Guidance Document Table of Contents Guidance Document For new members of the teaching staff Aim The aim of this document is to outline key aspects of legislation‚ regulatory requirements and codes of practice relevant to the roles and responsibilities as a teacher. It will explain the boundaries between the teacher and other professionals and explain points of referral when necessary to meet the needs of the students. This document will also explain ways to promote appropriate
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Thinking about Diversity and Inclusion University of Phoenix Cultural Diversity SOC 315 Stephanie Medley-Rath February 01‚ 2012 Thinking about Diversity and Inclusion We live in a society and a country that is able to incorporate different cultures and be as diverse as possible. The following paper will address the dimensions of cultural diversity‚ the ethnic and cultural groups in which I identify‚ the difference between diversity and inclusion‚ the importance of workplace diversity training
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Explain /discuss issues of equality and diversity and ways to promote inclusion with your learners Equality is the need to provide all learners with equal opportunity. It is the duty of the teacher to ensure all students feel valued‚ are given the same rights of access to learning resources and are given equal help and support to develop their full potential without showing any favouritism. All students must be treated fairly without discrimination regardless of gender‚ marital status‚ sexual
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EQUALITY‚ DIVERSITY AND RIGHTS. EQUALITY‚ DIVERSITY AND RIGHTS. Equality Equality is about creating a fairer society. This is where everyone can participate and has the opportunity to achieve their potential. By eliminating prejudice and discrimination. In our society‚ equality is about fairness and ensuring people have the same rights regardless of their background or who they are. Any society that ensures its people have equal
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with: * Children Effective communication with children is important to make sure that they understand the language of learning so that they can grasp concepts and ideas‚ actively take part in problem solving and successfully develop their own ideas and opinions. It is important for children to be able to feel welcome in the classroom environment and valued within the school. Encouraging children to ask questions‚ give their own answers and contribute to class activities will help to develop a
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Thinking About Diversity and Inclusion Christopher Dale Brooks Cultural Diversity Stephanie Medley-Rath July 25‚ 2011 Thinking About Diversity and Inclusion What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by referencing both textbooks. The dimensions of cultural diversity are racial groups‚ ethnic groups‚ religious groups‚ and gender groups. Age is also a dimension. Minority groups also share the characteristics of experiencing unfair
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All organisations that have any contact with children and young people have a responsibility to have policies and procedures to protect these vulnerable children/young people from harm no matter their age‚ gender‚ race‚ or religion. These organisations can be schools‚ nurseries‚ toddler groups‚ brownies‚ cubs‚ gymnastic groups‚ swimming groups‚ to religious study groups. Any group whether voluntary or not. Everyone has a responsibility to protect children and young people. My friend is in the local
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Promote equality and Inclusion in health and social. Diversity‚ Equality and Inclusion. Diversity Diversity is the difference between individuals and groups. This can be the differences in culture‚ nationality‚ ethnic origin‚ religion‚ beliefs‚ sexual orientation‚ gender‚ age‚ social class or abilities. Equality Equality is the promotion of individual’s rights; it is giving the individual choice and opportunity. It is giving the individual respect and treating them fair. As a health
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1 Social policy‚ social welfare‚ and the welfare state John Baldock Contents ■ ■ ■ Introduction Learning outcomes Social policy Defining social policy in terms of types of expenditure Analysing social policy Social policy as intentions and objectives Redistribution The management of risk Social inclusion Social policy as administrative and financial arrangements Social policy as social administration Social policy as public finance Social policy as outcomes Social welfare The welfare state Defining
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desirable results in the teaching process. That is the reason why the aim of the Term Paper is to explore the individual meaning of basic colours and how colours can be used in teaching aids during teaching English vocabulary to secondary school pupils. The methods the author used was a case study carried out in the period of 22 January until 23 March in Riga Secondary School Nr.2 in two groups of form 10 overall 26 pupils. The data were colleted using questionnaire for pupils to find out their favourite
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