Nursery School number 71 „Pod Topola” in Poznan is a public nursery school overseen by the city of Poznan. It has its own statute and annual work plan. The school's goals are to support children's development and substitute for educational and caring needs. Teachers must have a bachelor's or master's degree in pre-school education. The school day runs from 6am to 5pm, with classes, play, meals and naps structured throughout. Parents pay for any care beyond 1-4pm and extracurricular activities. The school celebrates various events and festivals and has received recognition for its programs.
This document provides information about a Comenius School Partnership program between 2011-2013 involving schools in Turkey, France, Portugal, Italy, Poland, and England. It includes details about the pre-school education systems and sample school activities from Elazig Pre-School in Turkey and Ecole Maternelle Bourbon L'Archambault in France. The Turkey section provides an overview of pre-school education in Turkey and describes Elazig Pre-School, which has 19 staff members and 250 pupils ages 3-5. Sample activity plans are provided for various subjects. The France section outlines the French pre-school system and responsibilities, and provides information about Ecole Maternelle Bourbon L'Archamb
This document provides information about the Luigi Capuana primary school in Palermo, Italy. It describes the structure of primary education in Italy and the subjects taught. It then gives details about the school, including its buildings and facilities, number of students and teachers, and leadership roles. It concludes by listing the partner schools for a Comenius project on giving nature a hand.
To help young children develop emotional intelligence. The lesson introduces topics like self-awareness, empathy, and social skills. Activities will take place throughout the daily routine and use techniques like cooperative learning, circle time, puppets, and games. The goal is to help children learn to identify and manage their emotions in a positive way.
St Luke’s Academy power point presentation May 2016Angelique Edwards
St. Luke's Academy is a Montessori and primary school that started 14 years ago with 4 students. It has since expanded to include toddler, Montessori, and primary classes for students aged 2-11 years old. The school follows the Barbados Ministry of Education curriculum and also incorporates Montessori practices. It has classrooms, playgrounds, uniforms, and offers subjects like language, math, science, art, and sports. The administration team and advisory panel help oversee the school's operations and policies.
This document provides information about a preschool in Elazig, Turkey that is participating in a international partnership program. It includes the following:
1. An overview of the Turkish preschool education system and the goals of preschool education in Turkey.
2. Details about Elazig Preschool, including that it has been operating since 2008, currently has 250 students, and aims to prepare children for primary education through developing skills like thinking, communication, and creativity.
3. Examples of activity plans used at Elazig Preschool for teaching subjects like science, art, music, and nature, which involve hands-on activities using materials like plants, play dough, and musical instruments made from waste items.
This document provides information for parents about their child's upcoming year in Year 6. It includes details about the curriculum, homework expectations, reading requirements, clubs and activities, trips, and responsibilities for students. It also discusses the roles and responsibilities of class representatives who act as liaisons between the teacher and parents. Parents are encouraged to check their child's homework diary daily and communicate with teachers as needed.
This document provides information for Primary Curriculum Night (K-2) at St. Paul's school. It includes:
1) An overview of communication tools like blogs and conferences for parents and teachers to stay informed and address any questions or concerns.
2) Details on various enrichment programs for students like music, physical education, Spanish, library, art, and handwriting/reading support.
3) Recommendations for parent involvement and books related to child development.
This document provides information about a Comenius School Partnership program between 2011-2013 involving schools in Turkey, France, Portugal, Italy, Poland, and England. It includes details about the pre-school education systems and sample school activities from Elazig Pre-School in Turkey and Ecole Maternelle Bourbon L'Archambault in France. The Turkey section provides an overview of pre-school education in Turkey and describes Elazig Pre-School, which has 19 staff members and 250 pupils ages 3-5. Sample activity plans are provided for various subjects. The France section outlines the French pre-school system and responsibilities, and provides information about Ecole Maternelle Bourbon L'Archamb
This document provides information about the Luigi Capuana primary school in Palermo, Italy. It describes the structure of primary education in Italy and the subjects taught. It then gives details about the school, including its buildings and facilities, number of students and teachers, and leadership roles. It concludes by listing the partner schools for a Comenius project on giving nature a hand.
To help young children develop emotional intelligence. The lesson introduces topics like self-awareness, empathy, and social skills. Activities will take place throughout the daily routine and use techniques like cooperative learning, circle time, puppets, and games. The goal is to help children learn to identify and manage their emotions in a positive way.
St Luke’s Academy power point presentation May 2016Angelique Edwards
St. Luke's Academy is a Montessori and primary school that started 14 years ago with 4 students. It has since expanded to include toddler, Montessori, and primary classes for students aged 2-11 years old. The school follows the Barbados Ministry of Education curriculum and also incorporates Montessori practices. It has classrooms, playgrounds, uniforms, and offers subjects like language, math, science, art, and sports. The administration team and advisory panel help oversee the school's operations and policies.
This document provides information about a preschool in Elazig, Turkey that is participating in a international partnership program. It includes the following:
1. An overview of the Turkish preschool education system and the goals of preschool education in Turkey.
2. Details about Elazig Preschool, including that it has been operating since 2008, currently has 250 students, and aims to prepare children for primary education through developing skills like thinking, communication, and creativity.
3. Examples of activity plans used at Elazig Preschool for teaching subjects like science, art, music, and nature, which involve hands-on activities using materials like plants, play dough, and musical instruments made from waste items.
This document provides information for parents about their child's upcoming year in Year 6. It includes details about the curriculum, homework expectations, reading requirements, clubs and activities, trips, and responsibilities for students. It also discusses the roles and responsibilities of class representatives who act as liaisons between the teacher and parents. Parents are encouraged to check their child's homework diary daily and communicate with teachers as needed.
This document provides information for Primary Curriculum Night (K-2) at St. Paul's school. It includes:
1) An overview of communication tools like blogs and conferences for parents and teachers to stay informed and address any questions or concerns.
2) Details on various enrichment programs for students like music, physical education, Spanish, library, art, and handwriting/reading support.
3) Recommendations for parent involvement and books related to child development.
The document summarizes the author's experience completing an internship at the Debbie Institute, a school for deaf and hard of hearing children. Key points:
- The school uses technology like iPads and sound systems to help facilitate learning for students with disabilities. Teachers provide individualized instruction to meet each student's needs.
- During the internship, the author learned strategies for teaching both typical and atypical students and was able to observe lessons, activities, and the teachers' methods.
- The author implemented several lessons of their own, targeting skills like sequencing, graphing, and sink/float concepts. The hands-on lessons incorporated the effective teaching strategies they observed.
- Overall, the
This document outlines the goals, curriculum, routines, and expectations for Room 19, the Year 7/8 classroom at Snell Primary School in 2014. It details the classroom timetable, homework expectations, specialization courses, behavior management plan, and upcoming camps. The teacher, Miss Justine Milne, provides information to students and parents about the year's focus on reading, writing, and math skills development.
The document describes the Italian educational system for children ages 0-6. It outlines the nursery school and pre-school levels. Nursery school is for ages 3 months to 3 years and regulated by the Ministry of Social Policy. Pre-school is for ages 3-6 years and regulated by the Ministry of Education. The document details the experience fields, aims, management, roles of staff, strengths, and organizations they may visit to learn more about the Italian early childhood system.
The document provides information for parents about routines, procedures, and the curriculum for students in the Ahuwhenua Pod at the school. It includes details about:
- Pod-wide groupings for reading and math to allow for more targeted teaching in smaller groups
- Morning and afternoon routines students should follow
- Procedures for parents to follow for pick-ups, sign-outs, and notifying the school if a child is sick
- The literacy and math curriculum, including guided reading, shared writing, and strand mathematics
- The inquiry topic of "Learning to Learn"
- Use of the library and swimming lessons as part of physical education.
The educational system in Catalonia is organized into cycles from infant education up to university level. It is compulsory up to age 16 and is normally taught in Catalan, with Spanish and English also taught. Schools can be public, private-subsidized, or private. Registration requires completing an application and submitting documentation by certain deadlines. Schools are staffed by directors, tutors, teachers and other personnel. Students, families, and schools all have rights and responsibilities to support education. Financial assistance is available, and translation services help newcomer students integrate.
The document summarizes information about the Iasi County School Inspectorate in Romania. It discusses that the Inspectorate oversees over 200 schools with over 113,000 students in the county. Its main objectives are to ensure quality education, increase participation in education, and make the education system compatible with European standards. It also oversees national exams for students and teachers. The document also provides information on the education system in Romania, listing the types of schools and levels of education. It notes that the Inspectorate has been involved in numerous European projects to improve education.
This document provides information about Panevėžys "Vyturio" Progymnasium in Lithuania. It details that the school has 730 students in grades 1-8 who are taught by 70 teachers. The school aims to provide a modern learning environment that encourages active learning, volunteering, and the development of citizenship. It offers various extracurricular activities and integrates subjects through projects. The school also participates in several educational programs and partnerships.
The document summarizes the Andalusian educational system. It outlines that education is compulsory from ages 6-16 and is divided into nursery education (ages 0-6), primary education (ages 6-12), and secondary education (ages 12-16). It also describes the structure of primary education, which has three stages of two years each. Subjects taught include Spanish, math, English, art, and more. The school described implements a bilingual program teaching in both Spanish and English.
The document discusses an Erasmus+ project taking place from April 30th to May 6th at Radviliskis R. Baisogala Gymnasium in Lithuania. It provides an overview of the Lithuanian educational system including that education is free and compulsory from ages 7 to 16, school years typically run from September to June, and lessons last 45 minutes. It also discusses approaches to educating students with special educational needs. The document then describes the hosting school and some of the topics covered by the Erasmus+ project, including first aid, career exploration, self-esteem, and environmental awareness. It notes benefits the project has provided such as increased teacher attention to special needs students and growth in communication
The document discusses the history and evolution of child care systems in Greece from the 1800s to present day. It traces the development of early child care centers and kindergartens in Greece from 1839 to becoming integrated into primary education by 1929. It also outlines the roles of early childhood educators in Greece, which include following a High/Scope model where children and teachers actively learn, as well as requirements for caregiver training. Finally, it compares availability and accessibility of child care options between Greece and Ontario, noting programs that are accessible to families needing financial assistance for child care.
The document is a table listing various virus families, genera, species, genome size, presence of homologous regions and repetitive units, and host organisms. It summarizes preliminary screening of viruses that could potentially be identified using an approach to amplify repetitive regions to increase sensitivity. More studies are needed to confirm the results presented in the table. The table provides information on DNA and RNA viruses that infect a variety of organisms, from humans and animals to plants, insects, and single-celled organisms.
The document outlines common limit rules, including that the limit of a sum or product of functions is equal to the sum or product of the individual limits, provided the individual limits exist. It also states that the limit of a constant function is just the constant, and the limit of a function as x approaches a value a is equal to the value of the function at a, if the limit exists at a.
This document defines key terms used to understand graphs through derivatives, including local/absolute maximums and minimums which refer to highest/lowest points on a graph identified by the first derivative crossing the x-axis, concavity which describes a graph bending up or down due to acceleration as identified by the second derivative, and points of inflection where concavity changes as identified by the second derivative crossing the x-axis. It also defines velocity as the rate of change of position given by the first derivative and acceleration as the rate of change of velocity given by the second derivative, describing if an object is speeding up or slowing down over time.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides information about the Growing Successful Entrepreneurs program run by The Royal Society of Edinburgh. The program offers a 12-month salary, business training, mentoring, networking opportunities, and up to £10K in funding to help innovators and researchers commercialize their ideas. Past fellows have founded over 100 companies in key Scottish industries and attracted over £63M in follow-on investment. The selection committee evaluates applicants based on the effectiveness of their technology, its market potential, and the applicant's commercialization plan and ambition to succeed.
This document provides information about upcoming events hosted by the Royal Society of Edinburgh (RSE) including lectures, discussion forums, conferences, and workshops on topics such as land use, public health, climate change, and more. Details are given such as dates, times, locations, speakers, and contact information for registration. The calendar also lists past and future events taking place as part of the RSE @ Dumfries and Galloway programme around Scotland.
The document summarizes the applicant's experience working at Highgate Early Learning Centre from 2010 to 2016, where they took on various roles including team leader in the toddler and infant rooms. They also gained experience working as a casual staff member, kindergarten assistant, and student teacher placements. The applicant has a Diploma of Children's Services and is currently studying for a Bachelor of Early Childhood Education and Primary Teaching.
Children with sen _good practices italyTizianaRiccio
In Italy, pupils with disabilities attend mainstream schools and are provided support based on certifications of their disabilities. An Individualized Educational Plan is created for each student with disabilities to help them achieve goals related to autonomy, skills, and more. The school discussed has 29 students with disabilities who receive varying levels of support from teachers depending on their diagnosis. It also has 36 students with specific learning disorders who follow personalized plans. The school aims to be fully inclusive and offers various programs and supports to meet the needs of all students.
The educational system in Catalonia is organized into cycles from infant education up through university level. It is compulsory through age 16 and is commonly taught in Catalan, though Spanish and English are also taught. Schools can be public, public but subsidized, or private. Registration requires completing an application and submitting documentation by certain deadlines. Schools are staffed by directors, tutors, teachers and other personnel. Students and families have both rights like to education and duties like attending school. Financial assistance is available, and the school year runs September through June divided into quarters.
The document summarizes the author's experience completing an internship at the Debbie Institute, a school for deaf and hard of hearing children. Key points:
- The school uses technology like iPads and sound systems to help facilitate learning for students with disabilities. Teachers provide individualized instruction to meet each student's needs.
- During the internship, the author learned strategies for teaching both typical and atypical students and was able to observe lessons, activities, and the teachers' methods.
- The author implemented several lessons of their own, targeting skills like sequencing, graphing, and sink/float concepts. The hands-on lessons incorporated the effective teaching strategies they observed.
- Overall, the
This document outlines the goals, curriculum, routines, and expectations for Room 19, the Year 7/8 classroom at Snell Primary School in 2014. It details the classroom timetable, homework expectations, specialization courses, behavior management plan, and upcoming camps. The teacher, Miss Justine Milne, provides information to students and parents about the year's focus on reading, writing, and math skills development.
The document describes the Italian educational system for children ages 0-6. It outlines the nursery school and pre-school levels. Nursery school is for ages 3 months to 3 years and regulated by the Ministry of Social Policy. Pre-school is for ages 3-6 years and regulated by the Ministry of Education. The document details the experience fields, aims, management, roles of staff, strengths, and organizations they may visit to learn more about the Italian early childhood system.
The document provides information for parents about routines, procedures, and the curriculum for students in the Ahuwhenua Pod at the school. It includes details about:
- Pod-wide groupings for reading and math to allow for more targeted teaching in smaller groups
- Morning and afternoon routines students should follow
- Procedures for parents to follow for pick-ups, sign-outs, and notifying the school if a child is sick
- The literacy and math curriculum, including guided reading, shared writing, and strand mathematics
- The inquiry topic of "Learning to Learn"
- Use of the library and swimming lessons as part of physical education.
The educational system in Catalonia is organized into cycles from infant education up to university level. It is compulsory up to age 16 and is normally taught in Catalan, with Spanish and English also taught. Schools can be public, private-subsidized, or private. Registration requires completing an application and submitting documentation by certain deadlines. Schools are staffed by directors, tutors, teachers and other personnel. Students, families, and schools all have rights and responsibilities to support education. Financial assistance is available, and translation services help newcomer students integrate.
The document summarizes information about the Iasi County School Inspectorate in Romania. It discusses that the Inspectorate oversees over 200 schools with over 113,000 students in the county. Its main objectives are to ensure quality education, increase participation in education, and make the education system compatible with European standards. It also oversees national exams for students and teachers. The document also provides information on the education system in Romania, listing the types of schools and levels of education. It notes that the Inspectorate has been involved in numerous European projects to improve education.
This document provides information about Panevėžys "Vyturio" Progymnasium in Lithuania. It details that the school has 730 students in grades 1-8 who are taught by 70 teachers. The school aims to provide a modern learning environment that encourages active learning, volunteering, and the development of citizenship. It offers various extracurricular activities and integrates subjects through projects. The school also participates in several educational programs and partnerships.
The document summarizes the Andalusian educational system. It outlines that education is compulsory from ages 6-16 and is divided into nursery education (ages 0-6), primary education (ages 6-12), and secondary education (ages 12-16). It also describes the structure of primary education, which has three stages of two years each. Subjects taught include Spanish, math, English, art, and more. The school described implements a bilingual program teaching in both Spanish and English.
The document discusses an Erasmus+ project taking place from April 30th to May 6th at Radviliskis R. Baisogala Gymnasium in Lithuania. It provides an overview of the Lithuanian educational system including that education is free and compulsory from ages 7 to 16, school years typically run from September to June, and lessons last 45 minutes. It also discusses approaches to educating students with special educational needs. The document then describes the hosting school and some of the topics covered by the Erasmus+ project, including first aid, career exploration, self-esteem, and environmental awareness. It notes benefits the project has provided such as increased teacher attention to special needs students and growth in communication
The document discusses the history and evolution of child care systems in Greece from the 1800s to present day. It traces the development of early child care centers and kindergartens in Greece from 1839 to becoming integrated into primary education by 1929. It also outlines the roles of early childhood educators in Greece, which include following a High/Scope model where children and teachers actively learn, as well as requirements for caregiver training. Finally, it compares availability and accessibility of child care options between Greece and Ontario, noting programs that are accessible to families needing financial assistance for child care.
The document is a table listing various virus families, genera, species, genome size, presence of homologous regions and repetitive units, and host organisms. It summarizes preliminary screening of viruses that could potentially be identified using an approach to amplify repetitive regions to increase sensitivity. More studies are needed to confirm the results presented in the table. The table provides information on DNA and RNA viruses that infect a variety of organisms, from humans and animals to plants, insects, and single-celled organisms.
The document outlines common limit rules, including that the limit of a sum or product of functions is equal to the sum or product of the individual limits, provided the individual limits exist. It also states that the limit of a constant function is just the constant, and the limit of a function as x approaches a value a is equal to the value of the function at a, if the limit exists at a.
This document defines key terms used to understand graphs through derivatives, including local/absolute maximums and minimums which refer to highest/lowest points on a graph identified by the first derivative crossing the x-axis, concavity which describes a graph bending up or down due to acceleration as identified by the second derivative, and points of inflection where concavity changes as identified by the second derivative crossing the x-axis. It also defines velocity as the rate of change of position given by the first derivative and acceleration as the rate of change of velocity given by the second derivative, describing if an object is speeding up or slowing down over time.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides information about the Growing Successful Entrepreneurs program run by The Royal Society of Edinburgh. The program offers a 12-month salary, business training, mentoring, networking opportunities, and up to £10K in funding to help innovators and researchers commercialize their ideas. Past fellows have founded over 100 companies in key Scottish industries and attracted over £63M in follow-on investment. The selection committee evaluates applicants based on the effectiveness of their technology, its market potential, and the applicant's commercialization plan and ambition to succeed.
This document provides information about upcoming events hosted by the Royal Society of Edinburgh (RSE) including lectures, discussion forums, conferences, and workshops on topics such as land use, public health, climate change, and more. Details are given such as dates, times, locations, speakers, and contact information for registration. The calendar also lists past and future events taking place as part of the RSE @ Dumfries and Galloway programme around Scotland.
The document summarizes the applicant's experience working at Highgate Early Learning Centre from 2010 to 2016, where they took on various roles including team leader in the toddler and infant rooms. They also gained experience working as a casual staff member, kindergarten assistant, and student teacher placements. The applicant has a Diploma of Children's Services and is currently studying for a Bachelor of Early Childhood Education and Primary Teaching.
Children with sen _good practices italyTizianaRiccio
In Italy, pupils with disabilities attend mainstream schools and are provided support based on certifications of their disabilities. An Individualized Educational Plan is created for each student with disabilities to help them achieve goals related to autonomy, skills, and more. The school discussed has 29 students with disabilities who receive varying levels of support from teachers depending on their diagnosis. It also has 36 students with specific learning disorders who follow personalized plans. The school aims to be fully inclusive and offers various programs and supports to meet the needs of all students.
The educational system in Catalonia is organized into cycles from infant education up through university level. It is compulsory through age 16 and is commonly taught in Catalan, though Spanish and English are also taught. Schools can be public, public but subsidized, or private. Registration requires completing an application and submitting documentation by certain deadlines. Schools are staffed by directors, tutors, teachers and other personnel. Students and families have both rights like to education and duties like attending school. Financial assistance is available, and the school year runs September through June divided into quarters.
A Joyful Start to Education: Finding the Ideal Pre-Primary Schools in BhopalBalBharatiNeelbad
Starting your child's education on the right foot is essential for their future success. Pre-primary schools provide a foundational education that helps children develop the skills they need to succeed in their academic and personal lives. In Bhopal, several pre-primary schools offer quality education, but not all of them are the best fit for every child. In this article, we will explore what makes a pre-primary school truly ideal and how to identify the best pre-primary schools in Bhopal for your child.
This document discusses the goals and activities of Ertugrul Gazi Primary School in Istanbul, Turkey. The school aims to (1) contribute to the development of disadvantaged students and their communities through education, and (2) promote sustainable development through international projects. Key activities include seminars and courses for students and parents to foster education, literacy programs, environmental education projects, and using various teaching methods like games and role-playing to engage students.
The Primary School No. 10 has two buildings that house its students from grades 1-3. It aims to provide a safe, supportive learning environment for all students. It is equipped with classrooms, a gym, playground, canteen, and other facilities. The school works closely with parents and kindergartens to help students transition successfully from year to year.
It is for these reasons top preschools in Patna adopt tutoring methodologies that create a sense of inquisitiveness and a strong desire for learning more.
The Portuguese educational system has undergone reforms over time to become compulsory for children aged 6 to 18. It consists of pre-school, primary school in three cycles, and secondary school, with an exam required to complete secondary education. Curriculum focuses on sciences, languages, arts, citizenship, and core academics. Schools provide support for special needs students and welfare programs. Parent involvement occurs through representative bodies. The school year runs from September to June in three terms with breaks. Evaluation is qualitative in early primary and quantitative in later primary and secondary school. EBS Mouzinho da Silveira is a basic to secondary integrated school with around 42 students and 20 teachers, focusing on success, environment, citizenship and language/ICT skills
We are proposing a project called Crea, to operate in the comprehensive education of children in social vulnerability condition, nourishing them and their families values, so contributing for their education as citizens and the perception of their transforming potential.
The document provides information about the educational system in Poland, including:
- Compulsory education in Poland lasts 12 years, from ages 6 to 18, and includes primary school (ages 7-15) and secondary school (ages 15-18 or 19-20).
- The nursery school profiled focuses on developing language, art, and multidisciplinary skills for children ages 3-6 through activities like dance, art, and early English language learning.
- The school prioritizes innovation, teacher development, and has introduced methods like CLIL (Content and Language Integrated Learning) to teach English as a foreign language across the curriculum.
This document provides a summary of information for parents about Pukekohe Hill School. It includes sections on school organization, curriculum, policies, activities and contact information. The school prides itself on parent involvement and having a supportive learning environment. It uses an integrated inquiry approach to teaching and learning based on concept-driven topics. Education is seen as a cooperative effort between home and school to help students reach their potential.
Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism.
This document outlines policies and procedures for KSCE Lahore, a private school in Pakistan. It discusses the school's vision, focus on building relationships, enhancing staff competencies and IT resources. A brief history notes it was established in 1982 and is affiliated with the Lahore Board of Education. The document then outlines parental rights like the right to a disruption-free learning environment and duties such as ensuring attendance. Admission policies, financial obligations, the role of the school board and principal's right to amend policies are also summarized.
The Portuguese educational system establishes compulsory education for children ages 6 to 15, with the main goal of ensuring an educational basis for all. It has undergone reforms over time, including the establishment of the Ministry of Instruction in 1911 and defining the national curriculum in 2001. The current system includes pre-school, primary school, junior secondary school, secondary school, and college or university levels.
The National Curriculum Framework for the Foundational Stage was developed to enable implementation of the National Education Policy 2020 and help develop diverse curricula across India while enabling harmonization. It aims to positively transform the school education system as envisioned in the NEP through changes to curriculum and pedagogy. The framework provides guidelines for quality education at the foundational stage from ages 3 to 8, focusing on holistic development across various domains through play-based and activity-based learning. It emphasizes the role of teachers, families, communities and technology in creating a supportive ecosystem for learning.
The Escuela Nueva (New School) model in Colombia was developed to address challenges with rural primary education, such as incomplete schools, multigrade classrooms, and lower academic achievement compared to urban schools. It emphasizes self-directed learning using detailed guides rather than traditional teaching, and teacher roles shifted from lecturing to facilitating. Evaluations found New School students performed better academically and it reduced dropout rates. The model also strengthened school-community relationships and its relatively low additional costs have made it appealing for other developing nations.
The document summarizes the Dutch program "Boekenpret" which aims to improve language and reading skills for children ages 0-6. The program was developed in response to poor reading performance among Dutch children. It focuses on engaging parents, especially those from low socioeconomic or non-Dutch backgrounds, in reading activities with their young children. The program provides books, materials and guidance to parents on reading routines and language development. It also coordinates between libraries, preschools, healthcare centers and schools to encourage reading and prepare children for primary education.
The document describes the educational system in Poland and Greece. In Poland, compulsory education lasts 12 years, from ages 6 to 18. Primary school lasts 8 years, from ages 7 to 15, followed by secondary school which lasts 3-5 years. In Greece, kindergarten is from ages 4-6, primary school from ages 6-12, gymnasium from ages 12-15, and high school from ages 15-18. Both countries have universities available after secondary school. The document also provides details on specific schools, including the daily routine of a kindergarten in Poland and Greece.
Many schools of kindergarten Northern Beaches-wide provide high-quality, fun-filled, and improved child care & learning facilities so that one builds a physical and mental strength to learn about diverse aspects and subjects in high schools and universities.
Group 1 nature_and_purpose_of_curriculumJohn Ervin
The document discusses various concepts of curriculum including traditional, emerging, and progressive perspectives. Under the traditional concept, curriculum is viewed as a program of subjects to be taught with the teacher at the center. An example is provided of the Philippines' Basic Education Curriculum from 2002 which follows this model. The emerging concept sees curriculum as evolving based on students' interests and needs, with more flexibility and collaboration. Key features include being non-linear, cyclical, and responsive. Progressive views define curriculum as the total experiences and learning of the individual, not just courses. Thinkers like Dewey, Caswell, and Tyler provided definitions and models that emphasized experience and reflective thinking over rigid subject listings.
1. Nursery school number 71 „Pod Topola”
in Poznan is a public nursery school.
The leading authority of a nursery school is a
commune (gmina) the city of Poznan which deals
with financial support.
The supervisory authority of a nursery school is
School Superintendent of Wielkopolska who has
the pedagogical and educational supervision of
kindergarten. It fulfills the state policy.
1
2. The nursery school has its own Statute, which is
approved by the Teachers Council.
Statute is the set of rights which oblige in a nursery school - goals
and tasks, rights and obligations of the director, teachers, parents
and children of a nursery school.
Nursery school has its own Conception of work which define the
vision of work for 5 years.
The main goals: Nursery school "POD Topola" is first of all open
not only for the children but also for the needs and expectations of
parents. Nursery school has become a link between education in
the family and at school. In the same time it substitute the
educational and caring needs. It also compensates developmental
deficits in children.
For each school year from September 1st to August 31st teachers
prepare so-called "Annual Work Plan" with goals and tasks. The
plan is accompanied by a schedule of events, celebrations, plan of
work with parents and other nursery schools, schools and
institutions. 2
3. The nursery school has its own Statute, which is
approved by the Teachers Council.
Nursery school fulfills tasks based on the ministerial
document "The core curriculum of pre-school program."
"The core curriculum of pre-school program" define:
* Information that children should get,
* Skills that children need to learn,
* Attitudes that preschool children should develop.
Core curriculum describes the process of the pre-school
education and how to support the development of children
during the pre-school education. Nursery school, equally
fulfills caring, educational and instructive functions. It
provides children the opportunity to have fun and learn in a
safe, friendly atmosphere, adequate to their needs.
3
4. The nursery school has its own Statute, which is
approved by the Teachers Council.
The aim of pre-school education is to support and guide the development
of children in accordance with their innate potential and developmental
possibilities in relations with the socio - cultural and natural heritage.
In order to a proper psychomotor development and educational training of
children in a preschool education, it is recommended to fulfill the following
proportions of time spent in the nursery school during the week:
* one-fifths of the time should be devoted to fun (at the time children play
freel with little involvement of the teacher);
* one-fifths of the time (in the case of younger children – one-quarters of the
time), the children spend in the garden, on the pitch, in the park, etc.
(there are organized games and physical play, sports, observations of the
nature, cleaning and gardening, etc.);
* more than one-fifths of the time involved different types of classes, carried
out by the selected pre-school program;
* the remaining time – two-fifths of time the teacher is free to manage (time
to care activities, self-service, etc.).
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5. The nursery school has its own Statute, which
is approved by the Teachers Council.
The teachers` task is to observe children and to understand the
possibilities and needs of children and to document these
observations.
Headmaster, after the consultation with the nursery school
teachers, allows for use a program in a nursery school, according
to the specified procedure.
In order to standardize educational impact, teachers:
* systematically inform parents about parenting and educational tasks
carried out in the nursery; familiarize parents with pre-school core
curriculum and involve parents in forming child's specific
knowledge and skills;
* inform parents about the successes and problems of their children,
as well as encourage them to support children and to simplyfy the
difficulties they faced;
* encourage parents to co-operate with the nursery school, for
example to organize events involving children and their parents.
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6. Teachers – qualifications:
Master degree in teacher training or
bachelor`s degree.
Major: pre-school education, elementary
education = teaching in the nursery school
and early primary school from class I to III.
In addition, teachers have different mojors:
speech therapy, rehabilitation, care and
educational pedagogy, health pedagogy
and languages specializations: English and
German.
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7. Career promotion:
The teacher who begins to work in the nursery school starts
the teacher-trainee which lasts the school year. During this
year teacher fulfills the professional development plan.
Young teacher has her own training adviser. After receiving
a positive appraisal of the work, the teacher should submit
an application to start the qualification procedure. At the end
of the school year the interview takes place. The
headmaster of the nursery school gives the degree of a
contract teacher.
After that, there is two-year break in the training period.
Then, during the next three years teacher makes the
degree of nominated teacher, at his or her own request.
Then, there is the viva voce. The Commission seems to
accept or to refuse to give the degree of nominated teacher.
The president of the city gives the grade of nominated
teacher.
Then, there is one-year break in the training period. 7
8. Career promotion:
After a year, the teacher may, at his or her own request,
begin training for the degree of qualified teacher. Training
period lasts three school years. After completing an
internship teacher has three years to submit an application
to the qualification procedure to obtain a degree of
qualified teacher. The degree of qualified teacher gives the
Superintendent of Schools.
After 10 years of working in the nursery school, you can
receive a degree of a "professor of education". According
to the specified procedure. This happens very rarely.
The teacher`s salary is dependent on the degree of
promotion and specified by the Ministry.
The functional additives: motivation, the tutor teacher
depend on the activity.
These additives are defined in Resolution of the City
Council and the headmaster awards these supplements to
teachers according to the merit.
Every 5 year the teacher is evaluated.
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9. To the nursery school in Poland attend chidren
in the age of 3 to 6.
In justified cases, children aged 2,5 years can be
taken to the nusery school.
From September 2014 all children aged 6 years
have to go to the first class of primary school.
Currently, in 2012 and 2013 parents of children
aged 6 years can decide whether to send their
child to the first grade of primary school or not.
All children in Poland aged 5 years have
to perform an annual
pre-school preparation.
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10. The schedule and the payment.
The nursery school is open from 6.00 a.m to 5.00 p.m.
6.00 a.m - 8.00 a.m
Parents bring their children to the nursery school.
The free play arising from the children interest,
Individual, preventive and compensatory work in small groups,
Self-service activities.
Sanitary and hygienic procedures.
8.30 a.m breakfast
8.00 a.m – 1 p.m
The classes organized and directed by the teacher,
conducted in the classroom or on the air, based on the selected
preschool program.
Games and sports activities on the air or free play in the room.
During this time children have to be in the nursery school.
12.00 lunch
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11. The schedule and the payment.
12.30 p.m – 2 p.m
3 and 4 year old children have a snooze.
2.15 p.m dessert
1 p.m – 5.pm
Games and economic works, cleaning in the nursery garden, plays in
accordance with children's interest, games with a teacher, relaxation exercises.
Extra classes: Religion Education, English, Gymnastics, Rhythmics, speech
therapy, individual work and work in small groups.
Parents do not pay for: Religion Education, Gymnastics, speech therapy.
If parents want their children attend to extra classes of English and Rhythmics,
they have to pay for that.
For the stay from 6.00 a.m to 1.00 p.m parents do not pay.
From 1.00 p.m to 4.00 p.m every hour is paid in the amount of 3.08 zl.
From 4.00 p.m to 5.00 p.m it costs 0.92 zl.
Breakfast, lunch, dessert, tea - six zl per day.
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12. Events and festivals.
„Being a pre-schooler” party, the visit
of Santa Claus, Grandparents Day,
Carnival party, Family Day-festivals,
theaters, tours, olympics, parties,
sports, school visits, etc.
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13. Nursery School number 71 „Pod Topola” participates to
the Comenius program „Learning through the whole
life” from the 1st august 2012 to 31st july 2014.
Our partners: Finland, Turkey
We are the coordinator.
The name of our project is:
„Our little, great motherland”.
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14. Nursery school number 71 „Pod Topola” has
got:
certificate: „Friendly Nursery
School”
certificate: „Active in a local
community”
certificate: „Nursery School
with an atmosphere”
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15. Thank you,
Marzenna Bolińska
headmistress Przedszkole nr 71
„POD TOPOLA” in Poznan
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