Should School Uniforms Be Mandatory In Primary And...

Should School Uniforms Be Mandatory In Primary And...
I believe school uniforms should be mandatory in primary and secondary schools because it relieves discrimination and students. School is a place to
learn, not to exhibit fashion, wealth or privilege. Unfortunately, now kids spend so much time being stressed about popularity that they hardly have the
energy to learn anything valuable.
Parents as well can benefit because buying uniforms is much cheaper and less stressful than spending large amounts of money and time purchasing
varied clothes, usually for more than one child at a time. It is cheaper to wear school uniforms because you only have to buy one or two sets of
clothes for the entire year, whereas most people buy up to 20 outfits in a uniform free school. School uniforms take the pressure off students to pay top
dollar for clothes, according to Reginald Wilson, a senior scholar at the American Council onEducation in Washington, D.C. "I think it does lower
the cost of clothes, and kids don't emphasize clothes as much when they're all wearing the same thing," Wilson said. "Certainly the competition to
wear the best shoes or the best sweaters and so forth has been prevalent in school ever since I was in school, and the poor kids felt inferior."
Therefore, when all students are dressed alike, competition between students over clothing choices and the teasing of those who are dressed in less
expensive or less fashionable outfits can be eliminated. It also really helps to get up in the morning and not have to think about
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Common Core Educational Programs For Primary Schools
Common Core educational programs have been showing up in primary schools all throughout the nation in the past decade; educators and legislators
alike saw the need for standardized skill sets among primary school children. Many people will agree that training in certain areas of arithmetic,
English and grammar, and history are crucial for success in the modern economy. Despite this agreement, there is an ever–growing divide between
parents and legislators on whether or not the programs are helping, or hurting these children.
Erik Erickson, a parent to a second–grader, originally supported common core, stating that: "In a society as mobile as ours, kids moving from one
state to another should not be so far behind or ahead students in their new state. A common set of skills at each grade across the nation makes sense
("Why Parents Like Me are Angry about Common Core")." However, once he saw his own child struggling to keep up with the "convoluted"
mathematic lessons, he had to reexamine his own opinions on the matter. Erickson and his wife (both proficient mathematicians), struggled to help
their second grader with her math homework; and they weren't the only ones. Erickson received calls from many parents expressing how they too had
difficulty helping their children with their schoolwork; one mother described how her child's school offered to give her lessons on the material so she
could help her child ("Why Parents Like Me are Angry about Common Core"). This is the crux of

The Effects Of Class Size On Primary School Education
Effects of Class Size on Primary School Education Primary school class sizes should be reduced to increase the number of students who achieve
consistent academic success, as well as teachers' abilities to sufficiently teach students. Teachers will also have to adjust their teaching methods to
accommodate a smaller class. Most parents when asked if they believe that class sizes matter will tell you yes, they certainly do. Researches show that
cutting class sizes has proven to only be effective in primary school (Blatchford et al., n.d.). As the grades go up, the results go down. Secondary
schools do not show much results when researchers experiment with class sizes, no matter the area. A student's ability is often determined by how
well a teacher educates them on a subject. Research conducted by Diane Whitmore Schanzenbach says that teachers should be able to change their
pedagogy, or teaching methods, to be more efficient in teaching depending on class size (Schanzenbach, 2014). Teachers would have to teach and
act in a different manner depending on class size because there would be less students to worry about. The idea that teachers have to change their
pedagogy based on the size of a class is very popular, even among teachers (Woods, 2015). A great amount of the teacher population agrees that
reducing class sizes would make teaching easier. It would also mean less grading. However, Gary James Harfitt made a suggestion based off his own
research that teachers do not

Advantages And Differences Of Pre-Primary Schools
2.2 Pre–primary school
From 2015, one year of pre–primary school is compulsory for every child. As a part of the Early Childhood Education and Care, it aims almost the
same goals. Pre–primary school as an integrated form of education constantly working for developing the children's growth. Also including the
monitoring and supporting of children's social, physical, psychological, emotional and cognitive improvement in order to prevent any difficulties that
might come up. Pre–primary school also focusing to create equal opportunities for the children to learn and experiment and be prepared to school.
On one hand, pre–primary education is based on each child's individuality and learning potential while on the other hand based on the needs of ... Show
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(1–2 h)P.E. (5 h)
Religion or ethics (1 h)Religion or ethics (1 h)
Crafts (1–2 h)Crafts (1 h)
Art (1–2 h)Art (2 h)
Music (1–2 h)Music (2 h)
3. Conclusion As seen above there are lots of differences as well as some similarities. The main difference between early yearseducation is the
compulsory age. While in Finland the compulsory age is 5, in Hungary it is 3. Another really important difference is that in Hungary the primary
school teacher will teach children for four years while in Finland children will have the same teacher for 6 years, sometimes even more. Comparing
only the first two years of primary education it is not really necessary due to the lot of similarities.
However, in Hungary there are much more P.E. lessons than in Finland. The raising number of the lessons was a necessity as unfortunately, in Hungary,
there is an increasing number of obese children. Therefore, the number of hours of physical education had been increased by the government to handle
this problem somehow.
Another contrast is the school fee. Meanwhile Hungarian parents have to pay for meals and school materials of their children, these things are
provided for Finnish pupils by the

A 21st Century Curriculum : A Maintained Primary Schools
A 21st Century Curriculum
A maintained primary schools. The aims of the national curriculum is to provide opportunities for all pupils to learn and to achieve as well as
promoting pupils' spiritual, moral, social, cultural development and prepare pupils for the opportunities, responsibilities and experiences of life
(QCDA, 2010).
The curriculum came about after the 1988 Education reform act (house of commons 2009). In 1989 it started to be implemented into primary schools
and secondary schools. It's first review of the national curriculum happened in 1993 because teachers complained about the testing methods that were
being used. This mean Sir Ron Dearing was brought in and then a revised national curriculum was then introduced in 1995. Even in 1988 the core
subjects were listed as mathematics, English and science. (DfES 2011) This is still the case in the curriculum in 2014.
In 1982 Kelly described the curriculum as:
A curriculum consists of experiences developed from learners ' needs and characteristics (as opposed to the needs of society), and a large measure of
freedom for both teacher and learner is a necessary condition for education of this kind. (Kelly 1982:140) Meaning that the teachers would decide what
was taught as they saw necessary rather than what society needed.
The curriculum now has been changed and is now being implemented in schools. The changes to the curriculum have been ones that have made the
curriculum better in terms of the rigorousness

Representation Of Male Teachers Within A Primary School
Bell (2010, p.117) states that "Methods are selected because they will provide the date you require to produce a piece of research" which states the
importance of using data collection methods and also having a structured approach to your research. This research project will be small scale, and will
gather information about the under representation of male teachers within a primary school, based on current primary school teachers perspectives. It
will be carried out to gain further understanding of whether male teachers within primary schools make a difference to children's learning and
behaviour and different issues which face the male teacher.
The best method for the investigation will be a qualitative approach as this will be the best ... Show more content on Helpwriting.net ...
2.Do practitioners believe male primary school teachers act as a role model for young boys?
Data Collection
For this investigation, interviews are going to be used as you can get a range of opinions and interpretations of practioners, and you are able to get
reliable and strong answers due to them being face to face. Punch (2009, p.144) metions interviews are a good way to "understand other persons'
constructions of reality... and to ask them in such a way that they can tell us in their terms and in a depth which addresses the rich contect that is the
substance of their meanings." You are also guaranteed to get a good response rate, as the peole youinterview have already been asked. The questions
used within the interview will be of a semi–structure basis as Lambert (2012, p.104) states, "the researcher prepares the main questions beforehand,
but during the interview may ask additional questions, or additional topics." This allows the researcher to gain more understanding of what the
participants opinion is, and also ask about topics which the researcher may not be aware of that have been brought up during the interview. The
questions will also consist of open and closed questions, as Palgrave (no date) states "if you ask open questions you could elicit an almost endess
number of responses" which allows for the interviewer to gain more information and can keep the interview more casual making the interviewee more

Primary Functions Of The Professional School Counselor
What are the primary functions of the professional school counselor?
Functions of the school counselor have changed throughout the decades (Dollarhide & Saginak, 2012). To support the current school reform
movement, school counselors focus on standards that students should be able to accomplish because of their participation in a school counseling
program (Wilkerson, 2010). It is suggested that these standards help to support students' ability to be ready to learn (Wilkerson, 2010). Through the use
of these standards, professional school counselors have a primary responsibility to provide effective services to support students in their academic
success, career and college development, and social/emotional development (American School Counselor Association [ASCA], 2012). School
counselors provide services to students by implementing a comprehensive school counseling program that supports student success through application
of systemic change, advocacy, collaboration, and leadership skills (ASCA, 2012). For instance, if a counselor sees barriers that are interfering with
student success, the counselor should advocate for students or empower students to advocate for themselves. Further, through the use of the ASCA
(2012) model, professional school counselors provide a comprehensive school counseling program that focuses on foundation, management, delivery,
and accountability (ASCA, 2012). For example, school counselors provide delivery of the school counseling program by

Investigating the Benefits of Accessing to Pre-school...
Pre–school is the school that provides pupils to learn the pre–basic. Especially, the high quality standard of pre–school can offer pupils to develop their
language and skills. Little kids who can talk and walk can attend to pre–school by their parents. Most of them are from the year of three to five.
Pre–school has various benefits to pupils. However, pre–school also have its affection to pupils. Thus, we divide our literature review into two to points
– the benefits of pre–school and the effective of pre–school. The benefits of pre–school After pupils attended to pre–school, they have enough ability to
grow their characters and behaviors in their level. Many benefits that pupils can encourage themselves like social development, intelligent ability,
feeling growth, language practice, and physical expansion. These benefits will lead pupils to be enhanced for their next school. Furthermore, only
standard quality pre–school can provide such of benefits to pupils. According to Clare Country Childcare Committee (2011) stated that the benefit of
pre–school will be making the move to primary school for the pupils. The benefits of these include social development, intellectual development,
emotional development, language development, and physical development. When pupils leave their parents for the first time to attend to pre–school,
they might not adapt well to the school environment. They may be cry loudly or feel depress when they leave their parents for the first school

The Importance of Break Time or Playtime in Primary School
1.0Introduction
The modernized world has changed people's perception on how they look at break time or playtime. Many people fail to give importance on break
time or playtime in primary school. Thus, the duration given for playtime in primary school level has eventually reduced down the years. The NF
(2014) states that 'school breaktimes are getting shorter despite pupils and teachers recognizing them as an important opportunity for physical exercise
and socializing'. Rochman (2012) mentioned that 'playtime can be as important as class time for helping students perform their best'. If studying is
claimed to be important and is the main focus at primary school level, playtime is equally important too as playtime is the duration where ... Show more
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3.1Cognitive or Academic Benefits
Playtime benefits a child cognitive understanding and academically. Comparing two student, student A and student B, student A is allowed to have
playtime while student B is restricted from playtime. Academic results of both student shows that student A achieves better academically compared to
student B. Several studies show that activities carried out during playtime has a connection with learning in the classroom. For example, an article by
Davis and Pollock (2012) mentioned that 'impact of exercise on children's cognition implies a link to academic performance. Population studies
provide evidence that inactivity and excess weight are associated with poor academic achievement'. Parker (2013) stated that playtime which is made
use for role play can aid in child's literacy skills. Insufficient duration allocated for playtime can result in bad performance in academic. Pellegrini and
Davis found that a student left to work on instructed task or activity without any rest will tend to lose focus on the task assigned (1995). Studies shows
that children exposed to playtime behave better in classroom compared to those children who do not have recess. A study carried out on children with
and without Attention–Deficit Hyperactivity Disorder by Ridgway et al. showed that the statistic of students with behavioral problems were greater on
the days the students were restricted

The Children And Their Primary Schools Report
The children and their primary schools report, also known as the Plowden Report, was published in 1967 by the Central Advisory Council and written
by Bridget Plowden. The aim of the report was to consider Primary Education in all of its aspects and the transition from primary to secondary
education. The Report took four years to write and was published just after the post Second World War. At this time many people believed that
environmental influences played a significant role in the development of students. (Bartlett et al., 2001).
The Plowden documented different recommendations into how children should be taught and strongly emphasised the importance of the first 6years of
a child's education. The report also looked closely at any social inequalities that might affect the child's learning such as family size and/or
overcrowding. The Plowden also had a major influence on today's education, it introduced a new style of teaching and learning, that hadn't been used
before. Before the report was published, education was taught in a very traditional and didactic way of the teacher standing at the front of the class and
sharing their knowledge to the children who expected to just listen and take in the information. However after its publication the way in which children
was taught became very child centred with them becoming more involved in their learning and the lessons were adapted in a way that would benefit
and interest the child as the Plowden states that .Many people

The Components Of Effective Handwriting Interventions For...
What are the components of effective handwriting interventions for typical primary school age children with handwriting difficulties?
2.2 Search strategy
Following the formulation of the research question, in February 2015 a systematic approach was taken to search the existing evidence of interventions
for primary school children with handwriting difficulties and all occupational therapy.
A search was carried out using 5 bibliographic databases. Databases related to healthcare were selected based on relevance to the topic of occupational
therapy and handwriting. Initial electronic searches were carried out on the databases in December 2014 to ensure the literature involved was a
comprehensive measure available on this topic. ... Show more content on Helpwriting.net ...
2.3 Criteria for searching the literature
Exclusion criteria were set up to determine the most relevant articles be included to inform for the research question (Aveyard 2010).
Studies that included children with medical or educational diagnoses that may confound the results were excluded from the search (e.g. developmental
coordination disorder, autism, severe developmental delay, etc.).
As this study aims to explore and compare the components of handwriting interventions that are effective; studies that did not describe an intervention
strategy to improve handwriting were excluded from the review.
2.4 Critical Appraisal
In order to assess the validity and usefulness of the papers, a systematic approach is used to critically appraise the research (Young and Soloman,
2009). All papers in this review have been critically appraised using the critical appraisal protocol CASP (Public Health Resource Unit (PHRU) 2007)
which is a recognised tool (Aveyard 2010). These can be found in the appendix (appendices 1 – 5).
2.5 Searching the papers
A total of 152 papers were found through database searching. A further 5 papers were found through reference lists of relevant papers. 141 papers
remained when duplicates were removed. After scanning the titles of the papers, 116 were removed, as they were irrelevant to the topic of handwriting
interventions for primary school children. After reading through the abstract of the remaining 12 papers, a further 7

Advantages And Disadvantages Of Learning A Foreign...
Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school.
Do the advantage of this outweigh the disadvantages?
INTRODUCTION 1
A foreign language is a language indigenous to another country. Johann Wolfgang von Goethe reveals the importance of learning a foreign languauge
through the saying, " He who does not know foreign languages does not know anything about his own". Yes, the notion is true. As even for the
expression of views one must be proficient enough in learning a foreign language. Besides, it is always a question whether it is better for children to
begin learning a foreign language at their primary or secondary part of school. In this essay , I will attempt to explain the advantages and disadvantages
of this view in my own personal perspective.
INTRODUCTION 2
With the advent of ... Show more content on Helpwriting.net ...
This globalization has triggered the need for learning foreign languages to communicate with people from other countries. Some people believe that
learning foreign language at the initial stages has a greater advantage while others opine differently. In the following essay we will discuss on the
advantages of learning foreign language at primary school followed by the disadvantages.
ADVANTAGES
In terms of merits of learning a foreign language at primary school, it is worth mentioning that it is easier for a child to get the hang of a second
language in his or her earlier years. At the primary school, pupils do not have heavy school tasks to deal with and they can spare more time on
language learning, which boost their

The Importance Of Foreign Language In Primary Schools
The United States is further behind in education than many other countries. They are lacking behind in math and science compared to Asian countries.
They are more below in arts than European countries. They are also further behind in foreign language than the rest of the world. Children are more
receptive to learning when it begins at an early age. To obtain a positive and better quality of learning, foreign language should be considered in being
implemented in primary school. There are many arguments as to why there should not be foreign language integration into primary school in the United
States. The many challenges of the public school system are; lack of parental involvement, standardized testing, budget cuts, student population, and
lack of teachers of education. To add in another curriculum into the already challenged school year, would be a daunting task with so many obstacles
as it is. To understand the need for a foreign language, there must be understanding as to how the other issues could prevent it. Many parents today
lack the time needed to spend with their children on knowledge development. Two income families work on average a nine to six. They rely on the
teachers to fit in the eight–hour day to teach. If they are not satisfied with that, they buy their young Ipads, and phones for the rest of their learning.
They are detached are not reading to their children at home. Parents are also failing to attend Open House and Parent teacher nights which is a

Children 's Consumption At Primary Schools
According to the peer–reviewed article "Validation of the School Lunch Recall Questionnaire to Capture School Lunch Intake of Third– to Fifth–Grade
Students" by Amy Paxton, MPH, RD, Suzanne Domel Baxter, PhD, RD, LD, FADA, Phyllis Fleming, PhD, and Alice Ammerman, DrPH, RD, there is
an important need for new, more accurate and efficient means of childhood dietary assessment methods within schools. Throughout this study,
childhood dietary intake evaluations are used to recall or observe children's consumption at primary schools. Due to increasing statistics of childhood
obesity and current expensive, time and resource heavy methods of assessment, an improved means of intake evaluation could prove beneficial.
Through this study or research,... Show more content on Helpwriting.net ...
With childhood obesity at a profound high, the study emphasizes that it is of great importance that methods be taken to appropriately measure and
positively influence children's meal intake. Research confirms that the majority of dietary customs are established during childhood. Therefore, proper
childhood dietetic assessments are a beneficial method to improve and measure food choices of children during lunchtime at primary schools. As stated
by the authors, present evaluations of children's dietary consumption are "24–hour recalls" and "meal observations". Conversely, these implements are
identified as exclusive and particularly resource dependent. As indicated by its title, the "24–hour recall" questions children in primary schools about
their entire meal consumption throughout a day's span. In opposition of the method, prior studies indicate it is rather challenging for young children to
correctly recall a complete day's meal ingestion. Thus, not only is the "24–hour recall" potentially inaccurate, but the assessment uses an abundant
amount of time and money. Another type of dietary assessment, "meal observations", appear to be more precise than "24–hour recalls", but the
resources used are still high. Lastly, "food frequencies, food diaries, and combination of food frequencies and 24–hour recalls" have been used as

Kidsmatter Primary School: Case Study
Evaluation of KidsMatter Primary as a Resource for Australian Primary Schools
Social and emotional learning (SEL) forms an important part of the Australian Curriculum and is increasingly becoming a focus for primary schools
due to the rising number of primary school students with mental health issues. KidsMatter Primary (KMP) is a national Australian Government SEL
program developed in conjunction with other key stakeholders. Founded on four theoretical models, KMP offers a broad framework which can be
tailored by primary schools to meet a wide range of needs. Research has found KMP to provide benefits in both mental health and wellbeing, and
academic achievement.
Overview of KidsMatter
KidsMatter Primary is a SEL framework developed by ... Show more content on Helpwriting.net ...
The social–ecological model encompasses key environmental factors including, community, family, peers, and the school; acknowledging the role
these factors play in the mental health and wellbeing of students (Graetz et al., 2008). This model is often referred to as a population heath model
or a public health model as the it is delivered to the whole school population rather than selectively targeting certain students or student cohorts
(Graetz et al., 2008). There has been increasing evidence and pressure for schools to adopt a population health model over the last ten years (WHO.
1994; Hoagwood & Johnson, 2003; toland & dodge, 2005; Weist, 2003 as cited in Graetz et al., 2008). This is because while schools are delivering
SEL programs, they often have a narrow focus (such as bullying) and are short term in nature often resulting in limited or short term success (Graetz et
al., 2008). In addition, the social–ecological model complements the whole–school approach

Brown Coal Primary School: Case Study
The students of Brown Coal Primary School have been absent from school for approximately ten days due to a fire at a local open cut coal mine. As a
result, when students are absent from school for any reason it can have negative ramifications on their education, academic achievements and mental
health as students have missed a large portion of schooling and there is no sense of normalcy (Gottfried, 2011). In this time, the community of the town
have been discussing their concerns about the fire and the effect it has had or could have on their health and the financial hardship that may follow,
thus, creating tension among family members and the community. Furthermore, students may have been injured as a result of the fire or know
somebody who

Becoming A Primary School Teacher
For me the decision to become a primary school teacher was a natural decision. Upon graduating Year 12, the concept just 'clicked'; as for over 5 years
I had thoroughly enjoyed teaching ballroom dancing to children and it made sense to me to enter such a profession. I deeply treasured seeing my
students flourish into delightful young dancers with my teaching.
The most significant reason I enjoy teaching is to see the difference I can make in students lives, no matter how immense or minor the change is. I
love witnessing students get excited about learning, and just how much they can grow and develop over a period of time. The dramatic shift and
knowing I had helped her achieve this, was one of the best feelings, and my favourite aspect of teaching.
The experience that has been most valuable is the 32 weeks of practicum, which was part of my Primary Education degree at The University of Notre
Dame. This greatly impacted my whole perspective on the profession, as it made all the theory and pedagogy meaningful to me, witnessing and
practicing it in a variety of classrooms.
A common theme that has been present in my degree is all students are unique and complex in their own way and it is our role as a teacher to teach
in a way that caters for each and every one of them. I aim to teach 'the whole child', meaning all aspects of a child including cognitive, spiritual,
emotional, cultural, and psychological etc. My classroom would be 'student–centred' with authentic and

Personal Statement For Primary School Education
Personal Statement
I have a strong desire to pursue an education course during my time at university in 2018 as I believe primary schooling is an institution which is
aligned with my core beliefs and values. I believe university has the ability to further my own personal development and will gift me the opportunity to
complete core subjects which that will assist my understanding of education. Furthermore, I highly value the ethical grounding university provides its
graduates with and I am aware that this is also highly valued by school employers.
Throughout my own school education at St. Brigid's Coogee and Marcellin college Randwick, I have been inspired by many of the teachers and the
experiences I have encountered. As a consequence of this, I want to continue the vocation of education and I believe attending an education course at
university will enable me to achieve my goal. Moreover, I believe that primary school education is the foundation of the world's view and teaching in
primary schools would allow me to become a part of an important factor contributing to the wider world. I know that University provides significant
pastoral care and important intellect that will assist me throughout my goal to become a teacher.
The career itself not only has the potential to place me in a stable financial state, but more importantly a job that will quench my strive to make a
difference in this world. Through a large family, i have learned thoroughly the key characteristics and

Why Is There A Lack Of Male Primary School Teachers In The...
The question I am planning to contest in my dissertation is "Why is there a lack of male primary school teachers in the UK?" One in four primary
schools in England still has no male registered teacher, which has led to questions about positive male role models. The General Teaching Council for
England statistics show that in March 2013, only 26,208 men were working as primary school teachers, compared to 185,023 women – and the
proportions are virtually unchanged since last year. In Scotland only 8% of primary school teachers are male, while about 15% are male in Northern
Ireland.
Within my dissertation, I plot to not only research why there are very few male primary teachers within the UK, but try to dissect the question even
more. By ... Show more content on Helpwriting.net ...
Much of what I have learned regarding taking consideration and educating of young children has been directed to me by women; with this being
the situation whether a male has an effect on the way a child learns or creates can be addressed. Should a male be rehearsing the same teaching
methods as women are then does the sexual orientation of the teacher really have any kind of effect on how the child responds to the teacher and in
turn how the child learns. Why primary school teaching has been labelled as a typically female profession is likewise something that interests me.
Can anyone explain why a female would generally be viewed as more suited to a job than a male like myself? Is it true that this is just on the grounds
that women are the child bearers, or is it as an aftereffect of gender stereotyping stemming back to times where the patriarch went up against a
"breadwinner" role while women took care of the children or is it due to the other contributing factors?
The issue of having an adjusted sexual orientation representation on the showing staffs of schools is a matter of worry to educationalists. It is viewed
as vital by them that the educating of children ought not to be seen as purely a female task but rather that students ought to encounter both men and
women working in classrooms. Educators have likewise communicated worry about issues, for example, assorted qualities inside of the calling what 's
more, the status of a calling

National Dropout Rate Between Primary And Secondary Schools
Mexico is one of many Latin American countries lacking access to primary school education for all of its citizens. Due to lack of basic education and
resources to continue school, Mexico experiences one of the lowest enrollment rates in higher education. According to the International Journal of
Educational Development (2014), Mexico's national dropout rate between primary and secondary schools is at 44% resulting in less students attending
college (Gibbs B.G.& Heaton T.B., 2014). Not only does this issue deteriorate the levels of education, it increases literacy and creates inequality. In
order to solve this issue we can begin by creating a technology that reaches out to the entire population. Through the creation of a new technology such
as a virtual learning device we will be able to conquer educational barriers and increase Mexico's primary education levels.
Significance
Education plays a huge significance in development, both at the individual and national level. Establishing good foundations in a child's early years
through primary school will conclusively develop desires to attend college, establish a career and progress. Addressing these issues is key to breaking
the never–ending cycle of poverty, which affects more than half of the population living in Mexico. Rural areas in Mexico need to improve the
systems of primary education by providing no cost education to all of its citizens and by establishing easy access to facilities. Educating the population
leads to

Primary Education In High Schools In Primary Schools Of India
A STUDY OF ACHIEVEMENT OF STUDENTS OF STANDARD VII IN ENGLISH SUBJECTS IN PRIMARY SCHOOLS OF BHARUCH CITY.
Dr. A. Mehta, Mr. Parmar Hitesh
INTRODUCTION:
Education is important not only for the full development of development of ones personality, but also for the adequate of the nation. Form the birth to
the death of the human being, education is a continuous process. Which all the stages of education i.e. per–primary, secondary, higher secondary,
graduation etc. are very important. Primary education in India means seven years of schooling from the age of six. The government has made
elementary education compulsory for all the children up to the age of 14, to achieve the goal of universal elementary education. Article 45 of the
constitution has stated to provide free and compulsory education for all the children of the age 6 to 14. The Education Commission (1986–66), the
National Policy on Education (1968) and the National Policy on Education(1986) the reiterated the state responsibility to provide free and
compulsory education to all children up to the age of 14 years. The Supreme Court of India in its judgment of 1993 declared primary education to as a
fundamental right. After the District Primary Education Programmed (DPEP) of 1994, the government has launched the "Sarva Shilksha Abhiyan"
(SSA). Primary education as we know is the one which caters the basic needs of all the young students irrespective of what they are going to become
later in life. These needs comprise

Planning And Assessment Of The Primary School For A Teacher
Planning, teaching and assessment are essential in the primary school for a teacher to ensure that successful learning and progression takes place.
These three components link together however they should not be considered as a linear experience because assessment should not and does not
always occur at the end of these processes (Earl, 2003). The process has a cyclic nature where each part contributes to the final outcome; you must
plan to be able to teach a lesson, but to do so you must assess prior knowledge to allow for future progression. I will explore how this important
cyclic process takes place and how different approaches, such as using story books, are used to do so in relation to the foundation subjects, particularly
looking at Religious Education (RE), music and computing.
Thorough planning in the primary school is important as it ensures teachers have a structure and context for each lesson and that they can have a
positive impact on children's learning and progress. Pugh and Pugh (1998, p. 115) recognise that without clear planning, teachers would not know what
they're trying to achieve, how to achieve it and when it is to be achieved. Despite the age of this literature, the concept around planning remains today;
it is crucial to plan the curriculum and lessons in three stages; short, medium and long term.
RE, although a statutory subject within the National Curriculum has no guidelines and is therefore delivered in accordance with a locally agreed

Effects Of Transition From Preschool To Primary School
Transition in education is a period of change that a child may experience when starting preschool, primary or secondary education. In this essay, the
focus will be on issues faced in transition from preschool to primary school.
Transitions from one environment to another can be stressful for the child and the parents. Every child is unique and will have different experiences
and capabilities. Hence, they will react differently to stress. Children need a caring, supportive environment for physical, social, emotional and
cognitive development. They also need to feel safe and have a sense of belonging. Children who experience a positive transition from preschool to
primary school are more likely to succeed academically and be socially ... Show more content on Helpwriting.net ...
When children transition from preschool to primary one there is a change in the learning environment, quality of interaction and mode of instruction.
The primary school is a much larger environment than a preschool. The classroom enrolment is also bigger and there is a larger teacher–pupil ratio.
Hence, children in primary school receive less one–to–one attention from the teacher than children in preschool. In primary school, children are
expected to spend more time seated at their desks. Children also spend a longer duration in primary school than in preschool and carry heavy
schoolbags. There is a change in curriculum and behaviour expectations. Children are expected to buy their own food at the canteen and finish it within
20 minutes. Naptimes are not included. In primary school, children are expected to tie their own shoelaces, use the toilet the right way on their own
and at specified times. In preschool, children may have 1 teacher to teach them Mother Tongue and another to teach them the other academic skills.
However, in primary school children may have more than 2 teachers teaching them academic and non–academic subjects. Hence, children will have to
adapt to different teaching styles and teacher

Primary School Teachers : Primary Teachers
Primary school teachers educate primary school kids by arranging and directing an instruction system to create education and numeracy, and
additionally the physical, enthusiastic, scholarly and social development of their understudies. Some individual prerequisites of primary teachers
include: enjoying working with kids; are innovative and sorted out; are understanding in managing understudies of varying capacities; and have the
capacity to convey basically and unmistakably. From numerous points of view our capacity to convey characterizes us, it is one of the ways we are
judged and measured by others and the methods by which we produce our connections. It is normal that when a kid begins elementary school, they will
have the capacity to see quite a bit of what is said, communicate obviously, share their emotions and make their needs known. This level of capability
in discourse, dialect and correspondence is discriminating to the improvement of a child's subjective, social and passionate prosperity. The parts of
correspondence utilized as a primary teacher incorporate face to face correspondence, interceded correspondence, sexual orientation difference in
correspondence and many more.
Successful dialect aptitudes are fundamental for kids to get access to the educational program. In the classroom, spoken dialect is the essential medium
through which primary school teachers educate and students learn. Dialect advancement is acknowledged as being critical to intellectual

Indian Hollow Primary School: Case Study
Prior to Madison's attendance within the Commack School District, she was a student at Suffolk JCC Preschool following her medical treatment. She
had difficulties in weak motor ability, weak sense of balance and low muscle core. Interactions with other children were difficult and Madison
preferred to stay with adults. She has been a student in the Commack School District since Kindergarten. She was diagnosed with her medical
condition prior to her primary school education and was classified as Other Health Impaired upon entering kindergarten at Indian Hollow Primary
School in 2007. In Kindergarten, Madison received consultant teacher services that provided an indirect instructional support and did not require
removal her from the general education classroom. Also, she had related services through BOCES and Metro Therapy that included orientation and
mobility services, vision services, counseling, occupational therapy and physical therapy. She was also provided with a health ... Show more content on
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All other related and support services remained the same. In 2nd grade, Madison's related services were again reduced and she received only one
occupational therapy session, one physical therapy session, and vision services one time per week. She also no longer required the indirect teacher
consult services. She was still provided with the 1:1 aide.
Madison attended Burr Intermediate School for the 3rd, 4th and 5th grade where she was educated within an Integrated Co–Teaching classroom, with
the related services of physical therapy, vision therapy and counseling services. IEP modifications and accommodations included specially assigned
seating, a copy of class notes, refocusing and redirection, check for understanding, line guides, page masks and positive

Inclusive Practice in the Primary School.
How inclusive is Frederick Bird Primary School as a learning community?
'Inclusive education is an unabashed announcement, a public and political declaration and celebration of difference.' (Corbett, J. 2001:134)
The principles of inclusion and their implications on school practice have been fiercely debated by leading educational experts for many years. In
1994, delegates from 92 governments met at the world conference on special needs education, to consider policy changes that would enable educators to
provide inclusive education for all. The result of this conference was the adoption of 'The Salamanca Statement and Framework for Action' which
provides recommendations and stipulations for the 'planning and implementation' of inclusive ... Show more content on Helpwriting.net ...
This is an essential exercise for any school striving to be inclusive. Ainscow (2007:3) argues that the biggest challenge facing the education system, is
the development of practices that will reach out to learners failed by existing arrangements. It is my belief that the most effective way of tackling this
matter is through this collaborative way of working. This enables practitioners to challenge and redefine entrenched views of 'difference' that can have
a negative impact on certain types of learners and find new ways of moving forward.
This ethos is reflected in every day teaching and learning. Every child within the school is treated respectfully as an individual and lessons are
strategically planned to accommodate all needs and aspirations. The level of differentiation employed can be seen clearly in the case of 'Kyle'.
Kyle is a popular and intelligent Year 6 student. He is an all round sports enthusiast who relishes any opportunity to take part in team experiences and
possesses excellent leadership skills. However, Kyle is dyslexic and came to Year 6 disengaged with his learning and lacking in self–esteem and
motivation. It was through open conversations with previous teachers and his parents that we were able to establish the basis for Kyle's disconnection
with the curriculum. Kyle viewed himself as an incapable underachiever due to the ability level of the work he was expected to produce. Through

Effects of Free Primary Education on Learners with Special...
A SUMMARY OF WHAT I INTEND TO DO.
The research will investigate the effects of free primary education on learners with diverse needs in the main stream primary schools. (A case of
Lilongwe Urban Schools)
Identification of a sample of teachers, parents, pupils, schools.
Distribution of questionnaires, conduct interviews, and observations.
The Data will be conducted from four mainstream primary schools in Lilongwe district.
3.0.RESEARCH METHODOLOGY
3.1.A statement of search method
. Many learners with special educational needs experience a number of challenges in the mainstream primary schools in which in some way or the other
prevent them from receiving quality education. (Ministry of Education PIF Document on special needs, 2000) At ... Show more content on
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This is expensive and need expertise to use specialized materials. In this case, if the government is failing to provide learning materials for ordinary
learners, what more to the provision of teaching and learning materials to learners with special educational needs.
The shortage of teachers and recruitment of unqualified and untrained teachers who did not have any knowledge on special needs education was also
another recipe for disaster because the needs of learners with special educational needs were not given a priority. (Ministry of Education PIF document
2000). Thus, it is reported by 1997, more than half the teachers were untrained, compared with 13% before the introduction of Free Primary Education.
The World Bank Report on effects of free primary education (2004) states that this left learners with special educational needs to struggle to meet the
needs of the school and not the schools meeting the needs of learners with special educational needs. As such it is to the interest of the researcher to
assess on how this has led to low academic achievement to both learners with special educational needs and ordinary learners.
Poor infrastructure is also another area of concern, according to an article by Ligomeka. B. (2000), it is stated that the ambitious plan by the Malawi
government to boost its education levels by offering free primary education backfired, largely because of the terrible poor

To Teach Or Not To Teach Grammar In The Primary School...
"To Teach Or Not To Teach Grammar In The Primary School Classroom: That Is The Question"
English is the second language in Malaysia, has been included as an official syllabus and taught as early as primary school education. These subjects
must be taken by all students from standard one to form five provides students with the English skills to meet the challenges of a career in the future.
The level of a student in English subject usually measured by the ability to listen, speaks, read and write. English can be a very dreaded subject in school
. According to the experience and observation in secondary school or primary school, English subject is the lack of attention from students. Why did
this happen? If you are a student try to ask ... Show more content on Helpwriting.net ...
It gives a different meaning. If you mistakenly write, it will have a significant impact on your writing. There are theories that say, knowledge of
grammar is superfluous for a successful communication because children are able to communicate without having any knowledge of grammar. Based
on this theory, grammatical knowledge is not required. However, if we as teachers do not emphasize grammar knowledge as part of the English
language dominates the whole process of learning, then it makes a difficult learning process. Comparative understanding of grammar has led to
different levels and interest in teaching English. Have detailed knowledge of grammar does not mean that students have mastery of speaking and
communicating. It's more to dominate part of the subjects that still require practice in terms of written and spoken.
Learning and teaching grammar includes not only a way to manipulate the presentation simple language, but also learn that there are rules in the
context of grammar. If teachers and students are communicating, they should be able to produce language in a way that is understandable. Grammar
can be taught together through listening, speaking, reading and writing. Teaching English as a communication can be implemented by teachers to
encourage the use of spoken language should be used in situations where, let the students to practice the language in the activities made in the teacher's
control. Communicative

Analysis Of St Stephen 's Catholic Primary School
Situational Analysis
St Stephen's Catholic Primary School is situated in the suburb of Algester. The suburb itself is approximately 40 minutes drive from the city and is
surrounded by old and new land releases in suburbs like Calamvale, Stretton and Parkinson. St Stephen's is currently in its eleventh year of operation
and in that time has seen only two principals. In 2015, a new principal commenced at the school, after the previous foundational principal, retired.
Another change to the leadership team was that of Assistant to the Principal Administration, who left to go on maternity leave for twelve months. A
foundational staff member replaced her, for that period of leave. The Administration team is male dominated, with a male in the... Show more content
on Helpwriting.net ...
Class sizes range from twenty–two students, up to thirty–one students. There are nineteen classroom teachers and several support staff, who assist in
the implementation of the Australian curriculum, to ensure each child reaches their potential.
The school is renown in the wider community for its many achievements. It fosters the motto "Courage, Wisdom and Faith" and encourages the
students to echo these words in all that they undertake. There have been many celebrations of students in the field of sport, the arts: particularly in
music and choir performances and also in academic areas of Mathematics, Science and English competitions, Writer's Club and Tournament of the
Minds. The St Stephen's staff commit to good quality education, with particular focus on Mathematics, English and Science. Students are encouraged to
be responsible for their educational journey, through the use of visible learning documentation and effective feedback provided by the teachers.
The purpose of this assignment is to explore how the leadership team at St Stephen's can be improved. This exploration will be structured under the
following three headings; Lack of Organisation and Communication Effects Credibility and Deficiency of Unity, Hinders Relationships. The
concluding paragraph will aim to highlight how the Administration team at St Stephen's Primary School can lead the staff and students in an authentic,

Primary School Lunchroom Observation
Direct Assessment Observation (4th Observation)
Date: 1/25/17 Time: 1:15–1:45 Environment– lunchroom/outside Activity– Recess, primary classroom Present: lunch aides (recess) and then primary
classroom (Ms. Gregg, Ms. Melvin)
Aaron goes outside and plays with his classmates, He grabs other students, and however, it appeared that many were grabbing each other. Aaron ran
around with the other students and played on the jungle gym. Aaron was told by the lunch aid to stop grabbing the other student's coats. Aaron continued
throughout the time outside running and interacting with his peers as they did the same with him. He runs over to another area on the playground with
three of his classmates and was directed back by the lunch aid.

Thomas Paine Case Study In Primary School
In primary school Madison showed higher intelligence than her fellow classmates. As she moved from eighth grade into ninth grade, she tested well
and became interested in taking the SAT and ACT tests. After meeting with the school counselor, she expressed her enthusiasm for attending college.
After she graduated from high school, she immediately began attending college. She knew keeping a routine was necessary for effective learning and
studying. Going to Wichita Area Technical College, she chose to complete all of her generaleducation classes and transfer to Wichita State University to
complete her degree in Healthcare Administration and Management. After graduating from WSU, she went on to receive a masters from Newman
University.

The Primary Path High School
Chapter 1 The majority of jobs in America are filled by people without a four–year degree. While these positions don't need to be filled by a college
graduate, they do generally require that the some level of skill in order to be a qualified candidate. Individuals can obtain skills by earning an
associate's degree, becoming certified, or through on the job type training. When examining the current education system, there is an unbalanced
concentration on college preparation. Secondary schools have a narrow view of each student's future and it includes passing the college entrance
exams and enrolling in a four year college after high school graduation. This path is excellent for those students with the desire for a more specialized ...
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This number is a red flag when we are trying to prepare 100% of our students to earn a bachelor's degree so they can all compete for 35% of the jobs.
Offering students multiple pathways in high school that are equally acceptable will allow students to make the right choice in the their own preparation
for transitioning into a career. More than ever before, today's students need to be engaged and challenged. It is time for the academic high school
model to share the stage with the long established vocational education model, now called career and technical education (CTE). Learning can be
worthwhile and enjoyable for all high school students and prepare them for their future whether it be a vocational school, college, community college, or
a job.
Purpose
CTE will remain part of the education system. It has a long history in this country and historically has been supported and partially funded by the
federal government through various acts of legislation. Unfortunately, some legislation unintentionally altered the perception of what type of student
enrolls in CTE. The belief that only the lower achieving students should be in CTE programs must be changed. The only outcome of this type of
thinking is an addition of non–skilled workers to the group of unemployed that already exist. The CTE or vocational model of education has been used
for centuries. When CTE is implemented correctly, it prevents students for

Personal Description Of An Assistant Principal Of A...
PERSONAL DESCRIPTION
I am 6 feet tall and weight approximately 93kg, most describe me as having a solid build. I have "salt and pepper" hair (which my friends always
remind me of), blue eyes and a fair complexion. I have freckles as I spend as much time outside as possible.
As a person I would describe myself as an organised, self–motivated and trusting person. I love to makes others around me laugh and enjoy seeing
others smile. As an Assistant Principal of a primaryschool I often find myself faced with new and challenging situations where I need to think things
through thoroughly to ensure all aspects are considered. I love to play sport and participate in any type of physical activity. I try to give new
things a go as often as possible, I love learning new things. I come from a very sporting family, my uncle played AFL football for the Hawthorn
Hawks. I have a passion for travelling and have lived in the United Kingdom for two year in the early 2000's. I have visited many Asian countries
and love spending time immersing myself in the culture of other nations. Part of my job has been to organise a study tour for students to travel to
China and visit our sister school in Changzhou, an experience I look forward to each year. I love to cook and try new recipes as often as possible. I
attempt many new recipes each week but love to make Bolognese. Personally I would like to be more creative in how I tackle things. Sometimes I
can only see one solution and try to achieve it

My Work Experience at a Primary School Essay
My Work Experience at a Primary School
For my work experience I received a placement at Primary School. It is located in Wyke, Bradford and provides education for children aged three to
eleven. I attended High Fernley primary school for two weeks; my work placement began on 27 September and ended on 9 October. Each day I
arrived at 8.30amand normally finished at 3.10pm; sometimes I would work slightly longer in order to finish tasks.
I did not attend a pre–placement visit as a result of a delay in confirmation of the placement. Nevertheless, I rang High Fernley as soon as I received
confirmation and I spoke to the school administrator, Mrs. Julie Malinder. I introduced myself and thanked... Show more content on Helpwriting.net ...
Sometimes I found this quite difficult as it involved shouting over large amounts of noise and getting the children's attention but it helped to develop
my confidence and communication skills and as the week went on I found this task much easier. Helping children to put their shoes and coats on was
another task I did often. I found this easy but sometimes putting 30 pairs of shoes on children was quite tiring. However I enjoyed teaching the
children how to tie their laces and fasten their coats as this was quite rewarding and by the end of the week some of them could to these tasks. I also
helped the children to learn and revise the alphabet and numbers. I was involved with tasks such as painting, jigsaws, listening exercises and writing.
All these helped the children to learn this. I also assisted the children whilst they built houses and models using boxes, glue and card. In addition I
worked with the children on the computer helping them to use the mouse, for example, click, drag and move. Also making them draw pictures using
the paint software and monitoring how well they did these tasks on the computer. I then collected the printouts and stored them in a folder so that there
progress can be monitored. I enjoyed these tasks as they enabled me to get to know the children more whilst having fun. Also I help

An Investigation into Primary School Physical Education
An Investigation into Primary School Physical Education
This report will provide a concise investigation into the developmental stages of physical education. Whilst this assignment will provide an overview
of the subject in primary schools at present, it will also go on to investigate into the issue of teaching on a practical basis and also look at how physical
education can develop a child. Using the information gathered from primary and secondary research, which was conducted whilst attending a primary
school as a six week work placement, the latter stages will provide some critique and offer some recommendations to how physical education can be
improved or ... Show more content on Helpwriting.net ...
through achievement
Develops muscular and respiratory systems, such as developing cardiovascular efficiency, muscle mass, heart rate, stamina, fitness
Develops key skills such as communication
Moral traits, such as fair play, good sporting behaviour, respect for others, accepting authority
Develops organisational skills
Develop self confidence
Figure 1.Examples of some physiological, sociological and psychological benefits
The government has a major role, and although it is not an intention to delve into the government's involvement in physical education, it is necessary to
mention their ambitions to constantly improve both the teaching and learning of physical education. This ambition can be represented through the
numerous teaching schemes, courses and initiatives that have also been made available by organisations such the Physical Education Association
(PEA) as reported latter on in the assignment. Furthermore the government have the responsibility for deciding on the cornerstone set of guidelines
known as the National Curriculum.

Literature Review
The primary school which I worked at consisted of years one to six as well as a reception class. The reception class gives an early introduction to
education to pre–school children, where they are given a lot of freedom to move and play,

Parent Involvement During The Primary School
Parent Involvement during the primary school years is a key factor in a child's education. Having parents or even a parent being involved in their child's
education significantly increases positivity in the classroom and at home. Children who know they have a parent or parents that check their homework,
go over study guides, stay in contact with the teacher, etc. want to strive to do a better job in the classroom. Teachers, administrators, students and the
parents can all benefit from the importance of Parent Involvement. Schools shape the community, and from the help of parents staying involved and
knowing what is going on in the classroom, it helps policymakers decide what the best rules and procedures are for our schools. Studies show that
students with positive parent involvement lead to better test grades, homework, and attendance. Even though parent involvement is important in all of
the years of a student's educational journey, involvement in the primary school years shape the path ahead for a successful student, which comes from a
positive parental influence.
Throughout history parent involvement has always been studied and has remained an important factor in a child education. It is shown that there has
always been more Parent involvement in the primary years of education as it "increased dramatically from 1999 to 2007 from on average 77% to
89%" (National Household Educators Survey Program) in the primary years. 1999 to 2007 show an increasingly amount of parent

An Interview With A Primary School Learner
In a field such as teaching where children are the learners, it is sometimes forgotten how much they notice in the classroom. Taking the time to
interview different students allows the teacher to better understand the situation and deal with it accordingly to improve themselves in their field. In an
interview with a primary school learner, answers were shared about how the parents feel about the school and his English course, how the student felt
about his routine, how he feels about his teachers and what he thinks about his school and courses as well as what he likes to do in his spare time.
Taking his answers into consideration, there were reflections made about his attitude toward school, his curriculum, how he fits into the norm of ...
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Whether he is learning ESL or FSL, he is not improving as his parents believe he should. He is so advanced in both that he is bored in the
classroom and not being challenged enough to succeed as his parents believe he can. His parents and community all do their best to let him
flourish in both languages but when it comes to the classroom, it seems he has hit the plateau. Children talk to their parents often enough about
how great or boring their teachers are that Gabriele answered my questions with ease. Gabriele shared with me that his schedule alternated every
two weeks. That means that one week he has 1.5 hours of English, or his other classes such as gym or music, and the next week he has 3 hours.
That shift in exposure surely cannot allow the average ESL learner enough time to practice consistently as they need. Besides his alternating
schedule, he claims o not really have a routine in his school. The closest thing he has to a routine is when his teacher writes a daily agenda on the
board and revisits it to check off what has been completed and follows it in order. Gabriele enjoys school and learning English very much. He enjoys
his teachers that allow him to be independent, work in groups, move around and do fun projects. He has other teachers that merely plan independent
work for students and projects that seem very boring to students like Gabriele. His least favourite teachers are ones he finds lazy and don't allow him
to move

Pedagogical Strategies for the Teaching of Mathematics in...
PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND
TECHNOLOGICAL DEVELOPMENT
BY
AJILEYE, Adewole Mukaila Department of Mathematics
Osun State College of Education, Ilesa
E–mail: ajileye4ever@yahoo.com
Abstract
For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance
of pupils in mathematics has been attributed among other things to inadequate knowledge of subject matter content by teachers and poor instructional
techniques. This paper highlighted the basic principles for effective teaching and learning of mathematics in primary school which is a fundamental
stage of child education. ... Show more content on Helpwriting.net ...
The teacher may acquire mastery of the contents but lack skills in the appropriate methods. This may affect the students understanding of the subjects.
There are many approaches to teaching of mathematics. These include: * Problem solving * Discovery Approach * Expository * Laboratory *
Questioning skills * Individualization group work * Demonstration, etc. (Johnson & Rising, 1972)
All these methods are good but no teaching method could be regarded as superior to the other. In application, combination of these methods will be
desirable. It all depends on the content, objectives and the nature of the learners.
BASIC PRINCIPLES OF EFFECTIVE TEACHING OF MATHEMATICS 1. Basic stages of teaching and learning
Fakuade (1981) identifed three significant stages of learning topics in mathematics. These are: * Concrete materials and demonstration of real life
situation stage * Semi–concrete or pictorial studies stage * Abstraction stage Pupils in the primary schools have the age ranges between 5 and 12. This
is the age period that coincides approximately with the Piaget's concrete operational stage. This is a transitional stage between the pre–operational
period (a period when the child cannot yet perform any serious operation, a period of intuition when the child's reasoning is not yet quite logical) and
the formal operational stage (a period when the child thought process

Analysis the admission policy of primary and secondary...
1.Introduction
The value and role of "knowledge" is different in every culture but good basic education is essential in every culture. Primary and secondary
education in UK (up to 16) is compulsory for all children. However, there were a limited number of high quality schools and these are
oversubscribed application. That created problem of "distributing" pupils between schools (Hurst and Sugden, 2011). So a practical and effective
admission policy has great influence on the quality of basic education. The purpose of writing this report is to argue for the reliability and
effectiveness of current enrolment policy. According to this report, it will help admission policy designer to solve the problems and prove the benefits
of this ... Show more content on Helpwriting.net ...
(c). General Problem Solving – A test of general knowledge, assessing the ability to apply logic to simple problems (Simon, 1991). This 11–plus
examination was replaced by a non–selective system on all local education authorities (LEAs) governed by 1976 Education Act. Non–selective system
means the provision of education in any school where arrangements for the admission of pupils to the school are based on selection wholly or
mainly by reference to ability or aptitude for music or dancing (Trowler, 2003).In the 1980 Education Act parents were given right to choose the
school they wanted (though LEAs could refuse on grounds of inefficient use of resources (Trowler, 2003). The Education Reform Act 1988 which is
regarded another profound influential education legislation in England, Wales and Northern Ireland (Scottish education legislation is separate from
that of the rest of the UK.) enabled existing maintained schools to opt out of LEAs control (Trowler, 2003). In the 1998 School Standards and
Framework Act set out a new framework for schools (to be implemented from 2000) with community schools replacing county schools and foundation
schools replacing GM schools (Trowler, 2003). The latest act–Academies Act 2010 continued to promote the process of giving equal opportunity to
children from all ethnic backgrounds (Hurst and Sugde, 2011).
3.Current Situation
The discussion of school enrolment policies of primary and secondary school among parents have heated over

Should School Uniforms Be Mandatory In Primary And...

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