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Outcome 1 Promote equality and diversity in work with children and young people 1.1 Current legislation and codes of practice Every Child Matters 2003 and Children Act 2004 These were put into place to ensure that all organisations and agencies involved with children between birth and 19 years should work together ensure that children have the support needed to be healthy‚ stay safe‚ enjoy and achieve‚ make a positive contribution and ahieve economic well-being. The key aspect of the Act was
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Understand the principles & requirements of assessment | |1.1 explain the functions of assessment in learning and development | |Assessments are carried out to ensure that learning has taken place. Assessments should encourage learners
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Outline and evaluate postmodern views on the diversity of family life” Postmodern sociologists support the view that family has become diverse in contemporary UK. They see that people have become fragmented and identities are more individualistic‚ meaning everyone is different and let them be. Family life is different for everyone. Stacey (1996) says that the family no longer progresses through a range of stages. Meaning everyone is diverse‚ and that there is no longer a dominant type of
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happens promotes diversity. There are various pieces of legislation which have been put in place to promote equality and reduce discrimination. These include: • The Disability Discrimination Act 2005 • The Special Educational Needs and Disability Act 2001 • The Race Relations (Amendment) Act 2000 • Racial and Religious Hatred Act 2006 • Convention on the Rights of the Child (UN‚ 1989) • The Human Rights Act 1998 • The Sex Discrimination Act 1975 (as amended) • Employment Equality Regulations 2003
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researchers journey as an experimental psycholinguist through changes in practice and policy in the education of English language learners in the Unites States from the 1970s to the present day. The development of key debates on issues such as bilingualism‚ language of instruction‚ and the inclusion of English language learners in reform movements are described from the perspective of a researcher”. This paper reviews key points from the article to show how it relates to our current studies of chapter
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TDA 2.4 Equality‚ diversity and inclusion in work children and young people. Unfortunately some children‚ at some point in their life will experience some form of discrimination. This could be anything from being called names because they wear glasses or being shunned in the playground because they aren’t wearing the latest fashion in coats or trainers. Sadly as children become young people this could also grow into discrimination due to their race‚ colour or even sexual preferences. Whatever
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RECORD QCF Unit …313…………………………………………………………………. Candidate Name ………………………………………………………… Use this form to record details of activities (tick as appropriate) Observed by your assessor ( Work product ( Seen by Expert Witness ( APL ( Seen by witness ( Simulation ( Self-reflective account ( Projects/Assignment ( |Unit |Assessment |Performance Evidence | | |criteria |
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Please answer the following questions. 1. What does the acronym DAP in the field of early childhood education stand for? In one sentence‚ explain what the phrase means to you when you spell it out. (4 points) “DAP” - Developmentally appropriate practice DAP refers to a framework designed to encourage young children’s optimal learning and development. Ensures that children’s goals and experiences are suited to their learning and development and challenging enough to promote their progress
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pieces of legalisation relating to diversity‚ equality and inclusion these are: The Human Rights Act 1998-this right can be used to protect against organisation such as: police‚ counsels and private companies‚ court cases will state the Human rights act. The Disability Discrimination Act 2005-stops people with disability from being treated differently. The Equal Pay Act 1970-protects women from being paid less for an equivalent job to a man The Race Relations 1976-states all races must be treated
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