ipl-logo

Supporting Teaching And Learning Essay

1342 Words6 Pages

“ Education should develop each child’s personality and talents to the full ” Article 29 UNCRC As with global education it is often said that very young children cannot understand rights but from an early age children have a strong sense of fairness and an ability to develop skills to understand complex concepts. In the early years it is essential that adults understand the UN Convention of the Rights of the Child so that they can help young learners to understand their rights through the activities and provision in their settings. Using the values framework of the UNCRC the adults will ensure that the ethos of the setting puts children at the centre of their learning so they can learn about themselves and others, widening it to their community and …show more content…

The curriculum will reflect the needs of all children within the setting and enable them to enjoy their rights with a growing understanding of how they can help others to access their rights. The curriculum will be interactive, experiential and accessible for all, with activities that link across the different areas of learning. This enables children to develop their understanding of rights in different contexts. The provision in all areas of the setting should not only reflect the diversity within the setting but also of its community and the wider world enabling children to understand that Children’s Rights are not only for them or just the children in their setting but for all children wherever they live. It has already been stated that the UNCRC offers all settings the opportunity to develop a values framework and provide a learning environment that respects the Rights of the Child. Within the convention governments are tasked with ensuring that all parents and children know and understand the UNCRC (article 42) therefore this responsibility becomes that of the adults within the setting. It is not possible nor is it appropriate to allot different articles of the UNCRC to individual areas of learning

Show More
Related
499 Words | 2 Pages

Learners have the right to expect confidentiality by privacy with any personal information not discussed with others, unless permission is given. And or concerns for vulnerable adults. Planning and Design;- Teachers have to be aware of the requirements of the awarding bodies , their own organisation and legal obligations (e. ties). Delivery and Facilitation;- Act in a professional manner throughout the session.

Read More
1003 Words | 5 Pages

A. 1. Partnerships with families and communities support shared responsibility for children’s learning, development, and wellbeing. – I believe this is a breach of the code because knowing that children can understand this sort of negativity can cause them to have set backs which would not honour the parent’s wishes or the child’s development. 2. Respectful, responsive, and reciprocal relationships are central to children’s education.

Read More
447 Words | 2 Pages

We believe that every child is entitled to an education no matter what background they are from. We encourage our staff to listen to the suggestions and needs of our children and take all matters seriously, building an inclusive community on trust and self-worth. The Salamaca statement and framework for action on special needs education 1994 (UNESCO, 1994) also states ‘Each child’s learning needs are different’

Read More
428 Words | 2 Pages

Children with special education needs being included in mainstream schools and support assistants who support them. 8. Every child matters 2003 and children act 2004 updated in 2010 to help children achiever more - support children from birth to 19 years old need to be healthy stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. We should also know the national legislation and codes in the work with children, ensuring have equal opportunity for all children through the curriculum. We need to aware the impact of prejudice and discrimination, showing we promote equality and diversity through our work, encouraging

Read More
596 Words | 3 Pages

The key goal of module one is to develop visual awareness. Art is the language of vision, a medium for expressing sensory experiences (Dinham, 2014, p. 307). A human behaviour is the need to make marks (Dinham, 2014, p. 307). A child’s experiences with mark making begins in the scribbling phase, with refinement over time recognisable shapes will be used as a means of symbolism. The role of the educator is to teach children the history, theories and conventions of the arts so that they can express themselves through a range of media (Dinham, 2014, p. 307).

Read More
600 Words | 3 Pages

It is important that we support participation and equality of access so the all children and young people receive the same opportunities offered to them. All children have the right to a broad curriculum and must all be offered the same access to high-quality teaching and the learning experiences that are being provided by services. Educational providers must ensure that all pupils are receiving equal access to opportunities provided regardless of their background, race, culture, gender, disabilities and any other additional needs. It is important that children have the right to participate and are treated equally. Participation is the action of taking part in something.

Read More
603 Words | 3 Pages

Many argue that social studies has taught the basics because it is the status quo. Grades k-3 miss out on important stories and explanations because the heavy focus is on founding fathers, democracy and geography. Through Ravitch's research, she realized that, "The social studies curriculum for the K-3 grades is organized around the study of relationships within the home, school, neighborhood, and local community" (Ravitch, pg. 1). Young students' social studies instruction mostly focuses on these concepts about important leaders and founding fathers. The consequences of this content is that students do not learn about legends, folklore and fairy tales.

Read More
1258 Words | 6 Pages

Families, children and young people have the right to live free from abuse, harm and neglect. If harm or abuse is suspected or alleged the child or young person has the right to be listened to, to be respected and to kept informed and be involved (where appropriate) in any decision making. †̃Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.â€TM (Working Together to Safeguard Children) The Children Act 1989 requires that local authorities give due regard to a childâ€TMs wishes when determining what services to provide.

Read More
1033 Words | 5 Pages

Part 2 I currently work in a faith school Guru Nanak Sikh Academy as a teaching assistant where 93% of the pupil’s first language is not English. I closely work with two students in year 6 student A is an EAL student with SEN needs who is disruptive in classroom and calls out and Student B is an EAL student with communication difficulties. Student A’s needs would be different from student B and requires additional support in academic and social needs. According to (Fulton, 2016, pg. 254) “The majority of the children in the world are bilingual.”

Read More
568 Words | 3 Pages

Class-wide peer tutoring is more beneficial than one-on-one tutoring because both students benefit from the tutoring. The student who is tutoring gains a better knowledge of the topic because they must explain and answer questions, while the student getting tutored learns the topic. Even if both students don’t know how to solve a problem, they are encouraged to work together to attempt to solve the problem. The teacher only interven after an extended period of time is spent attempting to solve a problem. Also, since the material is first taught by the teacher, this ensures that the students are learning the correct topics and the correct way to solve the problems.

Read More
885 Words | 4 Pages

How mathematics subject knowledge supports teaching and pupils’ learning In the UK, having a negative attitude towards maths as subject is culturally acceptable (Attitudes towards Maths, 2015). Not only does the inability to understand and have knowledge in mathematics is deemed as acceptable, but around 20% of UK adults do not have basic numeracy skills, making it difficult for parents and carers to support their children’s learning (Williams, 2008). In primary schools, studies have shown that pupils could not give defining answers as to why mathematics are useful in later life, but only to demonstrate the importance to learn mathematics for future exams (Zsoldos-Marchis, 2015). A specialist mathematics teacher must overcome a variety obstacles, some that can be controlled and some that cannot (Attitudes towards

Read More
898 Words | 4 Pages

• Be told what their rights are. United Nations Convention on the Rights of a Child 1989 The UK signed up to this treaty in 1991. This sets out the rights of children in a set of 54 articles, some of these are to ensure children are safe and looked after. All the countries who have signed up to this are legally obligated to implement legislation that relates to the articles. Some of the articles that relate to the rights of children include: • Children need to be shown love and feel secure • Children have the right to family life • A child’s right to be protected from all forms of abuse or neglect

Read More
755 Words | 4 Pages

Listening to children The UN Convention on the Rights of the Child shows a child’s right to his or her own views in all matters and the right to the freedom of expression. This includes the right to receive and be part of information about themselves. All people around children need to make sure that rights are upheld and matters affecting children are looked after. Children can experience worries at home, at school or with their peers and children need to talk about their issues. Parents, professionals and practitioners need to pay attention not only to what children say, but also what they are saying.

Read More
742 Words | 3 Pages

In the world today about 264 plus million children are being denied access to free education, according to Global Campaign for Education-civil society movement. Up to 80 percent of the world's out of school 5 to 18 year olds live in the sixty-five countries that a similar, more modern organization, Global Partnership for Education, is associated with. These are the children that are going to be leading and populating their own countries eventually so if have no education, how can they make logical decisions for the benefit of their country and the world? Education is globally recognized as a human right according to a number of international conventions. In all highly developed countries most people would claim education should be free for children worldwide yet a quarter of a billion children are denied education.

Read More
1095 Words | 5 Pages

Teaching philosophy is described by Sadker and Sadker as, “Behind every school and every teacher is a set of related beliefs - a philosophy of education – that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role and what should be taught and by what methods.” (Teacher, Schools and Society. 2005). With this definition in consideration, my teaching philosophy is “I believe that children learn best when they are given the chance to choose, discuss and explore what they want to learn, when they want to learn and how they want to learn.

Read More

More about Supporting Teaching And Learning Essay

Open Document