Ghazala Bhatti & Julie Greer Diversity in Action Diversity in Action John Hansard Zineb Sedira Learn to sign week
Amaya, Emi, Office Administrator has reference to this Academic Journal, PHwiki organized this Journal Ghazala Bhatti & Julie Greer June 2011 ESRC Seminar University of Southampton How do real schools work with diversity What does it look like in the day to day life of children in addition to their teachers
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330 pupils Resourced provision as long as BESD Urban 38% SEN mainly homogenous socio economic background Slow change in the local population 2003/4 16 pupils from minority ethnic cultures, 9 whose first language was other than english 2005/6 33 pupils from minority ethnic cultures 24 whose first language is other than english 2010 50 pupils (17%)from minority ethnic cultures (9%) whose first language is other than english First languages spoken at Cherbourg 33 children with english as a second or other language, 15 different languages Spanish Polish Thai Punjabi Chinese Portuguese Urdu Zhosa Zulu Tetum Shona Bengali Nepali Romanian Arabic Cherbourg Primary School Core Values Were here to learn! Aim: To enable everyone to succeed. We will do this by all working together to: Create a safe, exciting, learning environment Encourage the whole school community to keep learning Learn to make in as long as med in addition to fair choices Value each other in addition to ourselves See ourselves as part of a community: Whether as part of our class, our school, our town, nationally or globally. Keep the Golden Rules
Recommendations as long as schools from the national schools Inspectorate, Ofsted, in 2005 For schools to ensure that: inclusion of race equality concepts in lessons should be seen as a normal part of effective teaching in addition to learning local resources in lessons involving race equality, such as work by local black in addition to minority ethnic writers, in addition to in the history of local industrialisation, should be used to stimulate pupils. interest in addition to learning. Ofsteds evaluation schedule of schools 2009 pupils cultural development as shown by their: underst in addition to ing in addition to appreciation of the wide range of cultural influences which have shaped their own heritage The evaluation schedule as long as schools April 2011, No. 090098 28 willingness to participate in, in addition to respond to, artistic, sporting in addition to cultural opportunities interest in exploring, underst in addition to ing of in addition to respect as long as cultural diversity in addition to the extent to which they underst in addition to , accept, tolerate, respect in addition to celebrate diversity, as shown by their attitudes towards different religious, ethnic in addition to socio-economic groups in the local, national in addition to global communities. Criteria to be evaluated as outst in addition to ing against the grade descriptor as long as pupils spiritual, moral, social in addition to cultural development Pupils think deeply about their own in addition to others experiences in addition to try to relate them to a clear set of personal values. They have a keen interest in ethical issues, act in a principled manner in addition to underst in addition to the importance of reassessing values in the light of experience. The pupils resolve conflicts intelligently in addition to seek consensus while accepting the right of others to hold different opinions in addition to beliefs. They have a very good insight, based on first-h in addition to experience, into similarities in addition to differences between their own in addition to others cultures in addition to how these are constantly changing. They are open to new ideas, appreciate cultural diversity in addition to challenge racism.
Diversity in Action Policy in addition to practice Equality Act 2010 Anti Racism educative, restorative but explicit Reflecting our community in addition to society Modelling in addition to exemplifying attitudes in addition to behaviours Walking the Talk! Supporting pupils new to English or who communicate in more than two languages Attainment Recruitment Curriculum United Nations Convention on the Rights of the Child Learning as long as al – Family Learning
Diversity in Action Policy in addition to practice Equality Act 2010 Anti Racism educative, restorative but explicit Reflecting our community in addition to society Modelling in addition to exemplifying attitudes in addition to behaviours Walking the Talk! Supporting pupils new to English or who communicate in more than two languages Attainment Recruitment active in addition to encouraging Curriculum reflecting society, not tokenistic United Nations Convention on the Rights of the Child Learning as long as all Family Learning John Hansard Zineb Sedira Learn to sign week
Give us, your children, a good today. We will in turn, give you a good tomorrow Toukir Ahmet Bangladesh UNCRC Conference New York 2002 It is likely that children who feel respected will underst in addition to the importance of extending such respect to others in addition to thus will be more likely to display rights respecting behaviours. In contrast, children who are told they have rights in addition to yet constantly experience rights violations may well respond by developing a cynical attitude towards rights, making them less likely to display right-respecting behaviours. There as long as e, if we are interested in raising children so that they are knowledgeable in addition to respectful of the rights of others, it is vital that adults treat children in a rights respecting manner. Campbell in addition to Covell 2001
Rights, Respect & Responsibilities Learning About Rights Learning Through Rights Teaching And Learning in a Rights Respecting School Allow us to tell you what we are thinking or feeling. Whether our voices are big or small; whether we whisper or shout it, or paint, mime or sign it listen to us in addition to hear what we say. Right No. 13, adapted as long as m Article 13 of the UN Convention on the Rights of the Child, illustrated by Nicola, aged 10
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