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How might primary schools and teachers contribute to the promotion of a culture
in which diversity is valued and equality of opportunity is a reality? ...
How might primary schools and teachers contribute to the promotion of a culture
in which diversity is valued and equality of opportunity is a reality? ...
... A staff wellness program might include instruction in relaxation ... of health, serve
as the primary source of ... CONCLUSION Schools play a vital role in stress ...
... the free flow of information might cause image ... computers for use in the country's
primary schools. ... the large number of university teachers, students, scientists ...
... Burns (1995) considers that learning might not manifest itself ... language comes to
serve as her primary tool of ... Indeed, not all learners in schools come ready to ...
Submitted by orange5150 on March 15, 2006
Category: Miscellaneous
Words: 2791 | Pages: 12
Views: 222
Popularity Rank: 43,722
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It would seem that today’s society has almost reached its climax with respect to its diversity. This diversity includes such issues as social background, culture, race, gender, and differences in ability and disability. Large cities are the main centres of this multicultural explosion:
‘the 56 million people in the United Kingdom speak over 300 languages and represent 14 different faiths.’
(Kochar and Mitchell, 2002)
These often coexist alongside one another in everyday life and may not interact. However, in the melting pot of the school classroom they will mix and interrelate with one another, and it is the job of the school and then ultimately, the class teacher, to effectively manage and promote understanding so that each individual may successfully develop into a globally aware citizen.
ACCAC (2000) states that ‘the role of education is crucial, with schools playing a part in preparing pupils for the opportunities, responsibilities and experiences of adult life.’
In September 2003, PSE became a statutory element within the basic curriculum for pupils aged 5 to 16. To aid its integration
into the school curriculum ACCAC produced a framework document and supplementary guidance.
The framework document was produced to assist schools to in planning and developing the curriculum subject, “Personal and Social Education”. In particular it:
• offers a definition of PSE
• sets PSE in a school and national context
• clarifies its aims and purposes
• describes the aspects of a person which can be developed
• identifies the key components in terms of values, attitudes, skills, knowledge and understanding
• lists Learning Outcomes for Key Stages 1 to 4
• provides a basis for reviewing and developing existing provision in PSE.
In addition, the document identifies 10 aspects of a person in society that can be developed within the...
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