4) Ensure pupils obtain a rounded cultural development, including knowledge of all faiths and religions.\n5) Teach British values and expectations.\n6) Provide pupils with a rounded education which ensure that all are treated equally and develop respect for other pupils and staff.\n7) Provide opportunities for children to broaden their education by arranging for outside speakers to visit the school and organising off site visits.\n8) Ensure that all staff are suitably trained and developed.\n9) Produce a balanced budget to support the education of pupils.\nHow do we promote British Values?\nWhat are ‘British values’? The Government has asked all schools to ensure children understand British values. All have a duty to ‘actively promote’ the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.\nHere’s how we do this at Shotley CP School:\nThe school has a School Council and an Active Council, made up of elected children from across the school who wish to act as ambassadors, to give the children a voice and to support the school with the organisation of events such as charity fund raising and improving levels of activity across the school.\nThroughout the year, the children are asked directly for their feedback on different aspects of their school life. This allows the children to express their views effectively and highlight areas for further development in school.\nThe Rule of Law\nOur children will encounter rules and laws throughout their entire lives. We want our children to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.\nThis understanding of the importance of rules is consistently reinforced through assemblies and our curriculum. The involvement of our children in the creation of class rules helps them to understand the reasons behind the rules and the consequences if they are broken. Through PHSE, RE and general class discussions, children are given opportunities to debate and discuss the reasons for laws so that they can recognise the importance of these for their own protection. Throughout the year we welcome visits from members of the wider community including Police, the Fire Service, paramedics, nurses, the local farmer and the local vicar.\nWe invest a great deal of time in creating a positive culture in our school, so that children are in a safe environment where choices and freedoms are encouraged. Our enrichment offer is broad, allowing children to choose to pursue areas of interest including arts and crafts, various competitive and non-competitive sports and cookery.\nOur rules, expectations and daily interactions are built upon mutual respect. Our thorough transition process helps to create a shared ethos with our feeder playgroup and the local high school, and key sporting events (intra- and inter-schools), allow our children to embody respect. We are extremely proud of our children and other school staff and sports coaches often complement our children on their behaviour, sportsmanship and attitude towards sports.\nTolerance of those of different faiths and beliefs\nThe area that we serve is not particularly diverse, which can sometimes create a barrier to understanding those that have a different heritage to that of our own. We try to provide opportunities for the children to experience different cultures through our curriculum, by offering a culturally rich and diverse experience in which major religions are studied and respected. We strongly believe that tolerance is gained through knowledge and understanding."

"Promoting British values\nAureus Primary School is committed to serving its community. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.\nIt follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar.Aureus Primary School is dedicated to preparing children for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its children.\nThe Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the 2011 Prevent Strategy.\nThe five British Values are:\n- The rule of law\n- Individual liberty\n- Mutual respect\n- Tolerance of those of different faiths and beliefs\nThe school uses strategies within the National curriculum and beyond to secure such outcomes for children. The examples that follow show some of the many ways Aureus Primary School seeks to embed British values.\nWe will have a School Council represented by children from year 1 through to year 6 and all are elected democratically each academic year. In our first year, the principle of democracy will be explored through our topic based curriculum. As the school grows pupils in year 6 will have the opportunity to apply for and become prefects for the school year. Their roles will include taking on roles of responsibility for the wider school, including doing tours of the school for new parents, supporting younger children at lunchtime and play time, helping in the school office delivering messages. The principle of democracy is explored further through our topic based curriculum.\nWe will also have an annual questionnaire for children on a variety of topics. The results will then be fed back to leadership and staff where actions are created to respond to the children’s views.\nThe Rule of Law\nThe importance of laws/rules, whether they be those that govern the class, the school or the country are consistently reinforced at Aureus Primary School through certificates being given at Good News Assemblies, our PSHE curriculum (Jigsaw), rewards and sanctions in the school, our diverse curriculum and our restorative approach system to fall-outs where children are encouraged to make the right choices. These combined teach the children the values and reasons behind rules and laws; that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. We also have regular visits from authorities such as the fire service and police.\nOur children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to do this safely through our learning on e-safety, the PSHE curriculum (Jigsaw), our anti-bullying programme, circle time and visits from agencies like the NSPCC.\nMutual Respect and Tolerance of those of Different Faiths and Beliefs\nMutual respect is at the heart of our values – everything we do we do together. Children learn that their behaviours have an effect on their own rights and the rights of others.\nOur diverse curriculum helps us to learn respect and tolerance for others through finding out how history has shaped our country and the wider world (eg. Study of events in the past), through a comprehensive RE curriculum where children learn about our world faiths and ask big questions (eg.\nWhat does it mean to live together in one world?). Through geography children learn about other cultures and the needs of others around the world (eg. study of children in China) through our Jigsaw PSHE curriculum (eg. Supporting different charities – Food bank, NSPCC, Children in Need and Comic Relief) and through visits out (eg. Different places of worship), and visitors in (eg. Local clergy to take assemblies and visitors from a range of communities and organisations).\nSocial, Moral, Spiritual and Cultural\nA lot of what we cover for SMSC is mentioned above and is explained further in our SMSC policy.\nTo further develop SMSC we will also have regular groups to encourage self-esteem in all children, all teachers specifically meet the personal and social needs of the children in their class so that they are all able to access learning. We hold a weekly celebration assembly which celebrates various aspects of our school life including our PSHE theme. We have lunchtime helpers and stars of lunchtime who are honoured for their behaviour and help in the lunch room and on the playground.\nAt Aureus Primary School we strive to ensure that our children will leave us with a strong foundation of values upon which they can build a successful life and make a successful contribution to our global society."

"\"No society can long sustain itself unless its members have learned the sensitivities, motivations and skills involved in assisting and caring for other human beings.\" - Urie Bronfenbrenner\nAt St Francis de Sales, we strive for all pupils to play a positive role by contributing to the life of the school and wider community. In doing so, we help to develop their sense of self-worth and appreciation of their personal contribution to the world. We believe that it is vitally important to ensure that pupils at our school develop the knowledge, skills and attributes they need in order to manage their lives, now and in the future.\nWe follow the ‘Jigsaw’ PSHE scheme of work recommended by the PSHE Association. This focuses on developing mindfulness techniques to enhance pupils' personal development, therefore supporting the self-regulation of emotion, resilience and enhancing their focus and concentration. Alongside this we carefully plan and schedule themed weeks and opportunities to enrich learning which reflect the needs of our community.\nThe whole school engages in one ‘Jigsaw’ theme at a time across all year groups, with 6 themes over the course of a year. This enables the whole school to focus on the same learning themes at the same time, each year group at its own level. This also ensures that children's PSHE skills are progressing using their previous knowledge each year.\nAll of the lessons follow the same structure: ‘Calm Me’; ‘Open My Mind’; ‘Show Me/Tell Me’; ‘Let Me Learn’; ‘Help Me Reflect’. This creates a relaxed atmosphere where the children can engage in activities such as a class discussion, a blind quiz to address misconceptions, role play games that create empathy or other activities that address the sensitivities of the lessons theme in a respectful environment.\nBritish values are taught implicitly through lessons and promote mutual respect for all. The first Jigsaw topic of the year addresses democracy and rule of law in relation to the school environment. Each year group also addresses all of the British Values through a cross curricular writing topic. These include: The Magna Carta; The American Civil Rights Movement; The Suffragettes and The British Slave trade.\nTo enhance our provision we deliberately plan visits from outside agencies to deliver specific aspects of PSHE content to the children, e.g:\nAt St.Francis De Sales we believe that the children should be educated about all of the different issues that await them in the world. Through an understanding of what 'drugs and alcohol' are and the effects that they have upon a person's body, and lifestyle, we are enabling the children to make informed and positive choices. Now that we also have the Jigsaw curriculum, we have combined 'Drugs and Alcohol' awareness week and out topic 'Healthy Me'.\nWe use a number of ways to measure and assess the impact of our intent and implementation. This helps us refine and adapt our planning further which, in turn, improves the quality of teaching and learning.\nPSHE lessons allow for constant formative assessment and feedback. Each lesson is based on questioning, games, quizzes, discussions or debate. The impact that these discussions have can be seen in class floor books which display work and pupil voice.\nAt the end of each PSHE topic, there is an activity or discussion that will allow for a summative assessment of children’s understanding of the topic’s objectives. However, the topic is teacher assessed and practitioners will consider each child’s progress throughout the entirety of the topic to make their judgments. These assessments are placed on their class assessment matrix to give a subjective assessment of progress.\nEach class floor book is monitored (termly) to ensure consistency and quality Teaching and learning of PSHE. Comparing the books within year groups helps to share good practice.\nPupil engagement is assessed via the pupil voice post-its that should be present on each page to evidence children's views and how their attitudes may have been changed."

"Inside: Learn about the holistic development of a child\nAre you wondering what holistic development of a child means and how this can support their growth and development during the early childhood years?\nAre you worried about learning how to help your child grow in all areas of their life? Check out these holistic development tips and activities.\n*This post contains affiliate links. Please see the disclosure policy for further details.\nWhat is holistic development of a child?\nHolistic development means developing the whole child – socially, emotionally, physically, intellectually, and morally/spiritually.\nHolistic development of a child refers to helping a child grow and develop in all aspects of their life, including physical, intellectual, emotional, psychological, and social. It involves providing a safe, nurturing, and stimulating environment for a child to grow and reach their potential. This can include helping the child to form strong relationships with family, friends, and the community, as well as providing support and guidance for educational and career development. Holistic development of a child is about helping them to become a well-rounded and confident individual.\nTaking a holistic approach to education means focusing on all aspects of a child’s growth, not just their academic advancements. Most importantly, it’s about establishing the child’s overall wellbeing.\nChildren must feel healthy, safe, and cared for – only then are they able to learn effectively.\nWhy is a child’s holistic development important?\nIn order for children to succeed and reach their full potential, all aspects of their development must be given attention.\nA child’s holistic development is important because it helps them to reach their full potential. A holistic approach to child development takes into consideration all aspects of a child’s wellbeing, including physical, emotional, intellectual, social, and spiritual growth. By addressing all of these areas, a child can grow and develop into a healthy and well-rounded individual. Holistic development also helps children to develop important skills, such as communication, problem-solving, and critical thinking, which can help them in all aspects of life.\nWhile it may be easy to default to focusing on a child’s intellectual abilities during the early years, it is equally important for a child to develop skills such as:\n- emotional intelligence\n- fine and gross motor coordination\n- and many other skills!\nWhat are 5 Aspects of Holistic developments?\nHolistic development covers many aspects of life and personal growth. Here are five key areas of holistic development:\n1. Physical: Focusing on physical health, fitness, nutrition and overall wellbeing.\n2. Mental/Cognitive/ Intellectual: Enhancing your mental health and focusing on the development of your cognitive abilities.\n3. Social: Building strong relationships with your peers and cultivating positive interactions with others.\n4. Emotional/ Social-Emotional: Developing emotional intelligence, resilience, and a positive outlook.\n5. Spiritual/Moral: Cultivating an awareness of your spiritual beliefs and deepening your connection to them.\nHow do you Help your Child Develop Physically?\nHelping your child develop physically starts with making sure they get regular exercise. Encourage them to take part in activities like swimming, sports, and running. You can also make sure they are eating a healthy and balanced diet with plenty of protein and vitamins. Additionally, helping them to learn about their own body can be beneficial – teaching them about proper stretching and posture, for example. Finally, make sure they get plenty of rest to give their bodies time to grow and recover.\nPhysical Development Milestones for Infants\nPhysical development milestones for infants typically include rolling over, sitting up, crawling, standing up with support, and walking. Generally, babies reach these milestones within a certain age range, although some may reach them earlier or later than others. Rolling over usually occurs between 4-6 months, sitting up usually happens between 6-9 months, crawling usually takes place between 7-10 months, standing up with support usually happens between 8-12 months, and walking usually takes place between 9-15 months. It is important to remember that these milestones can vary slightly from baby to baby, so the best way to ensure that your infant is developing properly is to consult with your child’s pediatrician.\nPhysical Development Milestones for Preschool Aged Children\nOne of the most important physical development milestones for preschool children is the development of gross motor skills. This includes the ability to walk, run, jump, throw, and catch. Other important physical development milestones include the development of fine motor skills such as the ability to hold a pencil, manipulate objects, and use scissors. Additionally, preschoolers will learn balance and coordination, and will be able to climb and go down stairs independently. It is also important to note that preschoolers are continuing to develop their strength, agility, and overall body control.\nPhysical Development for Elementary Aged Children\nPhysical development for elementary aged children is an important part of their overall development. It is important to provide them with the opportunity to engage in physical activities and exercise on a regular basis. Some activities that can help to promote physical development in this age group include: running, jumping, climbing, playing tag, hopping, throwing and catching, and dancing. Making sure to provide a safe and supervised environment for these activities is key to ensuring that children are able to enjoy them fully. Additionally, it is important to provide guidance and regular encouragement to help them stay motivated and interested in physical activities.\nSocial emotional development for children\nSocial and emotional development is a vital part of a child’s growth. It involves teaching children how to recognize and manage their emotions and interact effectively with others. Teaching children self-regulation, problem-solving, and communication skills can help them develop healthy relationships and become more resilient. There are a number of strategies that parents, teachers, and caregivers can use to encourage social and emotional development in children. These include providing consistent, positive discipline; setting clear boundaries; modeling appropriate behavior; providing opportunities for children to practice their skills in a safe and supportive environment; and helping children develop empathy and understanding for others.\nSocial emotional skills for kids to learn\nTeaching social and emotional skills to children can be a great way to help them grow into confident, caring, and well-rounded individuals. Some critical skills for kids to learn include communication, cooperation, problem-solving, empathy, and self-regulation. Communication involves learning how to listen actively and express feelings clearly. Cooperation involves learning how to work with others as a team, compromise, and share resources. Problem-solving involves learning how to identify and work through conflicts, solve puzzles, and think critically. Empathy involves learning how to understand and share the feelings of others. Self-regulation involves learning how to recognize and control emotions and impulses. Practicing these skills can help children become better communicators, collaborators, and problem-solvers.\nGet your Free Emotions Cards for Kids Printable to Help Teach your Child to Identify Emotions\nClick the image below to go to a page to join our email list to get your free emotion cards.\nSocial Emotional Developmental Milestones for Infants\nInfants have many important social and emotional developmental milestones that they reach as they grow up. During the first year, most babies will start to show signs of joy and happiness when they are around familiar people, start to learn how to take turns in interactions, and will begin to express their emotions through facial expressions and vocalizations. As they get older, they will start to develop a sense of self and will be able to recognize their own name, will show signs of empathy towards others, and will begin to understand the concept of cause and effect. They will also start to form attachments to their caregivers, will show signs of separation anxiety when they are apart, and will start to show signs of shyness and fear around unfamiliar people.\nSocial Emotional Developmental Milestones for Toddlers and Preschoolers\nThese milestones are important for parents and caregivers to be aware of in order to help their children grow and develop.\nFor toddlers (ages 1-3), some key social emotional milestones include:\n- Engaging in pretend play\n- Showing joy when with familiar people\n- Showing a range of emotions (happy, sad, frustrated, excited, etc.)\n- Being able to follow simple directions\n- Understanding and responding to simple questions\n- Cooperating with requests\n- Showing affection for familiar people\nFor preschoolers (ages 3-5), some key social emotional milestones include:\n- Recognizing and expressing a wide range of feelings\n- Developing friendships\n- Showing concern for others\n- Engaging in cooperative play\n- Understanding and communicating emotions\n- Showing empathy\n- Learning to resolve conflicts\n- Managing and expressing strong emotions\nIt’s important to keep in mind that all children develop at their own pace and may not reach milestones at the same time. If you have any concerns about your child’s social emotional development, it’s always best to check with your child’s pediatrician.\nSocial Emotional Developmental Milestones for Elementary Aged Children\nElementary aged children typically begin to develop the ability to recognize and manage their own emotions, as well as the emotions of others. They learn how to identify and express their feelings in appropriate ways, and develop empathy for the feelings of others. They learn how to recognize, name, and discuss emotions, and begin to understand the impact their behavior has on others. They also develop problem-solving skills and the ability to self-regulate their emotions. As they progress through elementary school, they learn strategies to manage difficult emotions and develop positive relationships with others.\nWhat is cognitive development for children\nCognitive development for children is a term used to describe the development of their mental processes, such as memory, problem solving, and language. It is the process by which children learn to think, reason, remember, and solve problems. Cognitive development involves a wide range of abilities including the acquisition of knowledge, understanding of concepts, and the development of effective problem-solving strategies. Through cognitive development, children learn how to make sense of the world around them, how to interact with others, and how to make decisions.\nCognitive developmental milestones for infants\nCognitive development in infants can be exciting to observe! It’s amazing how quickly they learn and develop new skills. Here are some cognitive milestones to look for in infants from birth to 12 months:\n- Birth to 3 Months: Developing basic coordination skills, beginning to recognize and respond to familiar faces, and beginning to recognize objects.\n- 3 to 6 Months: Paying close attention to faces and bright colors, beginning to respond to simple commands, and showing an interest in objects and patterns.\n- 6 to 9 Months: Beginning to recognize familiar objects, starting to understand causes and effects, and beginning to explore new objects through play.\n- 9 to 12 Months: Recognizing familiar people, showing an understanding of simple objects, and beginning to understand simple language.\nIt’s important to remember that all babies develop at their own pace, so these milestones are just a guide.\nCognitive developmental milestones for toddlers and preschoolers\nCognitive development for toddlers and preschoolers involves a wide range of skills, from problem-solving to memory. Some of the milestones you can expect during this stage of development include:\n- Recognizing basic shapes and colors\n- Understanding basic concepts of time and sequence\n- Learning how to follow simple instructions\n- Developing problem-solving skills and strategies\n- Understanding the concept of object permanence and being able to recall past events\n- Being able to use language to express ideas, ask questions, and communicate with others\n- Increasing memory and being able to recall details\nIt is important to remember that all children develop at their own rate, so it is normal for some children to reach these milestones earlier or later than others. If you have any concerns about your child’s development, it is best to speak with your pediatrician.\nCognitive Developmental Milestones for Elementary Aged Children\nCognitive development in elementary aged children typically covers a wide range of skills, including the ability to think abstractly, reason and problem solve, use language to communicate effectively, and apply knowledge to new situations. Some of the most important milestones in this age range include:\n- Increased ability to think abstractly and understand relationships between ideas.\n- Ability to draw logical conclusions and make inferences.\n- Improved ability to understand and use language to communicate effectively.\n- Improved understanding of cause and effect relationships.\n- Increased ability to solve problems and use strategies to complete tasks.\n- Increased ability to plan ahead and make decisions.\n- Improved understanding of the concept of time and its organization.\n- Improved ability to apply knowledge to new situations.\n- Improved ability to remember and recall information.\n- Increased ability to think critically and analyze information.\nSocial development for children\nSocial development for children is an important part of their growth and development. It is important to help children develop the skills necessary to interact in a positive manner with others and to make friends. Here are some tips to help your child develop social skills:\n- Provide opportunities for your child to interact with other children. This can be through play dates, attending classes, joining sports teams or participating in other activities.\n- Encourage your child to join activities and clubs that are of interest to them. This will help them to develop relationships with others who share a common interest.\n- Teach your child the importance of being kind and considerate of others. Demonstrate by example how to be respectful and understanding of others.\n- Help your child learn to manage their feelings and emotions in a positive way. Show them how to take a deep breath or count to 10 before responding to a situation.\n- Model positive behavior. Children learn by example and what they see their parents or caregivers do will often be mimicked.\n- Encourage your child to take initiative and ask questions. This will help them to grow their confidence and social skills.\n- Make sure your child has a safe space to talk about their feelings and experiences. This could be a trusted friend or family member, or a therapist.\nBy helping your child to develop their social skills, you are setting them up for success in the future.\nSocial Skills for Infants\nSocial skills for infants are important for their development and can help them form connections with others. The best way to help an infant develop social skills is through positive experiences, such as playing games, reading books, and interacting with other children. Infants learn best when they are exposed to different types of social activities. Parents can provide a safe, nurturing environment by engaging in simple activities like singing songs, making funny faces, and playing peek-a-boo. Through these activities, infants learn how to express themselves and interact with others. Additionally, parents can help their child develop social skills by introducing them to new people and experiences, such as taking them to the park or enrolling them in creative classes like music or art. By providing positive social experiences, parents can help their child develop the skills they need to thrive in their social environment.\nSocial Skills for Toddlers\nSocialization is an important part of a toddler’s development. It’s important to help them learn how to interact with others in a positive way. Here are some tips to help your toddler develop their social skills:\n- Encourage positive interactions: Help your toddler greet people, offer a handshake, and make eye contact when talking to someone.\n- Model the behavior you want to see: If you want your toddler to say “please” and “thank you”, then make sure you use those words yourself.\n- Participate in activities: Join your toddler in activities such as going to the park, playing a game, or reading a book. This will help them learn how to interact with others in a positive way.\n- Talk about feelings: Talk to your toddler about their emotions and how to handle them in a healthy way.\n- Play with other children: Allow your toddler to play with other children and learn how to communicate and cooperate with them.\nBy following these tips, your toddler can learn how to interact with others in a positive and respectful way.\nSocial Skills for Preschoolers\nTeaching social skills to preschoolers is important for their development. Here are some tips to help your preschooler develop their social skills:\n- Model the behavior you want to see – lead by example.\n- Encourage them to express their emotions in a positive way.\n- Help them practice active listening by repeating back what someone says to them.\n- Promote cooperation by encouraging them to work together with their peers.\n- Remind them to use their manners, such as saying “please” and “thank you”.\n- Help them understand how to be a good friend by teaching them to share and take turns.\n- Give them opportunities to practice their social skills in different situations.\nSocial Skills for Elementary Aged Children\nSocial skills are an important part of any child’s development. For elementary-aged children, some key social skills that can be taught include taking turns when speaking and listening, sharing, being kind and considerate to others, understanding personal boundaries, being respectful of other people’s opinions, and expressing emotions in an appropriate manner. Teaching children these skills from an early age helps to give them a strong foundation for future relationships.\nSpiritual and moral development milestones for children\nOne of the major milestones in spiritual and moral development for children is developing an understanding of right and wrong. This usually takes place when children reach the age of three to five years old, when they are able to start recognizing the difference between good and bad behavior. This can be demonstrated when children start to show an understanding of rules and want to follow them. Other milestones in spiritual and moral development include developing empathy, understanding and respecting other people’s beliefs, and understanding the consequences of their actions. As children grow older, they may start to explore their own beliefs and values, and develop a sense of justice and fairness. All of these areas of spiritual and moral development are important for children, as they help them to form their own beliefs and values, and make decisions that are conscious and responsible.\nHow to teach children right from wrong\nTeaching children right from wrong can be an incredibly rewarding experience. One way to do this is to provide positive reinforcement when children act in a way that is socially acceptable. This can include verbal praise, gestures of affection, or rewards. When children make mistakes, it is important to take a moment to discuss the issue and explain why the behavior was wrong. It is also essential to have age-appropriate and consistent rules in place, which should be applied consistently and fairly. Lastly, it is important to lead by example and demonstrate the right behaviors yourself.\nHow do you Promote a Child’s Holistic Development?\nPromoting children’s holistic development is an important part of parenting. It involves paying attention to all aspects of their growth and development including physical, social, emotional, and cognitive. To promote holistic development, it’s important to provide a safe, nurturing, and stimulating environment for them. This includes providing them with opportunities to explore, play, and interact with their peers. It also includes providing them with a variety of activities and experiences that will help them develop their physical, social, emotional, and cognitive skills. Additionally, it’s important to show them love and support to help them feel secure and build their self-esteem. Finally, it’s important to communicate with them openly and provide them with opportunities to express themselves.\nWhat are some Holistic Development Activities you can do with your Child\nThere are lots of ways to promote holistic development in your child. Here are a few ideas to get you started:\n- Take them outdoors for walks, bike rides, and other physical activities.\n- Play games together like charades, board games, or puzzles.\n- Read together, discuss stories and books, and encourage creative writing.\n- Introduce them to new experiences like cooking, gardening, music, or art.\n- Ask questions and encourage critical thinking.\n- Participate in activities together like going to the park or a museum.\n- Engage in conversations about current events and help them develop their social skills.\n- Spend time with them and show them that you care.\nThese are just a few ideas to help your child develop holistically. The important thing is to take the time to find activities that you both enjoy and that will help your child grow.\nBooks to Help you Learn about Holistic Development of a Child\nHere are a few books that may be helpful to you in learning about holistic development of a child:\n- The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind by Daniel J. Siegel and Tina Payne Bryson\n- Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five by John Medina\n- NurtureShock: New Thinking About Children by Po Bronson and Ashley Merryman\n- Raising an Emotionally Intelligent Child: The Heart of Parenting by John Gottman\n- The Invisible String by Patrice Karst\n- How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlish\n- Hold On to Your Kids: Why Parents Need to Matter More Than Peers by Gordon Neufeld and Gabor Maté\n- The Power of Play: Learning What Comes Naturally by David Elkind\n- The Connected Child: Bring Hope and Healing to Your Adoptive Family by Karyn Purvis"

"Table of contents:\n- What is holistic care for a patient?\n- What is a holistic observation?\n- What are the holistic needs of the child as they prepare for school?\n- What are the most important areas that should be incorporated for ensuring the holistic development of the child?\n- What should be included in a personal development plan?\n- How do you write a good development plan?\n- How do you write a professional development goal?\nWhat is holistic care for a patient?\nIt refers to the provision of care to patients that are based on a mutual understanding of their physical, psychological, emotional, and spiritual dimensions. In addition, holistic care emphasizes the partnership between nurse and patient and the negotiation of healthcare needs that lead to recovery.\nWhat is a holistic observation?\nHolistic approaches to child development and learning recognise the connectedness of mind, body and spirit. When early learning and childcare workers take a holistic approach, they pay attention to children's physical, personal, social, emotional and spiritual wellbeing, as well as cognitive aspects of learning.\nWhat are the holistic needs of the child as they prepare for school?\nHere are our top 10 tips for how you can support children (and their parents) in preparing for school:\n- Work on basic numeracy and literacy skills. ...\n- Encourage independence. ...\n- Foster concentration and communication skills. ...\n- Use books to prompt discussion. ...\n- Do some preparing for school role-play.\nWhat are the most important areas that should be incorporated for ensuring the holistic development of the child?\nThe Five Areas of Development is a holistic approach to learning that strives to break down the silos in education and ensure the development of a learner in all Five areas of Development - Cerebral, Emotional, Physical, Social and Spiritual.\nWhat should be included in a personal development plan?\nWriting a Personal Development Plan\n- Set yourself goals.\n- Prioritise those goals.\n- Set yourself deadlines for when you want to achieve them.\n- Recognise threats and opportunities.\n- Develop your skills or increase your knowledge.\n- Use your support network.\n- Measure your progress.\nHow do you write a good development plan?\nChoose how you will accomplish your goals. Develop a timeline for accomplishing your specific targets and goals. Write it all down. Evaluate your plan....\n- Assess where you are now. ...\n- Identify your specific career goals. ...\n- Gather information. ...\n- Evaluate your professional skills. ...\n- Decide on a strategy. ...\n- Develop a timeline.\nHow do you write a professional development goal?\nThe following are steps you can take when setting goals for your professional development:\n- Decide what your end goal is. ...\n- When in doubt, reference your most recent performance review. ...\n- Use the SMART goal method. ...\n- Break your larger goals into smaller tasks. ...\n- Regularly review your progress.\n- How do you stop a pattern?\n- What does it mean when you dream that your husband is trying to kill you?\n- What is ethical Behaviour in a relationship?\n- How do I put evening primrose oil on my cervix?\n- What is identity in sociology?\n- What does God say about our appearance?\n- When is a pregnancy viable?\n- Can I reclaim import VAT?\n- How do you accept chronic diseases?\n- How do you know if you cant conceive?\nYou will be interested\n- What is another word for or?\n- Can picking at your scalp cause hair loss?\n- Was ist besser Neff oder Bosch?\n- How long was Adam in the garden before Eve?\n- Does losing weight make you attractive?\n- Does phenol dissolve in NaOH?\n- Where are the association areas located in the brain?\n- What do I value most in a student?\n- Who is father of modern art?\n- Can you keep a secret streaming service?"

"The Integrative Developmental Educational Approach to Learning System™ (IDEA Learning System™) utilizes a menu of empirically-supported treatment modalities to target the developmental origins of symptoms and provide a drug-free solution to the educational challenges families are facing today.\nIDEA™ integrates modalities in innovative ways, supporting the development of the systems that are foundational for learning, encouraging children to become active learners who are equipped with tools for continued success in life and learning.\nSince its conception, the benefits of IDEA™ have been seen in the form of significant cognitive, behavioral, social, emotional and neurological changes in the lives of students and families participating in our program.\nIDEA™ programs consist of movement-based activities that educate and support the organization and function of the brain-body systems.\nAbout the IDEA Learning System Model™\nCore Foundational Skills for Learning\n1. Neurodevelopment (ND) is the process of connecting the brain and body systems, so neural connections between the brain and the body are strong, efficient and effective. The brain-body systems begin developing in utero, and make rapid developments after birth. The ND curriculum focuses on developing strong foundations in the ares of sensory integration, primitive reflex integration and developmental movement patterns. The work in this area supports the development of gross and find motor skills, as well as social and cognitive response, allowing children to step out of primitive motor patterns and survival reactions. It teaches the brain-body system how to experience less stress and greater ease in learning. We utilize a wide variety of ND tools, techniques and modalities. Our team is always looking for new and innovative ways to support the growth of the brain and the body at the earliest levels of development. Some of modalities we currently use: BrainGym, Rhythmic Movement Training, MNRI, HANDLE, BalAVisX, Quantum Reflex Integration and Low Level Laser Therapy (LLLT).\n2. Relationship Development (RD) is the process of learning to make meaningful and strong connections with others. Our approach to RD builds dynamic intelligence and teaches the unwritten rules of how to be in true relationship with others. Children learn to attend to others in their environment, to reference for information, to co- regulate in emotion sharing and to coordinate actions. They learn to enjoy being with others, not for any tangible gain, but for the joy that comes from making and keeping friends. As the child matures in the area of neurodevelopment, he unlocks new possibilities for the limbic system to grow and mature. The limbic system is our emotional center, and has strong connections to memory, learning and play. Our RD coaches utilize frameworks to teach these dynamic skills in a predictable ways, allowing children multiple opportunities to learn, practice and build fluency in the language of relationship.\n3.Behavior Development (BD) is the process of building a repertoire of functional and supportive actions, that provide a basic framework for self-regulation (impulse control) and group readiness (impulse control in a group setting) to emerge. Maturation in the areas of ND and RD, allow the child to exert higher levels of cortical control over their actions. Using principles of Applied Behavior Analysis (ABA), such as positive reinforcement, chaining, shaping, redirection and prompting, children learn what works to produce the outcome they desire. The additional resources that ND & RD provide allow children to respond positively to behavior intervention plans and strategies. Our BD curriculum incorporates the Therapeutic Crisis Intervention (TCI) Model, which supports the child in learning new and more functional ways of coping with and managing stressors.\nThe Next Step Academy uses the Integrated Developmental Educational Approach to Learning System™ (IDEA Learning System™) model to design and implement effective intervention programs that address the needs of the child at every level of development to produce significant and lasting social, emotional, cognitive and behavioral changes."

"In such difficult economic times many parents would see it as a privilege to be a stay-at-home parent in America, and would be considered truly lucky. With thirty years of economic policies that have decimated the middle class, the majority of American households today require two incomes, meaning that young children must usually be relegated to daycare facilities or preschools.\nOf those fortunate parents raising their children naturally, many wish to take full advantage of this opportunity by attempting to give their children a head start on learning; reading to them, engaging in educational play activities, encouraging them to read, and more. Unfortunately, very few parents can do it all.\nYoung children can greatly benefit from attendance at a certified day care, operated by trained, certified early childhood educators. A preschool teacher cannot replace a parent and that is not the goal of a certified day care program, but the experience of learning in a school setting during the early years can be a valuable supplement to a child's experience at a time when the brain is being shaped and developed.\nClosing the Gaps\nThere is arguably no substitute for a loving parent-child relationship and daily interactions – but scientific methodology has an important place. This is where trained, certified early childhood educators can \"fill the gaps\" when it comes to a young child's development. For example, were you as a parent aware that there are five equally important areas of a young child's development? These are summed up by the acronym, \"SPICE\" – Social, Physical, Intellectual, Creative and Emotional.\nThe way a child relates to others and functions in a group setting involves social development. If you are among the increasing number of parents choosing to limit their family size to one child, the importance of socialization in a structured environment becomes apparent.\nPhysical development refers to building motor skills, from the gross (basic movements such as walking and running) to the fine (such as holding a writing implement).\nIntellectual development is achieved through structured play, and of course means development of language and math skills as well as the child's innate sense of curiosity and wonder; Intellectual development is central to success in school later on.\nCreative development addresses artistic talents in visual arts, music, storytelling and even theatrics. Although it is popular in American culture to dismiss creativity and the arts as unnecessary, creativity is the foundation self-expression and problem solving. It is arguable that without creativity, there would be no innovation nor entrepreneurship. (It was Einstein himself who said \"Creativity is more important than knowledge.\")\nEmotional development is also frequently overlooked, even by the most devoted parents. Yet, without a sense of self, including self confidence and the discipline to deal with one's own emotional responses, a child will have difficulty functioning in society later in life.\nWhat the future will hold\nIt is likely that most parents are aware of these developmental domains on an instinctive level. However, certified preschool educators are trained in the scientific theory and methodology that can make the difference between a child succeeding – and succeeding brilliantly.\nCo-written by Emily Patterson and Kathleen Thomas\nEmily and Kathleen are Communications Coordinators for the Atlanta day care facility, a member of the AdvancED® accredited family of Primrose Schools (located in 16 states throughout the U.S.) and part of the network of day care preschools delivering progressive, early childhood, Balanced Learning® curriculum."

"Usually, job seekers aren’t giving that much thought to what the difference is between hard skills and soft skills. But hiring managers and employers think about that continually!\nHard skills comprise, for example, mathematics, statistics, data analysis, or project management. Hard skills are also including computer skills like Excel, Microsoft Word, and Powerpoint; foreign languages; software development; accounting, and bookkeeping, just to list mention a few.\nSo we can say that hard skills are all about knowing in what way we do certain things and to what extent people are experienced in doing that. It’s not that difficult to see or determine if a job applicant has these hard skills.\nThe problem with hard skills lies in the fact that with the introduction and application of new technologies, these hard skills are based on old technology and will be obsolete. Everybody who’s been active in our workforce for over a decade has witnessed that firsthand.\nHerein lies the reason that soft skills are relevant and so important.\nWhat are Soft Skills\nSoft skills have to do with handling situations rather than performing specific tasks. Often, soft skills are called career skills since they relate to the ability to adapt to changing circumstances, and this is an important element when thinking about, for example, refocusing and making a career choice.\nWell-rounded soft skills are needed, for example, when we want to work well with people from different corporate cultures. When you work in an internationally operating company, you’ll be required to master the soft skill of being able to work with people from lots of different cultures.\nSoft Skills Characteristics\nOverall, we can say there are 28 soft skills that are essential to career success. Many people wish they had known about many of these skills earlier in their careers. Here we share these skills with you so you’ll be empowered to work smarter and achieve better results. It is important to understand your soft and hard skills before you set out job hunting.\nFor skills to be considered soft skills, they need to have 3 characteristics.\n- The rules for soft skills are not black and white. Unlike with a hard skill such as math, where there’s always the same rule for doing something correctly, the effectiveness regarding soft skills changes. The effectiveness may depend on external circumstances, your emotional state, or the kind of people you’re interacting with.\n- The soft skill is generally valuable and portable. Soft skills are about interpersonal effectiveness and inner strength. As long as you’ll be working with people, soft skills are valuable to any career.\n- Mastering soft skills is a continuously ongoing journey. You may, of course, reach a certain level of competency, but at all times, you can encounter new people or situations when your soft skills will be tested again, and you’ll be pushed to learn more.\nSoft Skills Definitions\nThere are experts that define Soft Skills as those skills that are ‘difficult to measure’ while other experts define these skills as ‘skills that characterize interpersonal relationships’ or ‘skills about how you approach work and life.’\nHowever, there’s one common but very important set of skills missing in practically all definitions of the term Soft Skills. Most soft skills definitions focus on people skills, or how effectively we can work with other people. These are key elements, also if you’re looking for a less-stressful, slow-paced position.\nNow, this is absolutely important; that goes without saying. But what we must also master to be successful are our self-management skills. These skills help us manage our relationship with ourselves; our inner dialogue.\nBased on many years of research and experience, we can define 28 soft skills that all professionals really should develop. The following list of 28 soft skills includes 10 Self-Management Skills followed by 18 People Skills.\nRegardless of the sort of work you’re involved in, you will find fulfillment, advancement, and value when you develop the following 28 Soft Skills early on in your careers.\nList of 28 Soft Skills – Work Smart\nSelf Management Skills\nSelf-Management Skills deal with how we are perceiving ourselves and others; how we manage our personal emotions and habits; how we react to all sorts of adverse situations. It is only when we’ve built inner excellence that we can have a strong emotional and mental foundation to be successful in our careers.\n- Growth mindset – We should look at any situation, particularly challenging situations, as opportunities for us to learn, change for the better, and grow. We should focus our attention on improving ourselves rather than blaming anyone or changing others.\n- Self-awareness – We should know and understand what it is that drives, motivates, angers, frustrates, embarrasses, and inspires us. This enables us to observe ourselves objectively in difficult situations. It makes us understand how our perceptions of ourselves, others, and situations are driving our actions.\n- Emotion regulation – This soft skill relates to how we manage our emotions, particularly the negative ones, for example, anger, embarrassment, or frustration. Emotion regulation allows us to think objectively and clearly, and to act accordingly.\n- Self-confidence – This relates to believing in ourselves and our ability to accomplish things. Knowing that whatever you need is within you right now. Ols wisdom from Kung Fu Panda says: ‘People who are believing in themselves have unlimited access to power.’\n- Stress management – This soft skill deals with the ability to stay calm, healthy, and balanced in challenging situations. If we know how to reduce our stress levels, we will increase our productivity, be prepared for new challenges, and support our emotional and physical health. These are all traits we need to achieve a successful, fulfilling career.\n- Resilience – This relates to our ability to bounce back after a setback or disappointment, big or small. Resilience allows us to go upward and onward.\n- Forgive and forget – The skill to forgive ourselves for making mistakes and forgive others for wronging us allows us to move ahead without emotional or mental baggage. If we free our minds from past events, we can focus all of our mental energy on our career goals.\n- Persistence & perseverance – This is about our ability to maintain the same dedication and energy in our effort to learn and achieve in our careers despite failures, difficulties, or opposition.\n- Patience – Patience allows us to take a step back in crises or seemingly rushed situations. It allows us to think clearly and take actions that fulfill long-term goals.\n- Perceptiveness – This soft skill allows us to give attention to the developing emotional or cognitive empathy or unspoken cues of other people’s perspectives and/or situations. Often, we’re all busy just thinking about what we do and say without leaving some room for watching and understanding other people’s intentions and actions. If we misinterpret other people’s intentions or not try to put ourselves in their shoes, we may easily encounter lots of difficulties when we deal with people without even knowing why.\nOur People Skills deal with how well we can work with and interact with other people so we can build meaningful and successful work relationships, influence other people’s perceptions of us and our work, and how well we can motivate their actions. We can split these ‘People Skills’ into two sections, Conventional and Tribal People Skills. Let’s take a closer look:\nSection 1 – Conventional People Skills\nConventional People Skills are found in most job descriptions. These skills are usually assessed in our performance. Depending on our levels, some or all of the following skills play a role.\n- Communication skills – To what extent are we able to listen to others actively, and how well can we articulate our ideas verbally and in writing to any audience? This is about how well we are able to get heard to achieve our intended goals with that communication.\n- Teamwork skills – How well can we work effectively with people with different personalities, skill sets, work styles, and/or motivation levels? How well can we achieve better team results?\n- Interpersonal relationship skills – How effective are we at having emotional empathy, finding common ground, building trust, and ultimately at building optimal relationships with people in our networks and at work. These skills are also called our ‘Social Skills’ and are closely related to our ‘Communication Skills.’ Regardless of how smart we are, we need to have social graces if we want to get ahead in our careers.\n- Presentation skills – If we present our ideas and work results effectively to an audience, we will captivate their attention and motivate them to act in line with our desired outcomes. Whereas our presentation skills are part of our communication skills, they can be listed separately since how well we are able to present our ideas and work is crucial to career advancement.\n- Meeting leading skills – Managing and leading meetings efficiently and effectively will lead to results. Today, estimates are that at least 50 percent of all meetings are a waste of our precious time.\n- Facilitating skills – When we can solicit and coordinate feedback and well-represented opinions from any group with multiple perspectives, we can come to better common solutions.\n- Selling skills – This relates to how well we can build buy-ins to ideas, decisions, products, services, or actions. This is definitely not just for people working in sales.\n- Management skills – How well can er create and motivate a high-performing team that includes people of varied personalities, skills, work styles, and motivations? Hugely important if you are looking for a well-paying position, for example, in basic industries.\n- Leadership skills – This relates to how well we can define and communicate ideas and visions to inspire other people to follow with dedication and commitment.\n- Coaching/mentoring skills – Provide constructive guidance, wisdom, and/or feedback to help other people enhance their professional options and career development\nSection 2 – Tribal People Skills\nThis section addresses and describes what we call ‘Tribal People Skills.’ This is what we usually don’t find in job descriptions, but these skills are equally essential to our career success.\nWe call these skills tribal because they’re more “insider knowledge” than what we gain and learn from mentors or work experience. There are many people who go through entire careers, often without being aware of some tribal skills.\n- Managing upwards – This relates to managing our relationships with our bosses, their expectations of our work, and their perception of our performances. Whether we are given opportunities, challenged, or recognized at work is heavily dependent on our ability to communicate well and build good relationships with our bosses.\n- Self-promotional skills – This is about subtly yet proactively promoting our work results and skills to people of influence or power in our network or organization. It’s never enough that our bosses know that we do a great job. We need to subtly build up our reputations with the key people that may influence our performance reviews. Hard work alone will not guarantee our success.\n- Managing difficult personalities – How well are we able to achieve targets and results while working with people we conceive as being ‘difficult.’\n- Managing unexpected/difficult situations – How well are we able to remain composed and still be effective when we’re faced with difficult or unexpected situations? This soft skill also includes our ability to keep our feet on the ground and to articulate our thoughts in an eloquent and organized way, even when we’re not prepared for discussions or situations we find ourselves in.\n- Being office politics savvy – How well can we proactively manage and deal with some of the unspoken office nuances and people dynamics? This is helpful to stay away from unfair treatment and to further our careers. The fact of the matter is that office politics comes with everyday business life. If we don’t play with it, it will play us.\n- Persuasion/influence skills – How well are we capable of influencing decision-making or career perspectives while still having those that you influence think that they have made up their minds by themselves?\n- Negotiation skills – This addresses how well we can understand the other side’s leverage and motivations, for example, in salary negotiations, and come to a win-win solution or resolution that we conceive as favorably satisfying both sides and that will lead to continuing relationships for future situations and interactions.\n- Networking skills – Can we remain an interesting party in business networks or conversations and motivate people to become part of our network? The stronger and bigger our network, the easier we can get things done.\nThis post is dedicated to helping you work smarter. Developing your soft skills is also your key to success! You shouldn’t worry if you don’t master all of these skills immediately today. Most people don’t. Just go over these skills again and again, and try to understand why soft skills are so important. Then ask yourself which ones need perhaps your attention. Which are the ones you want to work on next?"

"The hard and soft skills in childrenâ’s school life\n“Now, what I want is Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else and root out everything else. You can only form the minds of reasoning animals upon Facts; nothing else will ever be of any service to them.”\nCharles Dickens, Hard Times\nWhen learners exit the school system at Grade 12, there are hard and soft skills, also known as cognitive and affective skills, that they are expected to have acquired to prepare them for life beyond basic education. This might be in tertiary education institutions, training and development colleges or in the world of work. So how do these hard and soft skills get developed over an early lifetime?\nTo begin with, let us define what is meant by hard skills and soft skills in the context of the learning and development of children. Hard skills are largely cognitive in nature and cover the academic knowledge of subjects and the accompanying learning skills necessary to learn (e.g. study skills, note taking skills). Soft skills, on the other hand, refer to personal skills that enable an individual child to interact harmoniously with themselves and other people. Put differently, soft skills are about individual learners’ intrapersonal and interpersonal relations.\nIn order to create well-rounded learners with the ability to do well academically whilst at the same time living in harmony, it is critical for the education system to focus on both the cognitive and affective skills of children. You can have learners who do well academically but are not able to relate well with others. Similarly, learners who do not do well academically, regardless of how socially “polished” they might be, will not get very far in terms of realising their full potential. Ideal citizens possess both sets of skills. For example, they will have 21st Century soft skills like networking skills, competent communication, multilingualism, emotional intelligence and a global outlook. But at the same time, they will have no shortage of hard skills such as digital literacy, entrepreneurship and creative problem-solving.\nWhen thinking about hard and soft skills, a few key points come to mind. First, hard skills are the first to be deliberately facilitated by parents, caregivers and teachers in children’s educational development and they largely form the foundation upon which soft skills are subsequently built. Without hard skills, the development of soft skills is severely hampered. Just think of how difficult it would be for a child who is unable to understand language to relate to family members and other children in the classroom.\nSecond, hard skills are easy to measure through observable, objective and identifiable indicators but the same cannot be said of soft skills. You can tell quite clearly if a child has optimum body and brain development, is acquiring the language of communication, has the necessary gross and fine motor skills, is able to read, write and count, etc. With soft skills, you have to use more subjective assessment. This often requires someone who understands the social and cultural milieu of a child to be able to tell how they are doing. There is an alliance of global education leaders comprising 12 countries, including South Africa, known as the Global Education Leaders’ Partnership (GELP). One of its key aims – similar to lots of activity around the globe – is to develop a framework to effectively measure these “21st century” soft skills in education. GELP’s framework is intended to serve as a guide to develop country specific performance matrices based on the contextual realities of each country concerned.\nThird, hard skills tend to be mainly taught in formal settings like the classroom, but the same is not strictly true when it comes to soft skills. While the classroom has an important role to play in nurturing soft skills, their development is influenced by larger social interactions that children have outside of the classroom. Formal and informal education, hard skills and soft skills, happen cheek-by-jowl and should never be artificially separated. Education, in its broadest and holistic sense, is an unbroken thread that happens organically. Education should not be reduced to the confines of the Charles Dickens’ teacher who insists on teaching children ‘nothing but Facts’ presumably because they assume that the cognitive matters more than the affective.\nFinally, the Department of Basic Education (DBE) has a strong bias towards the development of children’s hard skills as opposed to soft skills in schools. Considering the poor showing of South African learners in scholastic performance when measured against the country’s own assessment regime as well as regional and international benchmarks, it is important for DBE to reconsider its almost exclusive focus on academic achievement. While the poor academic performance of learners is definitely a result of poor-quality teaching and the low socio-economic status of the majority of learners, ignoring the development of soft skills in children seriously undermines their academic learning and development potential. Hard and soft skills mutually reinforce one another in children’s learning and development.\nTshikululu support for activities that focus on both the hard and the soft skills is reflected in how we work with our partners in three critical areas. First, when implementing partners approach Tshikululu for financial support in specific areas of children’s learning and development, they are often asked to demonstrate how they ensure an integrated focus on both hard and soft skills. Second, Tshikululu deliberately encourages organisations offering bursary support in tertiary institutions to provide recipient students with soft skills support, often referred to as psychosocial skills. Over the years, Tshikululu has witnessed the positive impact that the provision of psychosocial support makes to students’ success rates in tertiary institutions. Lastly, Tshikululu works with partners that support young people to help them transition into the world of work. The experience of implementing partners that operate in this terrain has shown that young people with strong critical thinking skills, communication skills, team work, emotional intelligence and good interpersonal relations tend to have an edge over their counterparts who only boast the hard skills. By emphasising the importance of soft skills during basic education, and ensuring this focus remains as young people move closer to the world of work, Tshikululu aims to contribute to improved education in the country and, ultimately, a more efficient and effective economy."

"Why the Elementary Years are so Important for Your Child’s Development\nWhy the Elementary Years are so Important for Your Child’s Development\nAre you struggling to understand why the elementary years are so important for your child’s development? It’s essential that you understand the impact of this key stage of learning and how it can shape a child’s future success.\nYou’ll find valuable insight here on why embracing this time is so crucial for providing a foundation for your child’s future:\nThe elementary years of a child’s life can have a huge impact on their educational and personal development. During this time, children are rapidly learning new concepts and skills that they will not only use in their educational careers, but also as they grow into adulthood. These formative years are when children develop fundamental abilities such as motor skills, literacy and numeracy skills, problem-solving strategies and social-emotional competencies. It is during the elementary years that the foundation for future learning is established.\nAs parents, it is important to be aware of how your child is developing during this period of rapid growth in order to best support them throughout the rest of their education. By understanding why these early years are so important, you can ensure that you are providing your child with the best possible chance to reach their full potential.\nThis guide explains why these elementary years are so essential for your child’s future successes and provides insight into what you can do as a parent to nurture your little one during this period of development:\n- Understand why the elementary years are so important.\n- Be aware of how your child is developing.\n- Provide your child with the best possible chance to reach their full potential.\n- Nurture your child during this period of development.\nThe Impact of Early Childhood Education\nThe elementary years of a child’s development (ages three to eight) are critical for their physical, emotional, and cognitive growth. During this time period, children need the building blocks for a successful future. Early childhood education offers an array of learning opportunities to prepare children for the years ahead.\nEarly childhood education provides a foundation for academic learning and fosters social-emotional development in young children by introducing them to concepts like problem solving and critical thinking skills. During these early years, children also begin to develop important interpersonal skills such as communication, collaboration, cooperation, taking turns, and self-advocating. In addition, children will learn to express themselves through music and art activities which can help them discover their personal gifts and interests.\nResearch shows that investing in quality early childhood education can improve academic performance later in life by providing structure and access to resources that stimulate learning well beyond what families can provide alone. Furthermore, these educational experiences encourage positive parent-child interactions which can lead to improved social behavior in the long run.\nQuality programs also provide students with guidance from skilled teachers or teaching assistants who promote further understanding of topics covered as well as nurture strong foundational literacy skills. These literacy skills often form the basis for sustained success in language courses during middle school and beyond without which mastery of higher reading levels may not be obtained until much later—if at all—leading to lower overall achievement across the board when entering high school or college level courses down the line.\nThe Benefits of Socialization\nAs children enter the elementary school years, they are primed to learn and explore the world around them through play and socialization with their peers. During this time, it is important for parents to foster an environment for their child which focuses on both intellectual growth as well as development of friendships and communication skills.\nSocialization during these formative years has many benefits that will serve your child well into adulthood. Children learn vital skills including cooperation, trust building, problem solving, conflict resolution, turn taking, and interest in others through interacting with their peers in structured activities both in and outside of school. These experiences form a foundation for positive adult relationships both within the family unit and beyond.\nSocialization also aids in language development by encouraging use of communication strategies such as active listening, expressive language use, metaphorical thinking and inference.\nIn addition to providing learning opportunities related to conversation and collaboration, engaging socially also provides a chance for children to discover how they fit into society as a whole; exploring their own values systems along with looking at those of others who may be influenced by different backgrounds or cultures. Schools provide an excellent way for children to interact with a variety of individuals as they become more mature while continuing to model behavior that reinforces good decision-making within acceptable boundaries set by themselves or teachers.\nWhen considering ways that you can help foster healthy social interaction within your home consider introducing group games such as charades or board games that require strategy already known by most of your family members; this allows new players to play quickly so all have fun together. Outings can include close friend groups playing sports or attending drama productions depending on interests displayed by your child – there are no limits! Creating opportunities for participation in activities amongst company encourages teamwork which will further benefit them later on professionally when seeking employment opportunities or networking with colleagues.\nOverall it is clear why the elementary years should emphasize socialization outside the classroom setting in order to ensure children reach their full potential both individually and interdependently!\nThe Role of Play in Development\nPlay is a natural and essential part of development for children up to the age of twelve. During this period, they build a range of skills that can set the stage for success in later life. From literacy and physical coordination to communication and problem solving, play is an important contributing factor to your child’s cognitive, emotional, creative and social-emotional development.\nAt the primary level (3–5 years) when imaginative play is prominent, your child learns language, builds confidence exploring his environment, discovers cause-and-effect relationships and begins making adjustments in behavior. By age 6–8 motor skills become more refined (e.g., developing eye-hand coordination) while role playing and game choices become more complex.\nDuring K–3rd grade years (9-12 years old), children’s thinking becomes organized; games move from basic to more abstract strategies with greater social interaction as dialogue increases complexity; body movements reach higher levels with refined game skills such as aiming a ball accurately; emotional intelligence deepens with understanding of complex intentions from others; friendships form as negotiation starts to guide interactions on how to share resources.\nAs all these new experiences are explored by children, play provides both enjoyment as well as teachable moments that are enjoyable too! Play allows opportunities for parents/caregivers to observe their child’s strengths and needs within different contexts, such as working collaboratively on problem solving or advocating for themselves while respecting others’ boundaries. With open discussions about experiences during playtime or offsite activities, adults can hear firsthand what their children think about issues or beliefs which shape their own attitudes in life.\nCognitive Development During the Elementary Years\nCognitive development during the elementary years is an important part of your child’s overall development. During this time, children begin to understand and use language more effectively. They also develop problem-solving and reasoning skills, as well as memory and concentration. Additionally, elementary aged students become more aware of their sense of self, can plan activities and can distinguish between right and wrong.\nIn the early elementary years (3 to 5 year olds), children are just beginning to truly understand language. In addition to developing their verbal skills through reading aloud, children will start using symbols in order to communicate thoughts and ideas (drawing pictures or playing with toys that represent things). This is a crucial step towards developing cognitive abilities like planning ahead and carrying on a conversation.\nThe middle elementary years (6-8 year olds) are when children really begin to hone problem-solving skills and practice following directions sequentially in order to complete tasks or reach goals. This phase also marks the beginnings of understanding abstract concepts such as key ideas in literature or complex mathematical equations. As students progress in these areas they become better able to generate ideas independently when it comes time for them to express their thoughts on paper or orally with peers or adults.\nFinally, the upper elementary years (9-11 year olds) involve studying new subjects such as algebraic equations and grammar rules. By this age students should have mastered basic mathematical concepts from previous grade levels so that they can apply these skills problem solving involving money or fractions for example – working with larger numbers and combining multiple steps into a single process requires even greater cognitive prowess at the upper level! Additionally during these years students begin exploring longer books which require both critical thinking skills as well robust comprehension strategies in order to interpret themes throughout stories being read by them at this advanced level of understanding -all while continuing mastery over key grammar/syntax related topics presented within written pieces assigned throughout each school year!\nThe Significance of Physical Activity\nPhysical activity during the elementary years can have a huge impact on your child’s physical, mental, and emotional development. Not only does physical activity help create strong bodies and minds, but it also provides fun experiences and builds relationships with others. Studies have found that physical activity increases confidence and contributes to lasting social interaction skills such as communication, problem solving, decision making, negotiation and teamwork.\nPhysical activity gives children an outlet for their energy while providing them with opportunities to explore their environment in a safe environment. Increasing physical activity during the elementary years helps promote cardiovascular health which can decrease the risk of future medical problems. Furthermore, it helps children develop the necessary motor skills for further learning and mastery of physical activities in high school or college. These activities also encourage creativity as children find new ways to move their bodies allowing them to express themselves without verbal interaction where they might feel vulnerable or intimidated.\nAnother opportunity that physical activity during the elementary years provides is a chance for parents to engage in healthy competition with their child in a fun way which can strengthen their parent-child bond. Simply playing catch together or tossing around a Frisbee is enough for parents to bond with their child while teaching important movement skills like running, throwing accurately and catching balls safely. Increased time outside also encourages kids’ exploration of nature fostering curiosity about science; plants, animals and astronomy are just some of the areas kids may begin exploring as they increase their outdoor recreational hours throughout this stage of life.\nThe Importance of Literacy\nLiteracy is a fundamental skill for successfully navigating everyday life, and it is especially important during the elementary years. This stage of a child’s development is critical in the pursuit of successes in both educational and professional environments. It’s during this timespan that children gain skills like phonemic awareness, phonics, word reading fluency, reading comprehension, spelling and handwriting skills. As such, actively engaging in activities that promote these skills can make a difference throughout the rest of a child’s educational career.\nIt’s incredibly important to help foster an early appreciation for language and literacy as children develop their vocabulary. By exposing children to various types of written material – books, magazines/newspapers, comics – it helps strengthen their understanding of language structure and its many applications. Introducing storybooks with characters allows them to connect better with writing on an emotional level. Also guide them through interactive tasks that require them to pick out key words from the text to further enhance their learning experience. As children engage more deeply with literacy-based activities at a young age, they will gain greater confidence when tackling similar tasks later in life.\nIn conclusion, the elementary years provide a unique opportunity for children to develop foundational skills and learn the strategies that will help them become lifelong learners. Parents should make an effort to create a learning environment that is stimulating and supportive, and always actively encourage their child’s exploration of ideas, creativity, and curiosity. Such an environment will pave the way for greater academic success in the future."

"|Early Childhood Development is the all-round development of our children to help them to further develop into childhood and adulthood. The development of babies, toddlers and young children form the foundation for all further development that a child undergoes.Childcare services (day-care, pre-school, etc.) represent much more than a drop-off location for working parents, they play a very important part in the development of children. They give children an opportunity to engage in a variety of educational and social activities.During early childhood rapid development (physical, cognitive and emotional) takes place, this development is crucial in readying children for school. Children who are ready for school will be friendly, confident, and social; they will have good peer relationships, language skills and they will communicate well. School-ready children will be less likely to fail a grade and will perform better overall.\nIn South Africa Early Childhood Development (ECD) is a priority and is supported by legislation, national policies and strategies."

"There are dozens of myths about early childhood brain development. Due to the advancement of science, several have been proven false, leading to revolutionary new ideas in child care and how people interact with young children. Many would agree that early brain development is crucial for children's healthy growth, which is why it is important for early education professionals to learn and address certain brain development myths that are commonly accepted as fact.\nMyth 1: The brain is fully developed at birth. While the majority of the cells in a young child's brain are formed before birth, most of the connections between these cells are created during the first three years of life.\nMyth 2: Speaking to a child is not important before he or she begins to talk. Just because a baby cannot respond, does not mean that he or she is not learning. The first few years for a child are essential for learning new skills and the foundations of language and behavior.\nMyth 3: Children only develop properly if they play with specifically designed educational toys. While these toys can be helpful for early minds, what children need most at this age is to interact with caregivers. If they form meaningful attachments early on, they are more likely to be adventurous and try new experiences later in life."

"The social, psychological and physical development that takes place during early childhood has a major and direct impact on the overall development of a child and on the adult that he or she will become. This is one of the reasons why it is important to invest good time in understanding the requirements of young children. This will help in maximizing their well-being in the future.\nImportance Of The Early Years Of Development\nIt has been proved through neurological research that the early years of development have an important role to play in the growth of the brain in a child. Babies start learning about their surroundings at a very early stage in life. These stages include the prenatal, the perinatal and the postnatal periods.\nEarly experiences of a child are the bonds that they form with parents. These are their first experiences in learning and these have an in-depth effect on their future cognitive, physical, social and emotional development. It is the proper optimization of the early years of the lives of children that serves as the right investment that parents can make. This ensures the future success of a society. The matter above might have made it clear why children should grow and develop while going along. After all, they cannot remain infants forever despite the fact that they are cuter as infants.\nUnderstanding The Development Requirements Of A Child\nOffering the right surrounding or atmosphere can help kids in developing a great self-esteem. It can also help parents and specialists in understanding their behaviors. Take for example, if teachers are able to understand early childhood growth, they can manage their classrooms more effectively.\nAt the same time, it also helps the kids to have a very strong sense of determination and confidence. Having a strong base for what actually is going on in the little minds of your children will help you in understanding what they actually require to flourish.\nCategories Of Childhood Development\nIt will get easier to understand development during the early years of your child’s growth if you break it into different categories. There are mainly four categories of development in children and they are:\n- Emotional and social development\n- Cognitive development which includes problem-solving, thinking and learning\n- Communication or language\n- Physical development or movement\nThe growth of all these areas is important for the development of a healthy child. All these different categories intersect during the learning procedure of the kid. Take for instance, emotional and social awareness generally rise through communication and language in preschoolers. In the same way, toddlers get the ability to solve problems and make cognitive explorations by physical growth and development.\nThere are definitely certain milestones that parents need to look out for in their growing child. However, experts in this field have warned against measuring children by using a common checklist. This is because children are different from each other."

"Early childhood education refers to the education of young children, typically from birth through 8 years old. It is crucial in shaping a child's cognitive, social, and emotional development. Early education programmes play a crucial role in fostering and nurturing children’s innate curiosity, which helps to create a foundation for lifelong learning.\nThe early years of a child's life are the most critical for brain development. According to research, 90% of a child's brain development occurs in the first 5 years of life. Therefore, early education programmes can play a critical role in shaping the child's brain architecture, which can have long-term effects on their cognitive, social, and emotional development.\nEarly childhood education can help children reach critical developmental milestones - key indicators of a child's physical, cognitive, social, and emotional development. The critical developmental milestones in early childhood include:\n- Physical Development: Ability to control their body movements, balance, and coordination.\n- Cognitive Development: Ability to think, reason, and learn.\n- Social Development: The child's ability to interact with others and develop social skills.\n- Emotional Development: The child's ability to recognize and manage their emotions and feelings.\nEarly education programmes play a critical role in fostering cognitive, social, and emotional growth in children. High-quality early childhood programmes are designed to promote learning and development in all of these areas. For example, in a high-quality programme, children may engage in play-based learning activities that promote cognitive development, such as puzzles, blocks, and storytelling. They may also participate in activities that promote social development, such as group play and cooperative learning.\nThe emotional development of young children is also critical. Children who have high levels of emotional intelligence are better equipped to manage their emotions, build relationships, and handle stress. High-quality programmes help children develop emotional intelligence by providing a safe and supportive learning environment where they can explore and express their emotions. Here are some tips for selecting a suitable programme:\n- Look for a programme that focuses on play-based learning: Young children learn best through play, so look for a program that emphasises hands-on, interactive learning experiences.\n- Consider the teacher-to-child ratio: The teacher-to-child ratio is an important indicator of the quality of a programme. A lower ratio means that teachers can give more individual attention to each child.\n- Check the qualifications of the teachers: The teachers in an early education programme should have specialised training in early childhood education.\n- Look for a programme that promotes social and emotional development\n- Look for a programme that emphasises parental involvement\nIn conclusion, early childhood education is critical for a child's cognitive, social, and emotional development. The early years of a child's life are the most critical for brain development, and high-quality programmes can play a crucial role in shaping the child's brain architecture. By selecting a high-quality programme that focuses on play-based learning, promotes social and emotional development, and encourages parental involvement, parents can give their children the best possible start in life."

"The age for getting admitted to this program is 2 ½ years. During the prenursery, young children greatly expand their knowledge, understandings and abilities. They actively explore and discover their world through experiences using their senses of touch, sight, smell, hearing and taste. It is important that the adults in children’s lives understand and facilitate holistic learning.\nThe following features are key components of holistic development including characteristics of how children demonstrate each area. Although the developmental areas are shown separately, children grow, learn and change through the interactions of all areas, relationships and experiences."

"The age for getting admitted to this program is 2 ½ years. During the prenursery, young children greatly expand their knowledge, understandings and abilities. They actively explore and discover their world through experiences using their senses of touch, sight, smell, hearing and taste. It is important that the adults in children’s lives understand and facilitate holistic learning.\nThe following features are key components of holistic development including characteristics of how children demonstrate each area. Although the developmental areas are shown separately, children grow, learn and change through the interactions of all areas, relationships and experiences."

"Human Growth and Development\nHuman Growth and Development; This entails three domains: physical, cognitive, or social-emotional. These domains of human development are very important in observing child development.\nLifespan development is a term used about the occurring changes that take place within an individual’s life, from conception, birth, and through and into old age. Majorly, within lifespan development, there are six stages which include; infancy, childhood, adolescence, early adult hood, middle age and finally older age.\nParent child relationship is a major building block in a child’s socio-emotional development. The early positive relationship will greatly help the children to achieve later success in school and life. The relationship helps a child to build and establish a personal connection between them and others.\nThe first stage, infancy, refers to the period between birth and two years. However, there is the development of many psychological characteristics.\n………………middle of text…………..\nWe can therefore, ascertain that parents are the major influences in children’s life, and they deserve all the credit and responsibility in what children become. The parent child relationship is essential during early development, and perceptions created in early ages impacts on one’s socio emotional development.\nThis is the adolescence stage where there is idealistic, logical and complex thoughts development, plus the child seeking independence from the parents. The next stage is the early adult hood. This is between twenty and forty years and is characterized by the establishment of persona and financial development.\nBernadette M. & Michael H. (1990). Adult Children of Alcoholics: Implications for Career\nDevelopment, Journal of Career Development, vol. 16, 4: pp. 261-268.\nAre you ready to order a custom essay from us ? Place your order with us today."

"Development is often divided into specific domains, such as gross motor, fine motor, language, cognition, and social/emotional growth. These designations are useful, but substantial overlap exists. Studies have established average ages at which specific milestones are reached, as well as ranges of normality. In a normal child, progress within the different domains varies, as in the toddler who walks late but speaks in sentences early.\nGenetic factors, environmental influences and psychological factors and disease can affect both a child's cognitive development and physical growth. This is why parents, doctors and teachers should routinely assess children's …show more content…\nSocial cognition is seen as being key to the learning process, as learning requires that a child be able to interact effectively with others. Play is one of the first social interactions that contribute to a child's ability to learn. Later, as a child becomes involved in different social activities with other children, he learns how to solve problems. Cultural influences also affect a child's cognitive development, one of the most persistent cultural influences being the school system.\nCognitive and social/emotional development: Cognitive and social/emotional development refers to the intellectual and psychological maturation of children as their physical development allows them to interact more with other people and the external world. There are multiple theories of these forms of development in children and adolescents; the oldest and most famous are those proposed by Freud, Piaget, and Erikson. All are based on clinical observations, but none has been tested in large groups of children. In general, these models are considered useful for describing aspects of development in some children, but none is universally applicable. Increasingly, appropriate attachments and nurturing in infancy and early childhood are recognized as critical factors in cognitive growth and emotional health. For example, reading to children from an early age, providing intellectually stimulating experiences, and providing warm and"

"A Leaning Guide: Holistic Development in Early Childhood Assessment Answers!\nTable Of Contents\n- What Is CHCECE035 Support the Holistic Development in Early Childhood?\n- Frequently Asked Questions in Chcece035 Assessment!\n- 3 Holistic Learning Activities You Must Include in Your Assignment!\n- Different Approaches of Holistic Development You Should Know!\n- Need to Write CHCECE035 Assessment Answer? Reach the Experts!\nStuck at writing CHCECE035 Assessment Answer? Don’t panic! This blog will help you to know about the subject by learning activities and approaches to holistic development.\nIn this blog, you will know about CHCECE035 support holistic development in early childhood. You will also know the questions that are asked in this assessment. Also, there are 5 activities that are needed to be included in the assessment. There are different approaches to holistic development. So, grab your seat belt and get ready for an amazing ride to know CHCECE035 holistic development in early childhood. This course will help you to learn the child's behavior in life.\nIn this assessment, you need to give answers in different forms. It can be short answer questions or a case study. So, you need to know which type of questions are going to be asked in the assessment. However, while studying this course, students learn the skills and knowledge to support a child’s interrelationship between physical, social, emotional, cognitive, and communication. Here, you will know how the child develops all these factors in its behavior. In this, you need to write the range of early childhood education and care service. So, for writing a perfect assignment, you should know about the topic.\nWhat Is CHCECE035 Support the Holistic Development in Early Childhood?\nThe CHCECE035 support the holistic development in early childhood is the skills and knowledge that increases the interrelationship of a child in various fields. This subject will tell you about how to manage the behavior of a child. In the human body, there are many changes that occur during a lifetime. Similarly, a child develops many emotions in early childhood. They learn many interrelationships with their emotions and other people in life. And the students learn how a child develops all the feelings in their body. The child learns various developing skills like gross motor, fine motor, and many other skills in early childhood. During early age, it also supports holistic development. This helps the child to grow their mind. This way they become active. However, if the child is not able to develop all these skills in early childhood, then in the future, it might create problems. So, it is necessary to make the child capable and smart enough to deal with in the future.\nWhile studying the course, you will also learn about the main purpose of the elements that deal with this subject. These are:\n- Physical Development- It is necessary to have the development of the child physically. If the child is not physically developed, then you might have an issue in the future. So, the activities that deal with this are gross motor and fine motor skills. This makes the child active and also develops coordination and moments.\n- Social Development- Social means creating a relationship with others. So, in this task, the child tries to develop relationships with others and also try to connect emotionally. This includes intra-personal and interpersonal relationships. With the help of this task, the child's overall growth is developed.\n- Emotional Development- This helps the child to develop feelings. It helps the students to develop the skills to manage their surroundings. It also looks for the futuristic development of the overall personality of the child.\n- Cognitive Development- These tasks help to build pre-reading, vocabulary, and numeracy skills. It also helps to have overall growth. This makes the child's mind active in both situations (physical & mental).\n- Communication Development- The most important thing human being learn is how to speak. It is very necessary to develop communication skills in life. If the child does not develop this skill, then it would become difficult for the child to convey his or her feeling and emotion.\nThese are the tasks that a child needs to perform to have a physically and mentally healthy life. So, after knowing about the CHCECE035 support holistic development in early childhood, let’s know about the questions that are frequently asked in the assessment.\nYou Must Read: Develop Workplace Communication Strategies\nFrequently Asked Questions in Chcece035 Assessment!\nHere are some frequently asked questions for the holistic development in early childhood assessment answers.\n3 Holistic Learning Activities You Must Include in Your Assignment!\nWhile studying this course, you will also study the 3 holistic learning activities that help in child growth. These activities are very necessary to have in your child as this will help them to have a great future. So, let’s know about those holistic learning activities.\n- Sensory Play- It is played with clay or dough for having a sensory experience. Here children learn about molding the clay. This helps in developing motor skills and dexterity.\n- The Sound of Music- Singing and dancing activities increase the self-confidence of the child. If the students participate in such activities then they will develop body and mind coordination.\n- Yoga- This activity is not just for others. Practicing yoga regularly helps the child to develop concentration skills, hand-eye coordination, and balancing skills. The child always has fun while exploring different yoga poses to have physical strengths.\nThese are the activities that are really helpful for holistic child development. So, make sure you write all the activities in the assessment answers. Now, let’s learn the approaches to holistic development.\nStudents Also Like: Taking care of hygiene around children\nDifferent Approaches of Holistic Development You Should Know!\nThe term approaches of holistic development in early child growth refer to the policies that ensure the child's right to growth in every area of life. Whether in health, nutrition, cognitive and psychological development, or protection, all should be met. All kinds of approaches should be there in the child. So, while writing about the approaches of holistic development know the four different levels.\n1. Family- The parents, siblings, grandparents, and relatives are called the family of the child. The parents are said to be the best and the first teacher of the child and also they fulfill all the basic requirements. The family is only one medium that is based on the children's behavior practices, skills, norms, and values. So, the first approach in child development is the family.\n2. Community- Within the surrounding the child exists and lives his life. When a child grows, he moves outside from the house and sees the world. Due to this, the child interacts with the other person and knows their thoughts and behavior. Also, there are some organizations that developed many extracurricular activities like sports, music, dance and etc for kids.\n3. Regional & National- At a national and regional level, the child knows about various policies and rules regarding the country and their religion. For example, a natural calamity has taken place, so in that situation know the norms and rules that have been made to overcome the losses. Hence, in this, the child would know about the allocation of resources, capital, income, and many more.\n4. International- The last approach is to learn about the international level. In order to bring about holistic approaches to the development of the child, it is necessary to set targets and goals for the future. At this level, students learn about loans, scholarships and deal with other countries' rules and norms.\nThis is how these different approaches affect the holistic approaches for child development.\nNeed to Write CHCECE035 Assessment Answer? Reach the Experts!\nAfter knowing about CHCECE035 supports holistic development in early childhood, still, many students are there who are not able to write about it perfectly. They face difficultly in understanding the terms and approaches for holistic development. But mostly they face problems in writing the assessment answers for CHCECE035. So, for writing the paper, this blog will help you to understand the term and answer all the questions smoothly. But still, if you can’t write the paper, then you can go through the website of Instant Assignment Help Australia.\nOur writers will make sure that your answers are well written according to the questions. Also, you will get the best CHCECE035 assessment answers without any doubt. But first to get the answers to let’s know the procedure of getting help. First, you need to place the order, for that fill the order now form. In that, you need to give all your requirements with the guidelines for your paper. The next step is to make the payment, you do not have to worry about security as your privacy is in safe hands. Also while filling the order now form, you have to fill on which date you want your document. And without any doubt, you will receive a well-written and top-quality plagiarism-free document on time. So, what are you waiting for? Go and click on the Order now button right now.\nTo Make Your Work Original\nTopic CreationUSD 3.87 FREE\nOutlineUSD 9.33 FREE\nUnlimited RevisionsUSD 20.67 FREE\nEditing/ProofreadingUSD 28 FREE\nFormattingUSD 8 FREE\nBibliographyUSD 7.33 FREE\nGet all these features for"

"Holistic development aims at a child’s overall balanced development through age-appropriate educational experiences and pedagogies. In the present times, the world is changing at a speed like never before. And to succeed in this dynamic post-pandemic world, our young generations need a solid foundation to achieve overall success in life.\nLet’s take you through the most essential aspects of all-round development. And help you to excel in your role as a stakeholder.\nRead on for a step by step information in this regard.\nWhat is a Holistic Approach to Development?\nWe already know that the early childhood development period is crucial for the overall growth and development process. In fact, a child’s brain develops up to 80% between 0-3 years of age. And by the time the child is 5 years, 90% of the brain structure takes shape.\nHolistic approach to development addresses and supports the individual’s well-being holistically. This includes one’s physical development in childhood along with all other aspects such as intellectual, emotional, social and aesthetic, etc.\nWhat are the Five Aspects of Holistic Development?\nHolistic development of students allows them to expand their social roles later in life. These include the following aspects:\n- Spiritual and\nHere’s a quick look at some details about these aspects:\n- Physical – Physical development in childhood includes the development of fine and gross motor skills. Everyday activities support these aspects. And the development milestones follow with time.\n- Emotional– In human beings, emotional development determines the ability to identify, understand and manage varied emotions. These include anger, happiness, fear, sadness, surprise, etc.\n- Intellectual– The development of a child’s brain and its functioning is determined by the intellectual aspect.\n- Spiritual– This aspect helps children to develop a sense of spiritual identity. And it also supports their overall human development by nurturing qualities like empathy, compassion, universal brotherhood and kindness, etc.\n- Social – This aspect is imperative to help the child grow as a capable adult who collaborates with other members of society. This process starts with an expansion of the child’s social circle in childhood. And goes up to the stages of adulthood through numerous experiences.\nWhat is Holistic Development in Early Childhood?\nOverall development in the early years of a child’s life means to focus on an educational strategy that covers all aspects of one’s personality.\nDo you know that these initial years of a child’s life create a roadmap for full-fledged brain functioning?\nHere’s an interesting piece of information for you!\nAs per UNICEF, the first few years of a child’s life are very important. Because this stage leads to the creation of over 1 million neural connections each second. In the human brain, these neural connections are the basis of our memory consolidation process. And these are strengthened with every new information based on the recent patterns of activity.\nThe most interesting part is that this pace is never created in a human’s life again. So this clearly means that the holistic development of students in early childhood builds a foundation for one’s cognitive abilities.\nNow that we have discussed the childhood part, let’s jump to some other advantages in the later stages.\nWhy is Holistic Development Important?\nThe human growth and development processes are quite complex to understand. However, after language development in childhood, the overall development affects many other areas of life/personality. These include:\n- Resilience– This ability helps an individual to face setbacks or tough situations in life. Holistic development examples prove that children with well-rounded personalities tend to be more resilient in life.\n- Skill-Building– In this digitally-driven world most of the job opportunities are based on skills first talent strategy. Clearly, our children need to be more future- ready. Because they will live in a world with increasing complexities.\n- Well–Being- All round development also helps the child to be more self-aware, happy, and open to logical thinking patterns. All this supports one’s overall well-being. And it largely supports future success in every aspect of life.\n- Confidence Level– An individual’s level of confidence also affects the general quality of life. Holistic development in education makes great value add to one’s confidence levels, thereby improving the chances of success.\nHow to Support the Holistic Development of a Child?\nMost of the holistic development examples can help us understand the ways of supporting our children in the crucial stages of their lives. As parents/stakeholders there are numerous ways of supporting our child’s all-round development. Some of these are as follows:\nNurture Thinking Abilities\nPost the language development in childhood, you can expose your kid to a number of rich educational experiences. Help your child to learn through cognitively engaging experiences. And you can also enroll him/her in courses/programs offered by online schools for an enhanced immersive experience. Help the child to brainstorm, think out-of-the-box. And encourage open-ended questions to nurture design thinking.\nInstill a love for learning\nA lifelong learner enjoys learning at every stage. As parents, you must nurture this love for learning. Make learning fun for the child. Because this will help him/her to unfold the mind’s hidden possibilities through the power of intrinsic motivation.\nBy far, we already know that child development does not aim at one-sided success in life. You must help your child to lead a fulfilling and happy life, by helping him/her to identify the individual strengths. This will add value to the child’s life. And help him/her to fulfill the aspirations later in adulthood.\nChoose Appropriate Teaching Strategies\nAs a parent, you also need to focus on selecting the right teaching and environment that can go well with your child’s personality. A parent and a traditional/online school teacher can set perfect holistic development examples. And support in the development of a child’s well-rounded personality. You can seek the support of the teaching institutions and collaborate with other stakeholders to create enriching experiences that can help your child’s overall development. Research proves that the use of effective teaching pedagogies affects learning outcomes positively. So make sure you select the best educational environment for your kid.\nSupport Transition Through Stages\nOur children need to move beyond the limits of foundational skills. And attain proficiency in building knowledge to support their digitalized lifestyles. In this age and date, students need transferrable soft skills, advanced digital skills, and other job-specific skill sets to craft a promising future.\nHolistic development in education is a tool to promote all this and more in a highly productive manner. In fact, it is the only way to help our kids across all stages of transition. And ensure educational attainment that leads to a fruitful life in adulthood.\nExample of a Holistic Activity\nParents and stakeholders can readily incorporate elements of everyday activities to create enriching experiences for kids. For instance, try to help your child develop thinking abilities, and socializing skills through a simple grocery shopping task. Ask your child to help an adult in creating a list of the items that need to be refilled in the house. Take the kid to a grocery outlet. And teach the right ways of enquiring about varied options to draw a price comparison. This task will teach the child the importance of planning tasks for the best results. And it will also help him/her learn the ways of collaborating or interacting with professionals to procure necessary details/information.\nSimilarly, nature walks, games, and activities to cleanup a public place are also wonderful ways of promoting all-round development.\nChallenges to Holistic Development of Students in India\nIn the recent past, the pandemic added to a long list of challenges faced by Indian students. As per a leading journal, 35.9% of students enrolled in classes 1 and 2 never had any physical classroom experience. Students who were enrolled in online schools could still establish teacher contact, and study seamlessly in these years. However, many traditional schools did not meet the right quality standards in the haphazard overnight transition to online classes during the virus outbreak. This transition has left a huge student population highly vulnerable. Because this weightage goes up to 36.8% in government and 33.6% in private schools.\nIndian students also struggle due to poor teacher quality and a shortage of trained teaching staff.\nOur future generations need an educational standard that can help them to imbibe the right social values for adulthood. In India, most of the focus is on gross enrollment. However, this creates a lag in the quality of education cascaded to the students.\nThe essence of holistic development in education goes beyond an individual’s life. And affects society in many ways. This level of education helps bring about a transformative social change. And this in turn improves the quality of life by being a driving force for sustainable development. Education is the most powerful tool in our hands to create the world that we want to see. But as stakeholders, we need to understand that holistic development in education goes way beyond the zeal to enter prestigious institutions.\nThanks for Reading!\nFrequently Asked Questions:\n- Give an example of a holistic activity?\nSimple examples of a holistic activity are cooking, craft work, sensory play or shopping, etc.\n- What is the simplest holistic development meaning?\nHolistic or all round development means the development of all aspects lie social, physical, intellectual, emotional, spiritual and cognitive, etc.\n- What is the meaning of emotional development?\nEmotional development is the capacity to understand and manage emotions in all walks of life.\n- What is the importance of language development in childhood?\nLanguage development is associated with several advantages in the long run. These include academic success, better social interactions, positive self-identity, good expression and understanding, etc.\n- Why Is Socializing Important For Students?\n- 7 Ways To Build A Child’s Self-Esteem And Confidence\n- 10 Significant Benefits Of Abacus For Kids\n- Importance Of Sports In Student’s Life\n- 7 Ways For Engaging Gifted Students In The Classroom\n- 5 Outdoor Activities For Kids And Their Role In Development\n- 5 Easy & Interesting Extra-Curricular Activities For Kids\n- 5 Problem Solving Activities For Elementary Classrooms\n- Be the Best Parent You Can Be! Effective Parenting Tips"

"Child and youth development - a psychological or sociological concept\n(B.K.Girls' College, India)\nPaper short abstract:\nChild and youth development in the technologically advanced society is a combination of both psychological and sociological concepts and it is becoming very significant in view of the diverse problems of modern luxurious life-style along with the advanced social ideas.\nPaper long abstract:\nChild and youth development - a psychological or sociological concept The social existence of human beings continues down the generations through their offsprings. Consequently, the rearing and development of children is the question which proves to be of significance in the present context. The different aspects of child development are summarized below- 1. Parental factor contributing to the happy future life to be enjoyed by the children. 2. Subsequent emotional development and relationship with the parents 3. Cognitive development and consequent language development. 4. Social behaviour of children in the face of the technologically advanced social environment along with its pros and cons. 5. The healths of the children are also of vital importance. Taking into consideration all the aspects of child development we need to concentrate on certain outcomes which might help in the all round development of the children as matured young individuals. First, the family and parental characteristics are very strongly related to child care and development. Second, the amount of time devoted matters too. Thirdly, care should be taken to vary the type of child care setting for different ages and the consequent varying impacts are to be noted, more so, when the influence of certain factors in the technologically advanced 21st society are not congenial to child development and consequent youth development. Therefore, nurturing a child from birth to the stage of an independent young individual is a process wherein both psychological as well as sociological factors are active in the true sense of the term.\nChild and youth development: problems, perspective and dimensions in the 21st century"

"Learning Development and Classroom Management\nClassroom development management is the process of monitoring how a child develops through the different stages of life. It is essential that the teachers promote healthy development and identify problems in the child in case they exist. Standardized processes of growth include the great ability of a teacher to be sensitive to various milestones and cognitive processes. They are a diverse framework that can be used to develop a classroom management strategy that is appropriate for multiple developments. This is applicable in different stages of development as they show various signs that can be used to tell the social and emotional needs of a child. During each stage of development, infant, toddler, school-age and adolescent, the child undergoes changes that have to be identified as they can tell in case the child has a problem. As a teacher, it is important to use teaching as a cognitive development study program while monitoring the development of a child. Other surveillance programs may also be crucial especially those that are developed at home. The chart below shows needs to classroom management strategies that are appropriate for different stages of development. These strategies show cognitive social and emotional skills put together during each stage of development.\nKeywords: Classroom management, stages of development, development process, cognitive development, physical development…\nFree Learning Development and Classroom Management Essay Sample, Download Now\nOrder Original Essay on the Similar TopicGet an original paper on the same topic\nfrom $10 per-page"

"Vision therapy is a program that aims to improve a person’s visual abilities. It uses a variety of means - such as eye exercises, testing, occlusion (patching) lenses and prisms - to treat a range of visual problems. Vision therapy may be used to treat problems such as amblyopia (lazy eye), eye alignment and coordination problems (including turned eyes or squints), poor focus or inadequate eye-hand coordination. Each program is designed to suit the specific needs of the individual.\nHow vision works\nVision is the process of deriving meaning from what is seen. It is more than simply the ability to distinguish fine details (visual acuity). Vision also involves:\n- accommodation (focusing)\n- convergence (eye aiming)\n- binocularity (eye coordination)\n- fixation and eye movement abilities\n- eye-hand coordination\n- visual form perception.\nVision continues to develop after birth and is influenced by the visual environment and the individual's experience. Vision problems can exist despite having healthy eyes and seeing clearly, as difficulties can occur in eye muscle control and coordination. People with vision problems may experience visual discomfort when performing visually demanding activities.\nVision therapy treatment\nAccording to the Australian Bureau of Statistics, approximately half the Australian population has some vision problem that requires treatment. While the majority have refractive errors (short-sightedness, long-sightedness, astigmatism and presbyopia), in some instances, problems can be improved by vision therapy.\nVision therapy can be undertaken by people of all ages, but its effect is greatest in children and young adults. For example, many children have difficulty coordinating their two eyes. To see something clearly, both eyes must be aimed correctly and focused at the right distance. Any problems with aiming or focusing the eyes can cause a variety of symptoms, including intermittent double vision, blurred vision, headaches and feelings of eyestrain.\nChildren with these problems often do not complain about them, but may simply avoid tasks, such as reading, which are difficult or cause discomfort. An optometrist may suggest a program of vision therapy to improve eye coordination and focusing.\nThe vision therapy program\nVision therapy or visual training is specifically designed by an optometrist to meet individual needs. Diagnostic testing, training procedures or exercises, and the use of lenses and prisms may be integral components of the successful treatment of a vision problem. The frequency of consultation, the amount of home training and the duration of the therapy will depend on the nature and severity of the problem being treated and the needs of the person.\nVision therapy is typically used to improve the coordination and control of eye movements.\nWhere to get help\n- Your doctor\n- Your optometrist\n- Optometrists Association Victoria Tel. (03) 9652 9100\nThings to remember\n- Not all vision problems can be corrected by spectacles or contact lenses.\n- Vision therapy can treat amblyopia (lazy eye), eye alignment problems (turned eye or squint), eye coordination problems, poorly sustained near focus, inadequate eye-hand coordination, and immature perceptual development.\n- Each program is designed to suit the specific needs of the individual.\nThis page has been produced in consultation with and approved by:\nPage content currently being reviewed.\nContent on this website is provided for education and information purposes only. Information about a therapy, service, product or treatment does not imply endorsement and is not intended to replace advice from your doctor or other registered health professional. Content has been prepared for Victorian residents and wider Australian audiences, and was accurate at the time of publication. Readers should note that, over time, currency and completeness of the information may change. All users are urged to always seek advice from a registered health care professional for diagnosis and answers to their medical questions."

"Early childhood intervention strategies depends on the type of developmental delay the child has as well as how the child is diagnosed. Normally, interventions may include speech therapy, occupational therapy, psychological counseling, vision therapy, and physical therapy.\nSpeech Therapy: This type of therapy would be used for language and communication delays. It focuses on speech, language, oropharyngeal, and cognitive factors in communication.\nOccupational Therapy: Is aimed at helping developmental delays associated with cognitive, motor, sensory, play skills, and communication. Goals and therapy interventions are set up depending on what skill the child needs to work on. An example may be if child can not properly grasp foods or small items with her fingers. The occupational therapist will then focus activities on grasping and picking up small items.\nPhysical Therapy: Will provide therapy intervention for gross motor delays and physical development. An example can be if a child has a delay with walking. The physical therapist will use techniques to help diminish the delay and fine tune the child's walking.\nVision Therapy: Can actually be referred to as physical therapy for the eyes. If there is an eye problem such as lazy eye, double vision, or crossed eyes, these issues can be fixed using vision therapy.\nPsychological Counseling: Counseling sessions can be made available not only for the children but also also for the family, provided individually or in family sessions.\nThese are only some of the options available for early childhood intervention strategies. These options can be performed in the classroom, home, or even an agency setting."

"Milestone Clinic is specialised program designed for children who have learning disabilities or development delays like (ie. Dyslexia, Autistic Spectrum Disorder) that stops their ability to stay focused while they learn. These children are normally monitored by a development optometrist and receive multiple visual perceptual assessments.\nVision Therapy is a customized neuro-optometric program that’s designed to improve and treat visual function. The aim is to improve visual skills to remove symptoms of visual stress and provide the skills necessary to read and learn at the patient’s fullest potential.\nWho can benefit from Vision Therapy?\nWhether child or an Adult Vision Therapy benefits all ages. It was once understood that few developmental vision problems such as amblyopia/lazy eye cannot be treated after childhood. However, modern ophthalmology and neuroscience research have shown that teenagers and adults can advance in visual function because of neuroplasticity.\nPatients who can benefit from vision therapy generally have:\nEye Care Beyond Compare\nWORLD-CLASS FACILITIES WITH A SOCIAL IMPACT"

"Occupational Therapy looks at the following areas of development in the young child: vision, hand function, emotional maturity, attention, sensory-motor-integration, perceptual skills and activities of daily living (e.g. dressing, feeding, and bathing). Vision is a person’s first contact with the world, and motivates a child to explore his world and to learn. If a child’s vision is compromised, his hand function is often influenced. When a child’s hand function is not optimal it affects activities of daily living and hinders independence. This has a direct influence on a child’s social and emotional development.\nThe main aim of intervention is to help a child to reach his full potential and independence. The main medium of treatment is through play and interaction. Neuro-developmental therapy and sensory motor integration form the basis of our treatment approach."

"What is social emotional development in early childhood?\nHerein, what is social development in early childhood?\nSocial development refers to the process by which a child learns to interact with others around them. As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions.\nSecondly, what are some examples of emotional development? Examples of emotional understanding and self-regulation include:\n- accurately identifying emotions in themselves and others;\n- managing strong emotions such as excitement, anger, frustration and distress; and.\n- being empathic and understanding others' perspectives.\nIn this regard, why is social emotional development important in early childhood?\nSocial-emotional skills help children to persist on challenging tasks, to effectively seek help when they need it and to be thoughtful in their actions. Importantly, social-emotional skills can be taught.\nHow do you promote social emotional development in early childhood?\nPromoting Social-Emotional Development in Your Child\n- Love your child and show your affection for them. Hug, cuddle, read, and talk with them throughout the day.\n- Encourage your child to try new things.\n- Give your child opportunities to play with other children their age.\n- Show your feelings.\n- Establish daily routines.\n- Acknowledge your child's feelings."

"The choices we make in our life, the decisions we make, the way we choose to live depends on our experiences in the earliest stage of development – our childhood. Our programme is based on the awareness that kindergarten is an important environment for growing up and as such can provide support, education, trust and love in order for children to develop into healthy, satisfied and successful people.\nWith a developed creative programme which integrates the development of intellect, emotional and social life, and motor skills, we encourage our children to develop their full potential and acquire various skills and knowledge, such as:\n- Creative thinking\n- Developing individuality and talent\n- Developing autonomous and free personality\n- Open and positive exploring of emotions\n- Developing self-esteem and creating secure personality\nBy enrolling a child into the “Prozorčić” kindergarten, parent’s world is changing for the better, because they know that their child is in a place that will enrich their childhood and where they will get everything they need for a comprehensive development."

"The Pre-School Programme offers learning opportunities which expose the child to skills, attitudes and concepts for formal learning.\nIt requires active participation on the part of the child. We make use of an approach which recognises the inherent holistic nature of\nthe child. It seeks to develop all aspects of each child. i.e. the social; emotional; intellectual; aesthetic and physical potential of each\nchild, through active participationin the learning process.\nThis approach recognises that each child is a unique individual who learns and develops at his own pace and in his own way.\nThe learning environment is designed to develop individual potential - recognising and respecting differences. It provides\nstructured learning opportunities incorporating a variety of experiences, activities and media.\nAll three grades work at developing these skills at an age-appropriate level, using a variety of methodologies to develop these\nnecessary skills, attitudes and concepts. The learning process of the young child follows certain clearly identifiable stages.\nThese stages often overlap and a child may be able to experience learning activities in more than one stage of the process\nat any one time. It is not accurate or meaningful to say in which stage a child is functioning. What is important is to know\nthat real learning is encouraged by providing young children with several different ways to explore concepts.\nThe teacher presents concepts to the group as a whole, after which subgroups participate in a variety of activities that reinforce\nthese concepts. The teacher works in-depth with a small group while the other subgroups complete activities independently.\nWithin the context of small groups children participate in a variety of planned learning experiences in which they interact,\nexplore and experiment. The teacher’s interaction with the class as a whole, as well as with the small groups ensures that every\nchild is involved throughout the learning process."

"The Montessori approach is sometimes viewed as one that focuses on the development of the individual, rather than fostering children's social development through interactions with one another. Whilst a superficial glance at a Montessori environment might give this impression, the Montessori method does, in fact, place a strong emphasis on the development of children's social skills.\nRe-reading the chapters on ‘Social Development’ and ‘Cohesion in the Social Unit’ in The Absorbent Mind, one is reminded of Montessori’s recognition of the child’s innate drive towards social interaction.\nFor a deeper exploration of the socialisation of the child, we invite you to read these two articles by Barbara Isaacs, President of Montessori Europe.\nHow Montessori’s Human Tendencies Affect How Young Children Learn\nMontessori Through the Early Years: The Social Development of Three-year-olds"

"Quality child care means Whole Child Development and meeting your child's total needs for academic, social, emotional, and physical development.\nThe early years of a child's life are most important because that is when the characteristics of their personalities and their own self-image develop. We teach your child through a fun educational process. This gives your child a positive outlook on learning and prepares them to meet the challenges of the adult world.\nWe emphasize love and care in our teacher-child relationships and an extraordinary curriculum, which includes programs for children who are 2 years old, 3 year olds, and 4 to 6 year olds: Toddler, Preschooler, pre-Kindergarten, and Transitional Kindergarten. Our award-winning math program, McGraw Hill Reading Series, and \"Whole Child Development\" curriculum will ensure your child receives an outstanding educational experience and develops a positive self-concept.\nOur programs enable your child to meet the challenges of the adult world and thrive.\nJean Piaget was a Swiss psychologist, famous for his studies of the intellectual growth of children and his influential theories of cognitive development. As Piaget describes it, \"Children learn in stages in an upward spiral of understanding, with the same problems attacked and resolved more completely at each higher level. Cognitive development occurs through alternative and interactive play and skill development.\"\nAt Foster City Preschool and Daycare Center we believe in social responsibility and commitment to the community. For over 17 years our children have participated in the Trike-A-Thon sponsored by St. Jude Children's Research Hospital. We provide the children with materials and learning on bicycle safety. Through this program, Foster City Preschool has donated over $93,000 to St. Jude to help cancer-stricken children."

"Holistic approaches to child development recognize the connection between mind, body, and spirit. Early learning and child care workers who take a holistic approach pay attention to children's physical, personal, social, emotional, and spiritual well-being, as well as the cognitive aspects of learning. Holistic development means developing the whole child in all aspects: socially, emotionally, physically, intellectually, and spiritually. This approach helps to avoid the development of risky and low-performing behaviors. Holistic development encourages children to explore all their intelligences and abilities and to see the world in its entirety.\nIt focuses on the multifaceted development of the child, including physical, intellectual, cognitive, social, and emotional capacities. A holistic approach to your child's development ensures that they can acquire and develop multiple skills rather than just academic development. Holistic development is the general development of a person who is body, mind, and spirit. This includes physical development, mental development, emotional development, and social development. Mahatma Gandhi's ideology of education also talks about holistic development.\nAccording to him, education is comprehensive; it is the process of bringing out the best in the boy and the man. He believed that education had a close relationship with socio-economic development and its main goal was the development of one's own personality, which includes character building, discipline, achieving peace, self-reliance, and self-reliance. Energy and physical activity promote the neural connections necessary for general development. Professionals need to develop an understanding of the implications of children's developmental processes to meet individual needs. Children also need experiences that help them develop the socio-emotional parts of the brain related to positive relationships. The gifted child knows at a young age that it is difficult for the group if someone is too far ahead of him.\nAt the end of placement Niño C is arriving in preschool all day Monday and Tuesday; he also has hypermobility. This is the stage when a child does not know that physical objects remain in existence even when they are out of sight. This opens up opportunities for parents who do not allow their children to leave the house and play with others. They are especially important for children from birth to five years old; by this time 90% of a child's brain has already developed. A family picnic is full of opportunities to include social and emotional development while organizing and helping with the picnic. The emotional development of a child involves developing intrapersonal skills (self-understanding), interpersonal skills (understanding others), self-regulation skills (regulating one's own emotions), and empathy (being able to feel what another person feels).\nThe holistic development approach is increasingly recognized throughout early childhood development and a “hands-on” approach for teachers, teacher aides, and early childhood educators. It is important in holistic development of young children to find ways to try new materials and experiment with them. Games at picnics contribute to gross intellectual and motor development; a day of interaction with family is a great socio-emotional activity."

"How ATILIM KIDS WingTsun Develops Your Child’s Emotional Intelligence\nChildren are the future of the family and nation. They are the leaders of tomorrow who are expected to contribute the development of mankind, and to spread peace to the world. This is the reason proper education to children is utmost important. However, education is not limited to school and textbooks, but in a broader term including the realities of the world.\nLife is an ongoing fight. To survive in this fight, future of mankind should be equipped with various skills starting from young ages. Among these skills, emotional intelligence is the one that needs a lot of attention and focus.\nEmotional intelligence refers to the ability to identify and manage one’s own and others’ emotions. It is said to include at least three skills: i) emotional awareness (identify and name emotions), ii) skill to harness emotions and apply them to tasks like thinking and problem solving, iii) ability to manage emotions.\nIf you want to prepare your child to a successful life, you should think to enroll your child in a martial arts class. ATILIM KIDS WingTsun has the power to build the child with necessary skills that they will potentially need later in their lives.\nAs a parent you should consider giving your child the tools to be their best in their lives. Today, we want to share five ways ATILIM KIDS WingTsun builds emotional intelligence in children.\n1) ATILIM KIDS WingTsun empowers children with self-confidence\nOne the most important contribution of ATILIM classes to your child will be giving him a sense of self-confidence. Lack of self-confidence is a serious problem that may negatively affect the whole life of your child. Low self-esteem becomes the reason of many problems, including victimization of bullying which is already a serious epidemic.\nA child empowered with self-confidence will feel the impacts for their social and intellectual development. Increased self-confidence will maximize the benefits of traditional education as the children will believe in themselves more.\nStudents in ATILIM KIDS WingTsun classes, who learn hard work and dedication to succeed, have a supreme sense of self-confidence. This character feature will be the light in the lives of children illuminating them in the darkness of future.\n2) Developed social skills\nChildren in ATILIM KIDS WingTsun classes constantly interact with their peers to achieve common goals and this helps them to learn working together within a team. Many drills in the classes are designed to support the spirit of teamwork. Thus interaction with peers becomes consistent and bears fruits. Higher grade students often leads and supports their peers while practicing drills which make them learn and grow together in a close friendly atmosphere on their long martial arts journey.\nInteraction is one of the indispensable parts of everyday life. Teaching our children how to interact well with others is an essential skill set to be equipped with. This will make them ready to adulthood.\n3) Improved concentration and focus\nIt does not matter how important technology is if it makes it harder to focus and concentrate on the things that really matter, especially in children. Keeping focus and concentration is key to personal development.\nYou will find ATILIM KIDS WingTsun classes calming the spirit, and allowing the children to tune in to their inner being. Through constant clearing of the mind, these classes will always contribute intellectual development of your child.\nATILIM KIDS WingTsun classes directs the children to develop step by step to a better themselves and they learn to accomplish and reach various milestones. In time they improve their capacity to focus and concentrate on their development.\nA child with highest level of focus and concentration will benefit his skills not only in the gym but also outside the gym, especially in their schools where children needs focus and concentration.\n4) Dealing with problems\nNot only throughout martial arts journey, children will face lots of difficulties and problems all their life. ATILIM KIDS WingTsun class is a micro environment of real life. Thus, student will face many difficulties and will be able to cope with them in a safe and guided environment which may be of great help for the development of capacity building of children to deal with problems.\nSometimes they have to repeat a certain application to a standard level, or they have to improvise a suitable defence against a critical situation or attack. Whatever to handle during the classes, the children will always face to difficulties and problems and they will solve them gradually.\nUnfortunately, the young generation of the present is not ready to handle mental and emotional stress of everyday difficulties. Practice makes perfect and practicing solving problems in ATILIM KIDS WingTsun classes will make them ready to deal with other problems they may face in their lives.\nLife is a long journey with difficulties and problems. ATILIM KIDS WingTsun classes guide children to analyze, find solution and overcome obstacles. This may serve as a great contribution to the life of beloved children.\n5) Confidence and responsibility of self-defense\nThe most critical contribution of ATILIM KIDS WingTsun to capacity building of children is self-defence. Self defence is a universal basic human right. Safety is among the leading basic human rights described by Maslow. Thus, it is a right and a necessity for everybody. Learning self-defence in a safe and secure environment guided by highly qualified ATILIM Instructors will teach children not only how to defend themselves when necessary, but also the responsibility of the power acquired. Bullying is among the most serious concern of families for their children. Children easily become victims of bullying and it may have long-term negative psychological impacts on them.\nBullying comes in many shapes and is difficult to understand until it is already very late. When children are empowered with ATILIM KIDS WingTsun, they become more confident and balanced psychologically and emotionally.\nIn short, ATILIM KIDS WingTsun class is a great opportunity for the families who want to develop emotional intelligence of their children. Let your child start a long journey with many benefits to their well being by enrolling your children to ATILIM KIDS WingTsun classes."

"Here are six of the best ways your child can maintain the skills they develop in ABA therapy.\nWhat Skills are Developed in ABA Therapy?\nABA (Applied Behavior Analysis) therapy for people with autism spectrum disorder is so effective because it can be used to monitor and develop broad skills while focusing on smaller, specific behavioral components within them. This method of teaching allows children to work on a whole gamut of skills, including:\n- Language and communication skills\n- Social skills and public setting acclimation\n- Play, relaxation, and leisure skills\n- Sorting and visualization skills\n- Daily life skills such as hygiene and eating\n- Educational and learning skills\nThese skill sets can encompass and enhance specific behaviors that a child with autism needs to develop or modify. Once your child has learned these skills and modified their behavior appropriately, it is just as important to maintain good practice in every opportunity so that it becomes habit for your child throughout the rest of their life.\n6 Reasons Skill Maintenance is Necessary for Children with Autism\nChildren with autism often have harder times retaining skills that they have come to master. When learning critical life skills, we don’t want to wait until there is an important situation to find out that some of their learned behaviors have not been retained. This means that finding opportunities to regularly practice learned behaviors is necessary – and here are six reasons why:\n1. Promotes Lifelong Learning and Self-Improvement: We want our children to be as prepared for life as possible. Learning and self-improvement are skills which can be strengthened in and of themselves, and will open up more and more opportunities for your child with autism as they practice and develop them.. And the more they do, the greater the opportunities which will be available to them in the future.\n2. Strengthens Generalization: Practicing and performing skills in multiple settings – otherwise known as generalization – is a major goal of ABA therapy. When your child learns new behaviors in a clinic, home, or school setting, having them learn to apply it in all of these settings (and any other environment you’re targeting) will go a long way in your child’s long-term retention of that particular behavior.\n3. Prepares the Way for Recalibrating Behaviors: Some learned behaviors are appropriate for a time, setting, or age, but there are plenty of instances where a child with autism needs to practice modifying that particular skill to match changes in their environment over time. For example, learning skills or behaviors practiced in a school setting should continue to be modified as the child progresses through their education since their responsiblities and environmental challenges are likely to increase.\n4. Improves Long Term Retention: All people lose mastery over skills neglected over a long period of time.. People with autism are no different, and the closer we can get to mastery via consistent practice, the readier your child will be when they need to apply necessary skills. This can be imperative for situations such as calling for help, ordering food, or plenty of daily tasks that would adversely affect a person with autism should they find themselves unprepared and without assistance.\n5. Readies Your Child for Interactions with Unfamiliar People: When learning interpersonal skills, it should never be assumed that interactions can be easily generalized. If a child with autism learns a specific behavior or skill from a therapist or parent, they might need consistent practice with different people before the skill is truly learned.\n6. Allows for New Skills to Augment Older Ones: Children with autism thrive on routine. If they are used to using one specific skill to work through certain situations, they will continue to do so – and often rightfully so. However, with consistent practice, it is possible to look at skill sets for certain environments and determine if a new skill can add more to the existing skill that your child has been practicing.\nKeeping skills sharp is one of the most important elements of prolonged ABA therapy success. In turn, persistently supporting the development of your child’s skills may take much patience and diligence, but it will only prepare them for success for the rest of their life.\nHow to Maintain ABA Skills Across Environments\nConsistency and intentional practice will usually yield stronger results when working on skills and behaviors learned in an ABA framework. Here are some easy ways to maintain ABA skills for life:\n- Practice in Natural Environments – Generalization is always an important goal of learning ABA skills. Even if the learning component of a skill is contained – such as reading a book or using an iPad – you can have your child practice these skills at home, school, or at a playground. The repetitions in different environments will help reinforce that particular skill and how it applies to multiple contexts and locations.\n- Keep Index Cards – Organizing the skills your child has learned and worked on in ABA therapy requires effort and communication; having a rotating box of ‘maintenance’ index cards is a great way to catalog which skills have been practiced most versus skills which might require some careful attention.\n- Don’t Take Shortcuts – Life skills that require maintenance will fade if you allow your child to do them halfway or revert to easier behaviors that have worse outcomes. For example, if getting dressed is a skill your child is currently in the process of mastering, then don’t help your child when it’s time – let them practice the entire process on their own. Also, it’s important to plan time for your child to practice. Always leaving in a rush is going to work against your child in the long run if they still need to learn to dress themselves.\n- Make It Part of a Routine – Children with autism benefit from having familiarity and routines. Making learning and practicing skills more comfortable and predictable will enhance the value of your child’s time practicing.\nKeeping life skills sharp is necessary, healthy, and much of what’s involved in ABA therapy. If you have questions or concerns about the best ways to go about a practice routine, make sure to ask your ABA therapist or clinician for support.\nGet the Best ABA Therapy for Autism in Arizona\nAt Ally Pediatric Therapy, our goal is to help children with autism live life to the fullest. Our therapists and clinicians create unique frameworks that develop skills by reinforcing them with consistent practice. We’d love to show you how your child and family can benefit from this effective treatment. If you’re looking to take the next step in getting ABA therapy for your child, please reach out today. We’d love to help."