The Early Years Foundation Stage (EYFS) covers learning and development of children from birth to five years old, and all registered early years providers in England must follow the EYFS. Education is mainly delivered through play rather than formal lessons, and Reception class teachers assess children based on classroom observation at the end of the school year when they've turned five. Early Years education is available to all children in England aged three years and over, until they reach statutory school age. All children are entitled to 15 hours free each week for 38 weeks each year (570 hours in total), starting from the term following their third birthday. Parents can contribute financially for any additional hours they wish to take …show more content…
We can identify six educational stages from ages 3-19 years, some of which are compulsory and some of which are not. Early Years - ages 3-4 - non-compulsory Early Years (Reception) - ages 4-5 Key Stage 1 (Year 1 & 2) - ages 5-7: Phonics screening check (Yr 1); National tests and teacher assessments (Yr 2) Key Stage 2 (Year 3, 4, 5 & 6) - ages 7-11: National tests and teacher assessments (Yr 6) Key Stage 3 (Year 7, 8 & 9) - ages 11-14 Key Stage 4 (Year 10 & 11) - ages 14-16: GCSEs or other national qualifications Post-16 (Year 12 & 13) - ages 16-19 - non-compulsory: A-levels, BTECS, Apprenticeships, Traineeships c) Name the different types of schools that children and young people could attend, e.g. state, voluntary, academies and explain how these are …show more content…
Sometimes this means they have more freedom to offer a wider range of programmes. Independent schools: these are not state funded. Parents pay for their child's education and the schools often have charitable status. They do not have to follow the National Curriculum and are free to set their own admissions policy. d) Identify and provide a brief explanation of the different options now available for post 16's. The September Guarantee is a commitment from the government that by the end of September of the year a child leaves full-time compulsory education, they will have a place in further education of some kind. This could be: - Have a full-time job and being undertaking some part-time study or training - Be in full-time study at a further education or sixth form college, or with an independent learning provider - Be on an apprenticeship or traineeship scheme, including both a training element and a job or work placement element. This guarantee is aimed at addressing the high levels of unemployment in young people aged 16-24 years, and support them to improve their chances of securing a job. it is a requirement of the Local Education Authority to find education and training places for all 16 and 17 year
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Providing extra educational opportunities allows those who may not be able to get an education on certain topics the
The EYFS has three documents; statutory frameworks, two year old assessment and development matters. The EYFS should be used until the end of reception year. There are several areas of learning and development, they are; personal social and emotional, physical, communication and language, literacy, numeracy, understanding the world and expressive arts and design. The prime areas are; personal social and emotional, physical and communication and language. These are the areas that children should be able to do before the more specific areas- literacy, numeracy, understanding the world and expressive arts and design.
Private Service Private services are provided by secretly and to made more money. This service is not getting money from government it only gets from people or make own money. The government has to control of if they are doing legal or illegal job. People can use these services for their children education: private nurseries, education, private play areas and schools. Identify the skills, knowledge and attributes required for the role of the early years practitioner.
On the Way to School Reflection I have seen that documentary with my mom around the time that it first came out. Back then, I thought it was very well done, but very impactful now. All things considered, this is true because I was actually in a school setting and I could pick up details I hadn’t seen before since I knew that “plot.” Kids all over America take advantage of education.
EYE13WB-1.1 Explain the role of the early years practitioner during: • nappy changing • toilet training • washing and bath time • skin, teeth and hair • meal time It is very important to establish a routine as an early year practitioner. Routines will support the physical care needs of children. It should provide a predictable and well-ordered environment, children know what to expect. They are comforting and provide regularity, especially for babies as they enable them to adjust to their own body rhythms.
In the UK, there are five stages of education; Early years, Primary, secondary, further education and higher education. Education is compulsory between the ages of 5 and 18. This used to be 16 but has recently been raised, the options for children aged 16- 18 are; Apprenticeships, remain in full time education e.g. colleges, sixth forms. , work or volunteer (must be 20 hours a week while in training/education) or joined the armed forces.
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
All children in England between the ages of 5 and 16 are entitled to a free place at a state school. Most state schools have to follow the national curriculum. There are Community Schools. These schools are controlled by the local council and are not influenced by businesses or religious groups. Foundation Schools : They have more freedom to change the way they do things than community schools.
The education gap in many countries arises when the private schools have a higher standard then public schools. However, not everyone can afford the private schools and thus a educational gap is created. The rich can afford to send their kids to private schools while the poor can’t. To tackle the skills gap, a plausible solution would be to have third party organisations, funded by the government, to train people for specific jobs and get them the skills required, from social skills to technical skills. The target for these organisation could be fresh college graduates who lack real world experience.
LITERATURE REVIEW The authors of the academic journal “Starting Behind: A Comparative Analysis of the Academic Standing of Students Entering Charter Schools” Garcia, McIlroy, and Barber demonstrated that students entering a charter school are at an academic disadvantage in comparison with the students that choose to transfer to public schools, affecting the agreement stipulated on the charter to improve and maintain a high level of academic standards, producing a negative effect on how the school will be evaluated for the continuation of the program. To do this they rely on the use of statistical data from the Arizona and Washington DC state records. Charter schools are public entities funded by the state that operate under a charter or contract
Young people at 16 years old are expected to either remain at school and carry on with their education or find a job. Unfortunately, for past 10 years the level of unemployment of 16-25 have been soaring so the government has put a new arrangement known as the September Guarantee into place to help the teenagers to choose what is best for them. This programme is targeting 14-19 year-olds, so the government will guarantee that the young person will be in employment, education or training. The participation for the September Guarantee is for young people up to age of 18.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf This part of the EYFS means that failing to communicate and sharing information means that the child’s needs will not be met. The EYFS was updated to add more attention on working with parents and other professionals in order to meet every child’s needs. It is important to share the ongoing observations made by the key person of the child and tracking so the