Curriculum for school age child care: School Age Curriculum – Kids ‘R’ Kids
SCHOOL-AGE RESOURCES – THE PENNSYLVANIA KEY
SCHOOL-AGE RESOURCESKelsey O’Brien2022-03-01T13:03:17-05:00
Click here to access the Resource on School Connections (PDF)
OST Map Out-of-school time (OST) programs in Pennsylvania serve K-12 and are available before- and afterschool, including weekends and summer. PSAYDN, with the generous support from foundations, EECapacity and Harrisburg University, has led the development of the state’s only online, searchable database that identifies all OST (afterschool) programs in Pennsylvania. The map is the culmination of this effort. Using existing state lists of licensed school-age childcare providers (OCDEL) and statewide surveys, a listing of nearly 5,000 OST programs are available to date. STEM-rich institutions are being identified and also added.
Keystone STARS Optional Tools & Worksheets
The following documents can be found by selecting Keystone STARS, Forms & Tools on the left-hand menu.
Optional Tools:
- School-Age: Activity Schedule-Week-at-a-Glance by Key Learning Area
- School-Age: Aligning Curriculum with the First Grade Standards
- School-Age: Aligning Curriculum with the Second Grade Standards
- School-Age: Curriculum Statement Template
- School-Age: Lesson Plan Template
Keys to Quality Afterschool: Environment, Relationships and Experiences (PDF): This best practices guide is designed to provide a framework for continuous quality improvement. This toolkit consists of ten chapters. The first chapter introduces the Generations approach to understanding school-age care and identifies how Environments, Relationships, and Experiences (ERE) influence children’s growth and development. Each subsequent chapter highlights a specific content area related to “best practices” and engages the reader in transfer of knowledge and reflection through stories, examples, inquiries, charts, and strategies for implementation. Each chapter can be used as a stand-alone resource for professional development, staff meetings, and independent research or study by practitioners. Look for guidelines, concrete activity ideas, and unique strategies for supporting children’s development and best practices in program design.
Afterschool Quality
- After-School Quality Information (PDF)
- After-School Quality Application (PDF)
- ASQ Readiness Checklist (PDF)
Keys to Quality Afterschool: Spotlighting Best Practice, Tools and Resources in Out-of-School Time
- Safety and Supervision Before- and After-School, June 2012 (PDF)
- Building Resiliency, May 2011 (PDF)
- Linkages Between Resiliency and Student Achievement (PDF)
- 10 Commandments of Interactions with School-Age Children (PDF)
- Resiliency Quiz for School-Age Children (PDF)
Learning Standards
- Academic Standards for 3rd Grade and higher can be found at the Pennsylvania Department of Education Standards Aligned System.
Research & Reports
- Creating Quality School-Age Child Care Space. Local Initiatives Support Corporation’s (LISC) Community Investment Collaborative for Kids (CICK) project recently released a new report. This resource, written by a team of architects, outlines best practices in the design and improvement of after-school environments for children in kindergarten through eighth grade. The report addresses the importance of the physical environment in shaping the interactions and experiences of children in after-school child care, while also recognizing that after-school care is often located in space-constrained areas that can be borrowed, shared or rented.
- Making Summer Count: How Summer Programs Can Boost Children’s Learning RAND Research Brief Full Report. In June, July and August, many students forget some of what they learned over the previous school year. But “summer slide” takes its biggest toll on low-income students, contributing substantially to the achievement gap between them and better-off youngsters. This major RAND study also finds evidence that summer programs can help, identifies obstacles to providing them, analyzes costs, and offers recommendations.
- America After 3PM Special Report on Summer these valuable programs each summer. The demand for programs is very high, especially among those who need them most.
- Cost of Quality: Out-of-School Time Programs Research Brief Full Report Based on a detailed examination of 111 high-quality after-school and summer programs in six cities, this report estimates costs for strong programming. It attributes wide cost differences to factors such as how many hours programs operate and the ages of children served. An on-line cost calculator can help users figure out the costs of various programs.
- Cost of Quality: Out-of-School Time Cost Calculator This online calculator lets users determine the costs of a variety of options for high-quality out-of-school time (OST) programs. In addition to the cost calculator, this website includes short case studies, funding strategies, and how quality considerations factor into program costs.
- The Impact of After-School Programs That Promote Personal and Social Skills – A report found that youth programs were most successful at improving youth outcomes when their activities were sequences, active, focused and explicit (SAFE). When compared to programs that did not have these characteristics, SAFE programs improved youths feelings of self-confidence, positive feelings toward school, grades and achievement test scores.
- Massachusetts Afterschool Research Report (MARS) – The MARS Study identified key quality components of afterschool programs and explored the relationship between program quality components, staff attributes and positive youth outcomes.
- The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities – This new report highlights the positive impact high-quality Extended Learning Opportunities (ELO) have on student success and outlines steps that state leaders can take to ensure ELO effectiveness.
- School-Age Success Story: Pennsylvania’s After-School Quality Project (Office of Child Care Technical Assistance Network): This document describes how Pennsylvania provides school-age supports through their Quality Rating and Improvement System, Keystone STARS. Pennsylvania’s After-School Quality project is highlighted.
Websites
- Afterschool Alliance
- Charles Stewart Mott Foundation
- Early Childhood Training and Technical Assistance System
- Global Family Research Project
- National After School Association
- National Center for Quality Afterschool
- National Institute on Out-of-School Time (NIOST)
- Pennsylvania Child Care Association (PACCA)
- Pennsylvania School-Age Child Care Alliance (Penn SACCA)
- Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN)
- Pennsylvania’s Promise for Children
- U. S. Department of Education: 21st Century Community Learning Centers
- Wallace Foundation
- Youth.gov
Curriculum | Virtual Lab School
Objectives
- Reflect on what it means to implement meaningful curriculum and assessment as you manage your classroom.
- Identify key elements of developmentally appropriate practice and reflect on how these elements contribute to program mangement.
- Understand the importance of being a life-long learner with regards to working with school-age children and their families, and identify ways you can pursue your own professional development.
Learn
Know
Two of the most basic and at the same time significant questions school-age staff members need to consider are: “What skills are typical for school-age children and youth?” and “What is appropriate for an individual child, and what is valued by the families and community I serve?” Spend a few seconds thinking about how you would respond to each of these two questions.
You may have indicated that the first question refers to having a knowledge base of typical skills so that you can begin to make decisions about what types of developmentally appropriate experiences and activities to provide. The second question addresses how to meet the needs of individual children and their families who come to your program with a range of skills, abilities, and interests.
Meaningful Experiences for School-Age Children and Families
Children attending school-age programs should have a variety of experiences that are developmentally appropriate, intellectually stimulating, engaging, and fun. High-quality school-age programs involve children in daily experiences and interactions with both adults and peers, and also provide opportunities for children to engage in individual work. As a school-age staff member, the activities you plan should promote exploration and learning in multiple areas such as Language and Literacy, Art and Technology, Math, Science, and Social Studies. Talking with and listening to the children, youth, and families in your care will alert you to their individual interests and culture. You can then use this knowledge to guide you as you plan experiences and activities.
As a school-age staff member, you bring your own personality, talents, and interests in your work with children to enrich the activities and experiences you plan. These experiences should build upon the interests, culture, and backgrounds of the school-age children in your program. Families should be invited to share information, knowledge, and skills with you in their child’s program. It is important that you plan meaningful learning experiences for all school-age children and youth in your care. You will notice a range of skills and abilities. Some children may need special adaptations or modifications to the activities you plan. You may have children in your group with Individualized Education Programs (IEPs) that help them meet personal goals. You should read the IEP and learn about possible accommodations or modifications you may need to make. Flexibility is essential. You should refer to your Service- specific policies for guidance when making adaptations and modifications. Your program T&Cs and managers will support you in promoting high-quality developmentally appropriate practices for all school-age children in your care.
When defining developmentally appropriate practices, the National Afterschool Association (NAA, 2011) highlights the following:
- Model a positive and respectful attitude when working with children and youth
- Align daily practices with the program’s philosophy, policies, and procedures
- Incorporate cultural diversity into the daily program
What are Indicators of Effective Curriculum?
Your goal should be to implement experiences and activities that are carefully planned, engaging, developmentally appropriate, challenging, and culturally and linguistically responsive. You should aim for growth and positive outcomes for all school-age children and youth in your care. In doing that, you should learn the following indicators of effective curriculum as stated by the National Afterschool Association (NAA 2011):
- Engage children in activities that meet individual needs, interests, development, and skill levels
- Design and develop effective activities based on current research and curriculum
- Provide an engaging, physically and emotionally safe, and inclusive environment to encourage play, exploration, and learning across developmental domains
- Design and develop an environment that offers choices
- Plan and implement learning opportunities that include goals and objectives
- Incorporate activities that promote cognitive, social, emotional, and physical development into all curricular areas
What are Indicators of Effective Assessment?
Gathering information about the development of school-age children and youth in your care helps you make informed decisions about their growth and helps you identify needs or concerns that may require further attention. Your goal should be to carry out assessment practices that are ethical, developmentally appropriate, and culturally sensitive. Meaning your assessment practices are based on a thorough knowledge of child development, they help children see themselves as capable and competent learners, and they respect and acknowledge children’s and families’ varied cultural experiences. The assessment practices you implement play an essential role as you manage your classroom. You should use assessment information to support growth and positive outcomes for all school-age children in your care. In doing that, you should familiarize yourself with the following indicators of effective observation and assessment practices as stated by the National Afterschool Association (NAA 2011):
- Identify children and youth as individuals and acknowledge that individuals develop at their own pace
- Recognize that observation and assessment are ongoing processes
- Maintain confidentiality regarding observation and assessment information
- Select and use observation results in planning and implementing learning activities
- Plan relevant and culturally appropriate assessments
- Develop a plan that utilizes assessment information to improve curriculum and modify learning experiences
- Implement formal and informal assessment tools for individual and group learning
You should work with your T&Cs and managers to ensure that assessment practices are developmentally appropriate for the school-age children in your care. Your program administration will ensure that you have the necessary resources (e.g., program or playground supplies, materials, equipment) and supports (e.g., observational feedback on your practices, additional resources) to promote these experiences and offer school-age children and their families high-quality care and education.
Considering your Own Professional Development
In order to be knowledgeable about best practices in school-age programs, you must stay current with the field. Joining a professional organization (e.g., the National Association for the Education for Young Children (NAEYC), the National Afterschool Association (NAA), or the Division for Early Childhood (DEC) is an excellent way to receive timely information about what is new in the field. Web sites that contain evidence-based information can be bookmarked. Attending local or state conferences is another way to learn about evidence-based practices and keep current on new information.
Your T&C can be a great resource and mentor in your professional development. She or he can answer questions or address concerns you may have, conduct observations of your work with school-age children and give you constructive feedback, assist you with further or specific training, help you access resources like books, articles, or videos, and support your overall professional growth. You may also consider looking for a mentor, book group, or groups on social media where you can share ideas and news about school-age programs. You will be a better staff member and advocate for school-age children and families in your care when you attend to your own professional development.
See
Video not availableIn this video you will hear providers share how they aim for growth and positive outcomes for all school-age children and youth in their care.
Do
In your daily work as a school-age staff member, engage in the following practices with children, families, and colleagues:
- Get to know the children and families in your care. Plan for bias-free experiences, materials, and assessment. Treat each child and family member with respect, and acknowledge and honor individual differences in gender, cultural background, family income, abilities, or family composition.
- Provide a variety of developmentally appropriate choices and experiences for school-age children in your care.
- Have developmentally appropriate expectations about children’s behaviors.
- Ensure activities and experiences are designed and developed based on current research and curriculum; for example, plan activities in the following areas: character and leadership development; education and career development; health and life skills; the arts; sports, fitness & recreation; and technology.
- Plan collaboratively with colleagues and your trainer or coach, and make sure you offer opportunities for each school-age child to achieve individual goals. During this process, make sure to invite families’ input.
- Act in a responsible, reliable, and dependable manner. Be at work on time, be prepared, and communicate clearly with children, families, colleagues and supervisors.
- Support practices that are ethical, responsible, and developmentally appropriate and speak out when they are not. Familiarize yourself with your program’s or service’s regulations, standards, and expectations for high-quality practices. Remember to always look to your coach or trainer for guidance on difficult situations.
- Develop and cultivate a collaborative spirit and work with colleagues. Ask a more experienced school-age staff member questions about his or her practice or offer ideas to a colleague who may be newer than you and may need assistance.
Explore
Download and print the handout Curriculum: Decision-Making. Take some time to reflect on the ideas found in the identified resource. Then, share and discuss your responses with a trainer, coach, or supervisor.
Indicators of an Effective Curriculum
Reflect on how effective your program’s curriculum is
Required: Complete and review this document with your trainer, supervisor, or administrator
Curriculum: Decision-Making
As you think about curriculum, reflect on actions you might take in the way you plan experiences
Apply
Learn more about pursuing your own professional development. First read the article:
- 10 Ways to Coach Toward Youth Program Quality from the National After-School Association
https://naaweb.org/component/k2/item/200-10-ways-for-coaching-toward-youth-program-quality
Then use the Mentoring for Program Improvement attachment below to reflect on both supports you receive in your professional development and also whether you can take a more active role in this coaching process. Second, after you review some of the links below, use the Take Charge of Your Own Professional Development attachment below to reflect on how you can stay motivated in your practice, and how to stay current in your field.
- National After School Association
http://naaweb.org/professional-development - New Mexico Out-of-School Time Network
https://nmost.org/professional-development - American Federation of Teachers, Professional Development for After-School Staff
http://www.aft.org/sites/default/files/wysiwyg/ignitingthefire. pdf - SEDL National Center for Quality Afterschool
http://www.sedl.org/afterschool/practitioners_guide_to_afterschool_programs.pdf
Mentoring For Program Improvement
Reflect on ways you can take an active role in being coached
Taking Charge of Your Own Professional Development
Review these resources and reflect on your professional development
Glossary
Demonstrate
True or false? Families should not know about or be invited to be part of the assessment process for their school-age child.
True
False
Which of the following are indicators of effective curriculum for school-age children?
Activities and experiences are based on current research and best practices.
Learning opportunities include goals and objectives.
The learning environment provides choices.
All of the above
Your colleague, James, asks how he can stay current in the field of school-age care and education. What suggestions do you offer?
“School-age care is static; there is really no new research out there.”
“Do not ask our T&C for ideas or suggestions; that’s really not part of her job.”
“Consider joining a professional organization such as NAA, NAEYCE, or DEC. It’s a great way to find out what’s new in our field.”
“Try to stay away from education web sites.”
References & Resources
Bruno, H. E., & Copeland, T. (2012). Managing Legal Risks in Early Childhood Programs. New York: Teachers College Press.
Copple, C.,& Bredekamp, S. (Eds.) (2009). Developmentally appropriate practice for programs serving children ages birth through 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.
National Afterschool Association (2011). Core Knowledge and Competencies for Afterschool and Youth Development Professionals Retrieved from http://www.naaweb.org/images/pdf/NAA_Final_Print.pdf
National Association for the Education of Young Children (2011). Code of Ethical Conduct and Statement of Commitment. Retrieved from http://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement2011_09202013update.pdf
National Association for the Education of Young Children. (2009).Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
Programs By Age – Early Childhood Education
Our programs are divided into Infant, Toddler, Preschool/PreK, and School Age classrooms.
Infant Program (6 weeks – 18 months)
Dr. Day Care provides a nurturing environment to care for your baby. Our teachers listen and communicate with parents to ensure both the child’s and parents’ needs are met. We are attentive to your baby as important milestones are reached, such as learning to roll over, crawl, walk, smile, babble, and wave hello! Dr. Day Care teachers use the Teaching Strategies curriculum to ensure your child is learning through educational concepts, social interactions, play, and new experiences. The Teaching Strategies authentic assessment tools guide teachers in documenting observations, ensuring all children are meeting developmentally appropriate milestones and introducing new activities for learning.
Daily Schedule:
The infant classroom provides many opportunities for stimulating and nurturing young infants’ minds, but also allows each child an opportunity to rest and recharge. Young infants determine their own schedules- there is no such thing as a “typical day” in an infant classroom! As your baby matures, we guide each child towards a more structured and organized schedule to provide consistent feeding and rest times.
- Social/Emotional
- Gross Motor
- Music & Movement
- Story Time
- Fine Motor
- Sensory Activities
- Outdoor Play
- Baby Sign Language
See a sample Infant Daily Schedule here.
Schedule a Tour or Request Information
Toddler Program (18 months – 3 years)
Dr. Day Care provides toddlers with opportunities to learn and explore. Dr. Day Care toddler classrooms are organized into learning centers to engage children in learning through play while building independence.
Our teachers communicate with parents to ensure we are working together on important milestones such as potty training and language development and also to ensure your child’s daily needs are met. We utilize the Teaching Strategies curriculum to guide your child’s natural curiosity into meaningful learning experiences. Teachers utilize authentic assessment tools to document daily observations, develop new learning opportunities, and ensure the progression of development and learning.
Daily Schedule:
The toddler classroom provides a structured daily schedule to help your young child learn. Each classroom provides opportunities for structured activities, story and circle time, music and movement, guided play, meal times, and a rest time.
Curriculum and Learning:
Our Monthly Curriculum Calendar gives parents a part of each day’s lessons. Daily Lesson Plans engage your toddler in the following areas:
- Group Story time
- Social Skills
- Gross Motor
- Fine Motor
- Language
- Sensory/Discovery
- Outdoor Play
- Math Concepts & Manipulatives
- Spanish
- Sign Language
See a sample Toddler Daily Schedule here.
Schedule a Tour or Request Information
Preschool and Pre K (3 years – 5 years)
Dr. Day Care provides preschoolers with opportunities to develop a love of learning! Children are given more freedom to explore based on their interests as they are engaged in the classroom learning centers. Learning centers give your preschool child the opportunity to learn to share and play with others, build independence and confidence, and acquire the skills needed for kindergarten. Learning emerges through frequent exposure to concepts, interactions, purposeful play, and new experiences. Utilizing the Teaching Strategies curriculum, our teachers complete daily observations and authentic assessment to guide lesson plans and activities while ensuring that each child is meeting developmentally appropriate skills. Children ages 4 and up will attend quarterly field trips.
Daily Schedule:
The preschool classroom provides a structured and nurturing environment that provides children with structured group activities, individualized learning opportunities, play, and numerous activities to encourage your child’s development. Preschool children are engaged in group circle time, purposeful play, meal times, and an opportunity for rest time as needed.
Curriculum and Learning:
Our Monthly Curriculum Calendar gives parents a part of each day’s lessons. Daily Lesson Plans engage your preschooler in the following areas:
- Circle Time/Large Group Activities
- Small Group Activities
- Creative/Process Art Activities
- Outdoor/Large Motor Activities
- Block Play
- Math & Manipulatives
- Writing/Language Arts
- Dramatic Play
- Sensory/Science
- Music & Movement
- Spanish
- Sign Language
See a sample Preschool Daily Schedule here.
Schedule a Tour or Request Information
School Age Before & After School Program
Summer Camp (5 years – 12 years)
Dr. Day Care provides an engaging learning environment for your School Age student. Even when school is not in session, children need to be actively engaged in a stimulating learning environment. We offer a safe, structured environment that balances learning and fun. Our programs offer enrichment opportunities, field trips, engaging learning centers, and opportunities to extend learning beyond the school day. From completing homework to fun physical activities, this program builds independent learners while promoting youth voice.
Daily Schedule:
The School Age program offers parents and students Before School, After School, Before & After School, or School Vacation options. Mornings are filled with activities to help “wake the brain” as children arrive and begin their day. Students are given the opportunity to choose activities based on their interests and engage in structured activities. Homework assistance is always available.
Curriculum and Learning:
Our Monthly Curriculum Calendar gives parents a part of each day’s lessons. Daily Lesson Plans engage your School Age student in the following areas:
- Anti-Bullying
- STEM (Science, Technology, Engineering, and Math)
- Vocabulary
- Spanish
- Literacy
- Math
- Art
- Community Building
- Physical Education
- Enrichment Activities
- Field Trips
See a sample School Age Before & After School Daily Schedule here.
See a sample School Age Vacation Daily Schedule here.
Schedule a Tour or Request Information
School Age Programs | Kiddie Academy
School Age Programs | Kiddie Academy
School Age
Creative Explorers
Children spend most of their time juggling assignments, friendships and extracurricular activities. They crave the freedom to discover things that interest them most, and Kiddie Academy® gives them the structure to build essential skills for their future.
Whether it’s before and/or after-school care or our full-day program, Creative Explorers lets school-agers pursue their passions. We help them explore what fascinates them through a variety of special-interest groups that spark their imaginations. Our club format provides your child with exciting and challenging activities and projects to create, while continuing the learning begun in their schools.
The full-day school-age program for ages 5-12 combines learning through the Kiddie Academy proprietary Life Essentials® Curriculum with support and supervision from our teachers to ensure your child is meeting the digital-learning requirements of your school system.
While your child is at our Academy, you’ll have the peace of mind knowing that they’re in a healthy and safe environment thanks to Health Essentials, our enhanced health and cleaning initiative based on CDC guidelines to mitigate the spread of the coronavirus.
Your local Kiddie Academy has information about everything from school-age programs and curriculum to tuition, drop-off and pick-up times.
Find an Academy near you
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Life Essentials
®
WE HAVE A DESIGNATED TIME FOR LEARNING. ALWAYS.
®
Our Creative Explorers program is developed through our Life Essentials® curriculum to provide your school-age child with well-rounded learning experiences while receiving positive, nurturing care.
Full-Day School Age
Focus: Assuring your child meets the virtual-learning responsibilities of your school system in a supervised, safe and sanitized environment.
The program combines learning through the Kiddie Academy proprietary Life Essentials® Curriculum with support from our teachers to ensure your child is meeting the digital-learning requirements of your school system.
Activities
- Children work on assignments from their school system, under supervision of Kiddie Academy Teachers.
- Teachers ensure that children attend any required virtual meetings scheduled by their school.
- When school assignments are complete, children participate in the club-based activities included in the Kiddie Academy Creative Explorers program.
Learning Through Life Essentials
®
This full-day program is built around the Life Essentials philosophy that guides all we do at Kiddie Academy® Educational Child Care. It promotes the natural curiosity present in every child by focusing on character education, STEM-infused technology and health and fitness experiences.
Virtual Learning Environment
Focus: Support young school age virtual learning schedules
Through attentive supervision by trained teachers, the virtual learning environment at Kiddie Academy sets your elementary-aged child up for success in a comfortable, healthy environment and gives parents the child care support they need as local school districts implement virtual learning.
Highlights of our virtual learning program
- Attentive teachers: From the safety of our licensed child care facility, our trained teachers help your child navigate their elementary school virtual learning requirements. From logging in to learning portals on schedule to helping with homework, your child will feel supported – and you’ll have the peace of mind that they are making the most of their distance learning.
- Lively environment: Students have access to all the resources of an age-appropriate classroom, while also being social with their fellow in-person learning classmates. When the school day is done, they’ll get to further their learning with additional activities.
- Flexible scheduling: Parents can choose the days and times they need child care, depending on work schedules and local school district virtual learning schedules.
- Meals and snacks included: So you have one less thing to worry about each morning, we provide the healthy snacks and lunch your child needs to stay nourished and energized throughout the day.
Health Essentials Safety and Wellness Procedures and Protocols
Focus: Keeping your child healthy and safe.
Health Essentials is a set of CDC-based standard operating procedures that can help mitigate the spread of potential infection throughout our Academy. Health Essentials is a key part of our overall COVID-19 response, expanding upon existing disinfection and health protocols that offer parents and staff peace of mind and demonstrates our commitment to creating a healthy and safe environment for learning and working.
Health Essentials guidelines are focused on four principles designed to cover various preventative, protective and corrective measures that address COVID-19:
1. Wellness Education
The solution starts with an understanding.
- Children learn how following proper hygienic practices can keep them healthy
- Academy staff receives training and must abide by enhanced health and safety practices outlined by the Centers for Disease Control and Prevention
2. Enhanced Hygiene
Soap and water is the best solution.
- Soap and water offer the simplest solution to combat infection
- Staff increase handwashing frequency
- All children must wash their hands upon entering their room at the start of each day and all recommended times thereafter in addition to following standard Academy handwashing procedures
3. Healthy Environment
A clean facility keeps families safe.
Academies adhere to advanced cleaning procedures:
- Nightly cleaning
- Daily laundering of soft items and bedding
- Limiting items brought into the Academy
4. Symptom Monitoring
Keeping a watchful eye
- Temperature monitoring at the Academy entrance.
- Track symptoms using AcademyLink®
- Isolate symptomatic children from others immediately upon observation
- Contact parents for pickup from the Academy
- Daily health check is completed upon arrival
School Age Clubs and Extracurriculars
Focus: Inspiring children to learn about and explore what interests them.
Your child can pursue a passion for a number of subjects, including science, engineering, art, writing, literacy and more.
School Age Activities
- Using photos to create a PowerPoint presentation to share with the class.
- Using jars, gloves and shovels to take soil samples and comparing them.
- Learning what the “hook” of a book means and practicing writing hooks of their own.
- Participating in various track and field events, like racing and softball shot put.
- Studying different types of comedy, like improv and stand-up, and writing their own knock-knock jokes.
- Use graph paper, pencils and measuring tools to help your child design a blueprint for their dream home.
- Learning about famous sculptors and making their own sculptures out of foil, play dough and pipe cleaners.
- Learning to play songs like “Twinkle, Twinkle, Little Star” on the xylophone.
Learn On
®
Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.
- Plan and plant a family garden.
- Use LEGO blocks to help your child create a model of a structure that inspires them.
- Talk about their favorite stories then have them draw a picture to illustrate the story.
- Help your child create a PowerPoint presentation.
Character Essentials
SM
Focus: Our Character Essentials
SM is integrated throughout the Creative Explorers curriculum, fostering cooperation among the school-age students.
The small-group environment allows teachers to help children understand our society so they can develop into adults who respect others and get involved in their communities.
School Age Activities
- Learning about dependability by participating in a group project in which everyone has specific tasks to complete.
- Learning about respect by having family members talk to the class about traditions and celebrations, then compiling photos, recipes and other noteworthy information into a Cultures of our Classroom book.
Learn On
®
Learning continues beyond the classroom. Here are some easy projects you can do to extend learning into your home.
- Help your child learn about dependability by coming up with a family project in which everyone has a specific task to complete.
- Have your child interview grandparents or other family members about traditions and celebrations they remember from growing up.
Want to explore more?
Learn how we help your child develop into a thoughtful, caring, and adaptable individuals using our learning approach that exceeds state standards
How Life Essentials is different
Questions? Answers.
Explore some of the most frequently asked questions from parents of school-age children.
Q.
What if my child gets sick?
A.
We’ll call you or a designated adult from your Emergency Information Form so that your child can be picked up as soon as possible from the Academy. While waiting to be picked up, your child will rest quietly, away from other children.
Q.
What policies are Academies required to have in place to address safety?
A.
Our facilities and outdoor play areas are required to have secure entries and exits that are maintained by an electronic entry system. Only individuals authorized by you are allowed to pick up your child from the Academy. All employees are required to have undergone background checks prior to employment. Since the coronavirus outbreak, we have implemented Health Essentials, a set of enhanced protocols based on Centers for Disease Control and Prevention recommendations for social distancing, disinfection, wellness education and symptom monitoring.
Q.
Are meals provided?
A.
If your child will be with us all day, we provide an assortment of healthy, age-appropriate meals and snacks. If your child will be with us for just before/and or after school care, we will provide healthy, age-appropriate snacks.
Q.
What if my child has allergies?
A.
Due to the high number of children with peanut allergies, we do not serve peanut products. If your child has a specific allergy, please list them on our dietary restriction letter so that we can make appropriate food substitutions.
Q.
What are teacher qualifications?
A.
All Kiddie Academy teachers must meet or exceed the state requirements for child care providers and are required to receive ongoing professional training annually. We also require background checks through local, county, state and/or federal agencies prior to employment.
Q.
What is your discipline policy?
A.
We do not use physical or verbal punishment under any circumstances. We use positive guidance and re-direction to acknowledge children’s feelings and emotions and provide them with social scripts, problem-solving techniques, self-calming activities and choices and activities geared toward their interests.
Q.
What will my child be doing?
A.
Our before-school students can use their time to play, read quietly, exercise or interact with friends. After school, students can participate in our club programs, where they can explore topics that interest them. Check with your Academy to find out which clubs they offer. If your child is enrolled in a virtual or distance learning full-day program, their teacher will help them connect to their school’s virtual learning portal and complete assigned schoolwork. Free time will be filled with play or exercise time, reading time, learning centers and other fun activities.
Q.
Can I drop in to observe?
A.
Due to the concerns around COVID-19, we are unable to allow drop-in observation by parents or family members. We hope to reverse this rule as soon as it becomes safe.
Q.
Do you have parent-teacher conferences?
A.
Yes. We schedule family/teacher conferences each year to discuss your child’s progress, but you can request a conference with the Director at any time.
Q.
Do you take the children outdoors?
A.
Yes, weather permitting, we take children outside daily. Children should be dressed appropriately for playing on our playground or taking group walks.
Q.
How do you use technology in learning?
A.
Kiddie Academy teachers use technology as learning tools and a means of communication. We feel it’s important to teach children how to use devices they will encounter in school, so they are given opportunities to use them for educational play and research. The use of televisions or computers for passive viewing is not part of Kiddie Academy’s curriculum. For students enrolled in a full-day virtual or distance learning program at Kiddie Academy, we understand devices are critical to success. Kiddie Academy locations are equipped with high-speed WiFi with safety features. Teachers work with students to help them use their devices and navigate their school’s various learning portals.
Q.
What is your health and safety policy?
A.
Kiddie Academy® Educational Child Care follows our Health Essentials guidelines, a set of standard operating procedures that can help mitigate the spread of potential infection throughout our Academies. This includes precautions and recommendations for COVID-19 which are specifically focused on social distancing, disinfection, wellness education and symptom monitoring. These protocols may vary based on region and level of outbreak in the area. The goal of Health Essentials is to uphold the highest level of health precautions and cleanliness for proper child care delivery.
Q.
Does Kiddie Academy offer flexible child care for school agers?
A.
School age programs may vary by Kiddie Academy location. Many Kiddie Academy locations have created school age programs that enhance or support whatever the local school system has put in place, whether that means virtual learning, hybrid model or completely in-person. For more information, contact your local Kiddie Academy.
Q.
Does my child have to be in the same school district as Kiddie Academy to participate in their full-day school age program?
A.
In most cases, Kiddie Academy should be able to accommodate your child regardless of what school district they are in.
Q.
Does Kiddie Academy provide computers for children to do distance learning?
A.
Kiddie Academy does not provide computers or tablets to children to use for distance learning. Parents should send their child to Kiddie Academy with their own devices each day.
Ready to learn more?
Your local Kiddie Academy has information about everything from programs and curriculum to tuition, drop-off and pick-up times.
Find an Academy near you
Welcome tips and insights to the family:
Parenting Essentials
®
The learning doesn’t stop for parents, either. That’s why we created an information resource with helpful tips on everything from enriching our STEM program at home to introducing lifelong healthy eating and fitness habits.
School Age Basic Program – Incredible YearsIncredible Years
For parents with children ages 6-12 years.
The School Age Basic parenting program strengthens parent-child interactions and attachment, reducing harsh discipline and fostering parents’ ability to promote children’s social, emotional, and academic development.
Parents learn how to:
- Monitor children after school
- Set rules regarding TV, computer, and drug use
- Support children’s homework
- Partner with teachers so that they can promote children’s academic, social, and emotional skills.
In the parenting groups, trained Incredible Years® facilitators use video clips of real-life situational vignettes to support the training and stimulate parenting group discussions, problem solving, and practice exercises.
Order this program set!
+The School Age Basic Program Topics
- Program 9 – Promoting Positive Behaviors in School Age Children
- Program 10 – Reducing Inappropriate Behaviors in School Age Children
- Program 8 – Supporting Your Child’s Education
For more details, please see the program Content & Objectives:
School Age Basic Program Content and Objectives
View the Parenting Pyramid® Poster (click image below)
School Age Home Coaching – Coaches and Parents Manual – This one-on-one parent-coach model is an option for use if parents cannot attend parent groups because of schedule conflicts, or if a group program is not available in the time needed to start an intervention with a family.
+School Age Basic Program Curriculum Set
- Program Video Vignettes (6 total hours) shown in 12-20 weekly 2-hour group sessions. Video vignettes are available in 3 formats: 7 DVD set -or- 1 USB drive -or- NEW one-year streaming subscription (USB and online streaming in English-only)
- Comprehensive leader manual (consisting of over 800 pages of “how to”, including leader questions for discussion, vignette scripts, parent home activities and weekly “refrigerator notes” for parents (reminders for the week)
- Book: The Incredible Years: A Troubleshooting Guide for Parents of Children Aged 3-8 Years (3rd Edition, by Carolyn Webster-Stratton)
- Book: Collaborating with Parents to Reduce Children’s Behavior Problems: A Book for Therapists Using the Incredible Years Programs (by Carolyn Webster-Stratton)
- Piggy Bank Refrigerator Magnet
- Parenting Pyramid® Poster (illustrates how the series first builds a positive foundation of relationship skills before discipline strategies)
*This program is also available in a Spanish/English combo package – contact us for details.
Supplemental materials support and enhance the program; they may be purchased separately:
- Home Coach Self-Administered Manuals for School Age Basic
- Incredible Parents Conversation Card Game
- Wally’s Detective Books (set of 4)
- Incredible Years Stickers
- Build Up Your Bank Account Piggy Bank Poster
- Invest Positive Time Pig Timer
- Experts in Action: Parent Groups Program
- Experts in Action: Cross-Cultural Parent Groups Program
- Experts in Action: Parent Home Coach Sample
- Experts in Action: Parent Program Facilitator Training
- Tool Kit Poster
Purchasing Information
+Implementation Cost Information
Please see basic cost information provided below. This is meant to give a general overview of upfront and ongoing costs. Please don’t hesitate to contact us for more particular questions regarding program & book discounts, training costs, etc.
Up Front Costs
School Age Basic Program: $1,440 (Purchase)
Group Leader Training: See Workshop Information.
Ongoing Costs
Books for parents
The Incredible Years: A Troubleshooting Guide for Parents of Children Aged 3-8 Years (3rd Edition). Cover price $24.95 per copy ($23.50 if purchasing 10-99 copies)
Logistics
Venue for leading groups
Child care
Food
Consultation
Be sure to plan for ongoing consultation by phone or in person for new group leaders. Consultation is conducted by certified Incredible Years® Mentors and Trainers. This early support and feedback ensures the parenting groups are delivered with fidelity and are successful. Consultation Fee: $230/hour
Certification
Group Leaders are encouraged to apply for certification/accreditation, which promotes fidelity to the program by ensuring optimal outcomes. See Certification section for more details and information on pricing.
Learn more about Implementation
+Watch Video Clips from the Curriculum
Incredible Years School Age Program Preview
School Age “Importance of Special Time” Part 1, Vignette 13 (Clip)
School Age “Rules, Responsibilities, Routines” Part 1, Vignette 4 (Clip)
School Age “Supporting Your Child’s Education”, Vignette 33 (Clip)
Incredible Years® Program Video Streaming Now Available!
The School Age Basic program is available in online streaming format (available in English only). If you’re purchasing a new curriculum set you have the option to order the full program set with a one-year subscription to the videos streaming online. If you already own the program you have the option to add a one-year subscription to the videos streaming online.
Features of the Online Streaming Format:
- Usable on any device with internet connection. No DVD/USB needed.
- Easy to navigate video channels for each program part and vignette
- Unique, secure login for each Group Leader
Learn More at IY Online!
Program Video available in USB Format
The School Age Basic program is available in USB format. If you’re purchasing a new curriculum set you have the option to choose either the DVD or USB format. If you already own the program you have an option, for a limited time, to upgrade your DVD set to the USB format. We just ask that the original DVD set be returned to IY along with an upgrade fee of $200.
Features of Flash Drive format:
• user doesn’t need a DVD drive but can insert flash drive directly into computer
• user doesn’t need to insert separate DVDs for each topic because the entire curriculum is on one flash drive
• easy with computer arrow to move between different vignettes forwards or backwards or back to main menu
• can be used with most browsers such as Safari 6.1, Firefox 31+, Internet Explorer 11+, Edge. Chrome users: to play USB, right-click on your browser window to “show controls.” ***Contact us for instructions to use USB in Chromebook laptops
Program Video available in DVD Format
Language Versions: English, Spanish, Chinese, Norwegian, Danish, Finnish
See our tips for playing DVDs: Playing DVDs On Your Computer
For School Age – Yellow Springs Children’s Center
Curriculum and Philosophy
The curriculum and teaching practices of our Before and After School Care program align with those of all YSCCC programs in the belief that children learn through play. The school age program is designed to allow children to decompress from their full day of school. Just like adults after working a full day, children also have different ways of relaxing and decompressing from their long day at school.
All lesson plans are aligned with the Ohio state standards but also Step Up to Quality and our Links to Learning curriculum. Children can freely choose their play activities, figuring out how things work, interacting with each other, trying out new roles, experimenting with their own ideas, building on their experiences and solving real problems. Making choices enables children to exercise their autonomy, to learn from self-imposed consequences and to know the world as a place of alternatives.
Children are provided with an environment that is responsive to each child’s developmental levels and abilities, and is based on their interests and supports their individual growth. Classroom activities, routines and procedure are individualized and child centered at the Children’s Center and school aged program.
Community Children’s Center offers a variety of programs to help serve our community as well as surrounding school districts, YSCCC parents and Mills Lawn Elementary School parents. We ensure quality care for their children before and after regular school hours and when regular school activities are interrupted, as well as during the summer months.
During all these times, our programs provide:
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Secure environment with enriching activities with an emphasis on the arts, community exploration, and daily living activities.
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Emphasis on learning to be responsible, exercise self-control and develop social relationships.
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Nurturing staff that help guide and support each child as a natural and individual learner and human being.
Before School Care
Before school care is available for Mills Lawn Elementary children ONLY from 6:30 AM – 7:45 AM. The students are picked up by YS buses and transported to Mills Lawn. Delayed openings and full day closings can be accommodated on a first come, first serve basis and MUST have a permission to transport on file prior to services rendered.
Mills Lawn Late Start Wednesday Before School Care
For one low rate of ($25) Wednesday Before-School Care is available for Mills Lawn children in the Mills Lawn Gymnasium from 6:30 AM –10 AM each late Wednesday for teacher in-services. Your child MUST be enrolled in the program in order to attend.
After School Care
For Mills Lawn children, after school care is available at the Children’s Center until 6 PM. This program is open to students K-6 and they will be bussed from Mills Lawn to the Children’s Center.
The program is designed to provide a safe, stimulating and educational environment that is child-centered. In general, the daily schedule includes organized activities, both indoors and outdoors, quiet/homework time, snack and free play.
Space is limited to 30 students.
School-Age Care on delays, school closings and holidays
YSCCC provides care for Mills Lawn students and other surrounding school district on snow days, holidays, teacher days, delays and Mills Lawn closings. The child MUST be enrolled in our program in order to participate
School-Age Summer Program
The summer program runs eleven weeks from the end of the school year in early June to the beginning of school in late August. The program is not only designed to educate but to allow children to experience fun and stimulating outdoor activites as well. Activities include regular walks and exploration of the Village of Yellow Springs, visits to the Wellness Center pool and several field trips throughout the Dayton, Cincinnati and Columbus areas.
Swimming: Children routinely walk to the Wellness Center pool every Monday. The class leaves the center at 1:30 and stays at the pool until 3:00. The staff are required to observe and participate with children at all times.
Field Trips: Field trips are a regular part of our Summer program. Before each trip, a separate permission slip must be signed by the Parent/Guardian. Parents/Guardians will be informed of all details. Staff members routinely count students and perform role call. All safety rules and guidelines are addressed with children, staff and chaperones before boarding the bus. Each child wears identification with the Center’s names, address and phone number included. A first aid kit, a person trained in first aid and emergency forms and health records for each child will be available on all trips. Staff to child ratios will be maintained at all times and children will be supervised at all times.
When a child is not participating in a classroom field trip at a parent/guardian’s request, an alternate care will need to be arranged by the parent/guardian.
Article 43. Duties and responsibilities of students \ ConsultantPlus
- Main
- Documents
- Article 43. Duties and responsibilities of students
Document revisions prepared with changes that have not entered into force
Federal Law of December 29, 2012 N 273-FZ
(as amended on 07/14/2022)
“On Education in the Russian Federation”
(as amended and supplemented, effective from 01.09.2022)
Article 43. Duties and responsibilities of students
1. Students are required to:
programs;
2) comply with the requirements of the charter of the organization carrying out educational activities, internal regulations, rules for living in dormitories and boarding schools and other local regulations on the organization and implementation of educational activities;
3) take care of maintaining and strengthening their health, strive for moral, spiritual and physical development and self-improvement;
4) respect the honor and dignity of other students and employees of the organization carrying out educational activities, not create obstacles for other students to receive education;
5) take good care of the property of an organization that carries out educational activities.
2. Other obligations of students not provided for by part 1 of this article are established by this Federal Law, other federal laws, the education agreement (if any).
3. Discipline in an organization that carries out educational activities is maintained on the basis of respect for the human dignity of students and teachers. The use of physical and (or) mental violence against students is not allowed.
4. For non-fulfillment or violation of the charter of an organization engaged in educational activities, internal regulations, rules for living in dormitories and boarding schools and other local regulations on the organization and implementation of educational activities, disciplinary measures may be applied to students – a remark, a reprimand, expulsion from the organization carrying out educational activities.
5. Disciplinary measures are not applied to students in educational programs of preschool, primary general education, as well as to students with disabilities (with mental retardation and various forms of mental retardation).
6. It is not allowed to apply disciplinary measures to students during their illness, holidays, academic leave, maternity leave or parental leave.
7. When choosing a disciplinary sanction, an organization carrying out educational activities must take into account the severity of the disciplinary offense, the reasons and circumstances under which it was committed, the student’s previous behavior, his psychophysical and emotional state, as well as the opinion of student councils, parents’ councils.
8. By decision of the organization engaged in educational activities, for the repeated commission of disciplinary offenses provided for in paragraph 4 of this article, it is allowed to apply the expulsion of a minor student who has reached the age of fifteen years from the organization engaged in educational activities as a disciplinary sanction. The expulsion of a minor student is applied if other measures of disciplinary action and measures of pedagogical influence have not yielded results and his further stay in an organization carrying out educational activities has a negative impact on other students, violates their rights and the rights of employees of an organization carrying out educational activities, as well as normal functioning of the organization carrying out educational activities.
9. The decision to expel a minor student who has reached the age of fifteen and has not received basic general education, as a measure of disciplinary action, is taken taking into account the opinion of his parents (legal representatives) and with the consent of the commission on minors and the protection of their rights. The decision to expel orphans and children left without parental care is made with the consent of the commission for minors and the protection of their rights and the body of guardianship and guardianship.
10. An organization carrying out educational activities is immediately obliged to inform the local self-government body in charge of education about the expulsion of a minor student as a disciplinary measure. The local self-government body exercising management in the field of education, and the parents (legal representatives) of a minor student expelled from an organization carrying out educational activities, no later than within a month, take measures to ensure that minor students receive general education.
11. The student, parents (legal representatives) of a minor student have the right to appeal to the commission for settling disputes between participants in educational relations disciplinary measures and their application to the student.
12. The procedure for applying to students in educational programs of basic general education, educational programs of secondary general education, educational programs of secondary vocational education and relevant additional professional programs, basic vocational training programs and additional general education programs of disciplinary measures and removing them from these students is established the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of general education. The procedure for applying disciplinary measures to students in educational programs of higher education and corresponding additional professional programs and removing them from these students is established by the federal executive body that exercises the functions of developing and implementing state policy and legal regulation in the field of higher education.
(Part 12 as amended by Federal Law No. 232-FZ of July 26, 2019)
(see text in previous edition)
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What are the conditions and procedure for expulsion from school
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Article 66. Primary general, basic general and secondary general education \ ConsultantPlus
- Documents
- Article 66. Primary general, basic general and secondary general education
Document revisions prepared with amendments that have not entered into force
Federal Law of December 29, 2012 N 273-FZ
(as amended on 07/14/2022)
“On Education in the Russian Federation”
(as amended and supplemented, effective from 01.09.2022)
Article 66. Primary general, basic general and secondary general education
, elements of theoretical thinking, the simplest skills of self-control, a culture of behavior and speech, the basics of personal hygiene and a healthy lifestyle).
2. Basic general education is aimed at the formation and formation of the personality of the student (the formation of moral convictions, aesthetic taste and a healthy lifestyle, a high culture of interpersonal and interethnic communication, mastering the basics of science, the state language of the Russian Federation, the skills of mental and physical labor, the development of inclinations , interests, ability to social self-determination).
3. Secondary general education is aimed at the further development and formation of the personality of the student, the development of interest in learning and the creative abilities of the student, the formation of skills for independent learning activities based on the individualization and professional orientation of the content of secondary general education, preparing the student for life in society, independent life choice, continuation of education and the beginning of professional activity.
4. The organization of educational activities in educational programs of primary general, basic general and secondary general education can be based on the differentiation of content, taking into account the educational needs and interests of students, providing in-depth study of individual subjects, subject areas of the corresponding educational program (professional education).
5. Primary general education, basic general education, secondary general education are compulsory levels of education. Students who have not mastered the basic educational program of primary general and (or) basic general education are not allowed to study at the next levels of general education. The requirement of obligatory secondary general education in relation to a particular student remains in force until he reaches the age of eighteen years, if the corresponding education was not received by the student earlier.
6. With the consent of the parents (legal representatives) of a minor student, the commission for minors and the protection of their rights and the local self-government body in charge of education, a student who has reached the age of fifteen may leave a general education organization before receiving basic general education. The Commission on Juvenile Affairs and the Protection of Their Rights, together with the parents (legal representatives) of a minor who left a general educational organization before receiving basic general education, and the local self-government body in charge of education, no later than one month, takes measures to continue mastering the educational programs of basic general education in a different form of education and with his consent for employment.
7. In an educational organization that implements educational programs of primary general, basic general and secondary general education, conditions may be created for students to live in a boarding school, as well as for supervision and care of children in extended day groups.
7.1. The decision to open an extended day group and the mode of stay of children in it is made by an educational organization that implements educational programs of primary general, basic general and secondary general education, taking into account the opinion of the parents (legal representatives) of students in the manner determined by the charter of the educational organization. In the extended day group, children are supervised and cared for, they are educated and prepared for training sessions, and sports, recreational and cultural events can also be held.
(Part 7.1 was introduced by Federal Law No. 301-FZ of July 14, 2022)
hygiene, school supplies, games and toys, household equipment, food and the organization of their household services, as well as for the supervision and care of children in after-school groups, the founder of an educational organization has the right to establish a fee charged from parents (legal representatives) minor students, and its size, unless otherwise provided by this Federal Law. The founder has the right to reduce the amount of the specified fee or not to collect it from certain categories of parents (legal representatives) of minor students in cases and in the manner determined by him.
9. It is not allowed to include expenses for the implementation of the educational program of primary general, basic general and (or) secondary general education, as well as expenses for the maintenance of real estate of state and municipal educational organizations in the parental payment for the maintenance of children in an educational organization that has a boarding school, for the supervision and care of the child in extended day groups in such organizations.
Consultant Plus: note.
Order of the Ministry of Health of Russia dated June 30, 2016 N 436n approved the List of diseases, the presence of which gives the right to study in basic general education programs at home.
10. For students in need of long-term treatment, disabled children who, for health reasons, cannot attend educational organizations, education in educational programs of primary general, basic general and secondary general education is organized at home or in medical organizations.
11. The procedure for formalizing the relationship of a state or municipal educational organization with students and (or) their parents (legal representatives) in terms of organizing training in educational programs of primary general, basic general and secondary general education at home or in medical organizations is established by a regulatory legal act authorized body of state power of the subject of the Russian Federation.
12. No longer valid. – Federal Law of June 27, 2018 N 170-FZ.
(see previous text)
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What is the procedure for homeschooling
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What is extracurricular activities and when does the extension start: the main questions about the school
School is a new stage in the life of not only a child, but also parents. We answer the most frequent questions of those who have just begun to get acquainted with the system of public school education, together with the Department of Education and Science of the city of Moscow.
Extension and extracurricular activities
Photo: Shutterstock / Popova Valeriya
In order to attend after-school groups (sitting and care group) or extracurricular activities, you need to contact the class teacher or the school administration. The educational organization independently determines from what time to start classes, and also, in agreement with the governing council, sets the cost of extensions and benefits.
Enrollment in a group for the supervision and care of school-age children (long-day groups) is carried out through the mos.ru website.
What is extracurricular activities?
Extracurricular activities in schools, according to SanPiN 2.4.2.2821-10, are implemented in the form of excursions, circles, sections, olympiads, competitions, etc. The duration of classes depends on age and type of activity.
The duration of activities such as reading, music lessons, drawing, modeling, needlework, quiet games should be no more than 50 minutes a day for students in grades 1–2, and no more than one and a half hours a day for other grades .
Watching TV shows and movies should not be more than twice a week with a viewing time limit of up to 1 hour for students in grades 1–3, and 1.5 for students in grades 4–8.
You can sign up for classes and sections organized by the school as part of extracurricular activities through your personal account on mos.ru.
Is it compulsory to attend extracurricular activities?
According to the Federal State Educational Standard, “the main educational program of primary general education is implemented by an educational institution through the organization of classroom and extracurricular activities in accordance with sanitary and epidemiological rules and regulations.”
Thus, each school can leave it to its own discretion whether to make extracurricular activities voluntary or mandatory, since an educational organization can always appeal to the 28th art. Federal Law “On Education”. An article that provides that an educational organization has autonomy, which means independence in the implementation of educational, scientific, administrative, financial and economic activities, the development and adoption of local regulations in accordance with the Federal Law, other regulatory legal acts of the Russian Federation and the charter of the educational organization .
In addition, the school can always remind you that students, according to Art. 43 of the Federal Law “On Education”, are obliged to conscientiously master the educational program, to fulfill the individual curriculum, including attending the training sessions provided for by the curriculum or individual curriculum, to carry out independent preparation for classes, to perform tasks given by pedagogical workers as part of the educational program.
Each educational institution independently develops and approves a plan for extracurricular activities. At the same time, the volume of extracurricular activities for students at the level of primary general education is up to 1350 hours for four years of study.
Thus, it turns out that there can be 7 hours per month, and 9 hours of extracurricular activities per week. This does not contradict SanPiN 2.4.2.2821-10, where 10 hours are indicated as the maximum allowable weekly load of extracurricular activities (in academic hours) in grades 1-11, regardless of the duration of the school week.
True, it is worth mentioning separately that, nevertheless, according to SanPiN 2.4.2.2821-10, hours of extracurricular activities can be implemented both during the school week and on weekends, holidays and non-working days, as well as during the holidays.
In addition, it is allowed to redistribute hours of extracurricular activities by years of study within the same level of general education, as well as their summation during the academic year.
If a child has a number of extracurricular activities in the same educational complex, but in a different building, how is the child “delivered” there?
As a rule, extracurricular activities are organized in the building where children have lessons. If classes are held in another building, then a group of children of primary school age will be accompanied by a teacher. Senior students can come to class on their own.
Who is responsible for children on educational excursions?
The current epidemiological situation allows Moscow schools to organize extracurricular activities for children. Excursions to museums and exhibitions will be held for individual classes or for parallels. This will help to minimize contacts between students and at the same time not limit children in various extracurricular activities.
When organizing field events, students must be accompanied by teachers. By prior arrangement, parents can also be present, but this is not mandatory.
Does the school have the right to require parents to organize additional excursions?
There can be no talk of any requirements. Schools independently organize extracurricular activities, and parents can also be involved in this if desired.
In what cases is a child entitled to free classes with a speech therapist/defectologist at school? What do I need to do?
The child is provided with speech therapy assistance in accordance with the conclusion of the psychological, medical and pedagogical commission. Classes are free.
Access and meals
Photo: Shutterstock / Yurich30
How can a parent track their child’s school attendance?
The Moscow E-School has an important service — it is the Pass-Through-Meals system. The users of the electronic card are employees of educational organizations, schoolchildren and representatives of preschoolers. Parents will find out online when their child attended school and what he bought at the buffet and canteen. Also, parents can remotely top up their personal account and set a daily spending limit in the school cafeteria, create a list of unwanted products, such as chocolate or sandwiches, and manage hot meals.
In addition, the menu can be found on the website of the educational organization, in the personal account of the Moscow Electronic School, as well as on the stand in the canteen.
Can first graders leave school on their own? What does a parent need to do?
A primary school student can leave school on his own only with a written request from his parents. The application is written in the name of the director of the educational institution, and in it the parents take “responsibility for the life and health” of the child. And they also sign that “the child is familiar with the rules of safe behavior and a safe route from school to home.”
Does the school have the right to prohibit children from bringing food to school?
On January 1, 2021, new sanitary and epidemiological rules and norms SanPiN 2.3/2.4.3590-20 “Sanitary and epidemiological requirements for public catering of the population” came into force. They provide for the implementation of the main menu, additional meals, as well as individual menus for children in need of medical and dietary nutrition. It is also allowed for children to eat ready-made home-cooked meals provided by their parents.
The menu in Moscow schools has been developed in accordance with the requirements of sanitary standards. The diet includes all the components that are useful for a growing organism and is formed taking into account seasonality, calorie content and the age of the students. The food is balanced and contains the required amount of proteins, fats and carbohydrates. The menu necessarily includes: meat, milk, dairy products, fish, fruits, eggs, potatoes, cereals, vegetables, herbs, as well as juices, cocoa and compotes.
Buffets are available in schools to organize additional meals for children. The product range includes soft and hot drinks, vegetable and fruit salads, sandwiches.
By decision of the educational institution, the range of buffet products may include hypoallergenic goods and products without sugar and gluten: fruit and vegetable purees, fruit drinks, cereals, bio-yogurts. Such products are placed on special racks with the name “Zdravushka”. Thus, parents always have the opportunity to choose breakfast and lunch for their child, taking into account taste preferences.
School schedule
Photo: Shutterstock / Olga_Kuzmina
What is the seating arrangement for children in the classroom?
Each class is now assigned a separate room, which minimizes the movement of children around the school. This applies to lessons in all subjects – with the exception of those that require special equipment, such as physical education, art, labor, technology, physics or chemistry. Such classrooms will be thoroughly disinfected after each class. At the same time, there are no requirements for the seating of children in the classroom.
In accordance with the sanitary and epidemiological requirements of Rospotrebnadzor, Moscow schools carry out thermometry and regular thorough cleaning with the use of detergents and disinfectants. The premises also have dispensers with skin antiseptics for hand treatment and closed-type bactericidal lamps for air disinfection, which are absolutely safe for children.
To minimize contacts between children, the principle of separating streams is preserved: for each of the parallel classes, the time of arrival at school and the schedule for the start of lessons are determined.
How is the situation resolved if there are more children with poor eyesight in the class than there are seats at the first desk?
Recommendations for seating of children in the classroom come from a health worker. In the event that it is not possible to place all the children in the first rows, the teacher with a certain frequency can change the places of the students.
It is also worth noting that the lessons use various forms of work, including with individual handouts, and classes in groups, which allows all students to fully participate in the educational process, regardless of their place in the class.
How are the activities of children during breaks regulated?
In order to reduce the number of contacts between students of different classes and avoid crowding of students, an individual schedule for the start of lessons, breaks and visits to the canteen has been drawn up for each parallel of classes. This was done in order to avoid crowds of children and prevent the spread of the coronavirus. At the same time, no one plans to limit the communication of children, during breaks they can safely move along the corridor and recreation.
In addition, in order to comply with sanitary requirements, classrooms are ventilated during breaks, so the children must leave them. And airing of recreations and corridors is carried out during lessons.
Are parents allowed to attend school events this year?
In the context of the spread of coronavirus infection, parents are allowed to school only in case of emergency, for example, to meet with a teacher or director of an educational organization. However, they must be wearing a mask.
How and by what means is outdoor exercise regulated?
Outdoor physical education classes are held in accordance with sanitary standards. So, primary school students (up to 12 years old) can do physical education on the street if there is no wind that day and the temperature is not lower than 9 degrees Celsius.
In addition, according to SanPiN 2.4.2.2821-10, “physical education is recommended to be included among the last lessons. After physical education lessons, there are no lessons with written assignments and tests.
In addition, the rules and regulations for organizing a physical education lesson can also be spelled out in the school charter.
Does the school have the right to ask parents to buy certain textbooks or work materials if they are not in the library, because the teacher is on some special program?
Schools purchase textbooks that are included in the federal list of textbooks and teaching aids issued by organizations included in the list of organizations that produce textbooks.
The decision on the need to use and purchase textbooks and educational materials for the implementation of educational programs is made by schools independently.
Schools subordinate to the Department of Education and Science of the City of Moscow are fully provided with funds for the implementation of educational programs for primary general, basic general, secondary general education, including textbooks that are available to students free of charge in the school library.
Absence, absenteeism and illness
Photo: Shutterstock / DimaBerlin
The child overslept for school. Do I need to notify the teacher about this? Put a tick in EZhD?
Class teachers and teachers of preschool groups are always in touch with parents. In the event that the child did not come to the educational organization, they will definitely contact the family and clarify the reasons.
Also, parents themselves can inform the school about the absence of their child by telephone or with the help of EZhD.
Does the teacher have the right to demand that the children come not by 08:30, but, for example, by 08:10, because at this time he meets children on the street?
No, the main thing is that the guys are not late and come to class on time.
It is also worth adding that now, in accordance with sanitary and epidemiological requirements, schools in the capital have a flexible start schedule for classes from different parallels. That is, each class parallel has its own time of arrival at school and its own entrance. This temporary measure was taken in order to minimize contact between students and prevent the spread of coronavirus infection.
What happens if a child gets sick at school/is injured in a fight or a fall?
The algorithm for providing medical care in each school is built to the smallest detail. In case of illness or injury to the child, an ambulance team is promptly called to the scene, which determines the need for hospitalization of the victim. Thus, children are guaranteed to receive qualified medical care.
Can a child miss the last lessons at school if he has an art, sports or music school next and he does not have time?
The schedule of additional classes is designed in such a way that the children have time to attend classes first of all. Of course, in Moscow schools they pay great attention to the development of the system of additional education, talents and skills of each student. Modern schoolchildren are offered various areas of activity: from creative (art, theater, music), social and pedagogical (volunteering, patriotism, etc.) to technical (modeling, prototyping, robotics) and natural science (experiments, research). But nevertheless, it is very important that students do not miss classes and master the main educational program.
In addition, each Moscow school provides the opportunity to study according to an individual curriculum.
What lessons can a student legally “truant”?
Educational programs in metropolitan schools meet all the requirements of federal state educational standards. Every subject taught in school is important and necessary. Therefore, skipping a lesson without a good reason will lead to the fact that the student simply does not master the topic and material. However, if the child attends music, art, sports schools, the results of studying in them can be credited as the results of mastering the corresponding educational program.
Homework
Photo: Shutterstock / Tatyana Shalkova
Is there a regulation that requires teachers to post their homework on EZhD before a certain hour?
The teacher posts homework in an electronic journal within a few hours after the end of the lesson. At the same time, he must understand that the child should have enough time to prepare homework for the next lesson. The regulations are currently under development, and the system will set time limits for issuing homework.
In addition, the MES Diary mobile application has long provided the possibility of push notifications about grades for the day and homework for tomorrow. Moreover, you can set up their receipt at any convenient time with an accuracy of up to a minute. To do this, go to the “Settings” section, click the “Subscriptions” button and go to “Notifications”. At the appointed time, the mobile device will remind you of your homework and grades for the day.
Mel has a special newsletter for parents of first graders! “First Class” – these are letters with advice from psychologists and teachers, useful collections, checklists and guides. Subscribe so you don’t miss anything!
Cover photo: Shutterstock / Olga_Kuzmina
Primary Education Studies [with Foundation Year] – Anglia Ruskin University BA (Hons)
Suggested Course Forms
- Oncampus – (Cambridge Campus)
-
12 Sept. 2022
Part time
- Oncampus – (Chelmsford Campus)
-
12 Sept. 2022
Part time
Key facts about the course
Student satisfaction | 67% |
---|---|
Salary after 15 months | £24000 |
Number of students | 70 graduates / year |
dropout rate | eight% |
Unemployment rate | 5% unemployed |
Duration | 4 years – Part time |
Campus | Oncampus – Cambridge Campus |
Course name (in translation) | Primary education study [with year of foundation] |
Degree | Bachelor of Arts (Honours), BA (Hons) |
Discipline |
Educational Research Elementary education Teaching in elementary school |
Student satisfaction | 67% |
---|---|
Salary after 15 months | £24000 |
Number of students | 70 graduates / year |
dropout rate | eight% |
Unemployment rate | 5% unemployed |
Duration | 4 years – Part time |
Campus | Oncampus – Chelmsford Campus |
Course name (in translation) | Primary education study [with year of foundation] |
Degree | Bachelor of Arts (Honours), BA (Hons) |
Discipline |
Educational Research Elementary education Teaching in elementary school |
Course description
Not only what children learn, but also the context in which they learn affects their life experience. Many other factors can also
influence educational outcomes. Our course explores all of these exciting ideas and prepares you to teach or a range of
educational careers.
Our BA (Hons) course in Elementary Education Studies is the first step to a rewarding career in education and possibly.
become an elementary school teacher. Through a balance of theory and reflection on current practice, you will graduate with a deep understanding
understanding of educational history, politics, and contemporary professional practice in the elementary classroom in areas such as
developing children’s math skills and literacy, broader curriculum subjects, lesson planning and classroom management.
control.
Our course is for those who want to make a career out of working with primary school children and/or their families. On the site
The focus is on children of primary school age and includes educational, medical, social, psychological, sociological, legal,
philosophical, political and economic perspectives.
You will gain the knowledge and understanding you need to prepare lessons, manage classroom behavior and teach literacy
and account. You will have the opportunity to observe teaching practices in local schools and upon completion of the course you will
You’ll be in an ideal position to secure a postgraduate position in teacher training.
Student reviews
Below you can see the feedback from 45 Primary Education Studies [with Foundation Year] BA (Hons) graduates at Anglia Ruskin University on each survey question compared to the average of all UK degree courses in Educational Studies.
Overall student satisfaction
67
/100
45 Total respondents
schedule
data
Anglia Ruskin University, Primary Education Studies [with Foundation Year] BA (Hons) | Average review score of all courses Educational Studies in the UK | |
---|---|---|
Explanations | 84 | 87 |
Interesting courses | 79 | 82 |
Intellectually stimulating | 78 | 80 |
The challenge is to do my best | 81 | 80 |
Concept depth | 76 | 86 |
Combined ideas from different topics | 84 | 86 |
Applicability of course content | 68 | 84 |
Clear labeling criteria | 82 | 76 |
Fair estimate | 71 | 71 |
Timely feedback | 75 | 77 |
Useful Review | 75 | 77 |
Staff attractiveness | 78 | 83 |
Course related manual | 75 | 78 |
Course recommendations | 73 | 74 |
Organization of courses | 60 | 70 |
Schedule | 75 | 77 |
Change message | 70 | 73 |
IT facilities | 50 | 74 |
Library | 72 | 77 |
Course specific resources | 67 | 74 |
Community | 56 | 67 |
Teamwork opportunities | 78 | 82 |
Student feedback opportunities | 76 | 81 |
Student feedback is appreciated | 78 | 75 |
Student feedback taken into account | 62 | 58 |
Student Union Work | 53 | 59 |
Overall satisfaction | 67 | 81 |
Source: National Student Survey NSS 2021
This particular course is
salary
Salary of graduates Primary Education Studies [with Foundation Year] BA (Hons) at Anglia Ruskin University
Important: The salary data below is not course specific, but includes all students who have taken Primary Education Studies [with Foundation Year] BA (Hons) at the university. Due to the methodology of data collection, salary data is mainly based on data from undergraduate students.
15 months after graduation | 3 years after graduation | 5 years after graduation | |
---|---|---|---|
Median salary | £24000 | £23000 | £25000 |
25th-75th percentile range | £18500 – £25000 | £15500 – £25500 | £17500 – £30000 |
Source: HESA – Graduate Outcomes Survey 29sept. 2021
All Educational Studies courses Anglia Ruskin University
Salary of all UK graduates studying Educational Studies (mainly undergraduate students)
15 months after graduation | 3 years after graduation | 5 years after graduation | |
---|---|---|---|
Median salary | £20101 | £17980 | £19841 |
25th-75th percentile range | £15961 – £24361 | £12575 – £23370 | £13551 – £26303 |
Source: Longitudinal Education Outcomes (LEO) by UK Department for Education 2 Aug. 2021
All Educational Studies courses UK
What you will learn
Program Content: As a Primary Education Studies [with Foundation Year], BA (Hons) student, you will study the following course modules.
This module introduces you to key concepts and issues in the history, sociology and philosophy of education. By exploring historical and current issues that are of great concern in the world of education, the module aims to provide you with the theoretical insights that will underpin your 2nd and 3rd year teaching. Themes such as equality, human rights and citizenship are seen as both current political issues and ideas that illustrate competing ideologies in education. The module also provides you with the opportunity to develop skills related to fact-based learning such as information access, absorption and organization.
Building on the knowledge gained in the modules of the first year of study, you will engage in a more critical and analytical exploration of the concept of equality, including criticism of the concepts of justice and social justice. The concept of community will be explored through the role of the individual and groups in communities and wider social arenas. You will discuss what it means to have rights, the rights of children, and the relationship between rights holder and responsible citizen. The module also examines the concept of personality, individual freedom and identity, and the impact of culture on identity and life in the wider social arena.
Focusing on current curriculum policy in English primary schools, this module begins with the questions ?What is the curriculum??? and ?What are the principles by which a curriculum can be designed???? You will study how the curriculum has evolved since it was legislated as the National Curriculum in the Education Reform Act of 1988 and enacted in 1990-1992. You will explore some of the key issues, perspectives and debates within the discipline of Educational Research. First, you will reflect on some aspects of your own past experience in the field of education.
Based on the curriculum and pedagogy of primary education, study the processes of qualitative and quantitative research, as well as the various research methods used by researchers, and consider how they can be applied in practice.
You will learn how the National Curriculum is taught and how teaching and learning strategies can be used within EYFS and the National Curriculum to enrich children’s learning, for example through cross-curricular approaches. You will also explore the use of data in schools, in particular understanding data to assess and track student progress. You will make observations through secondary sources (eg video clips) in primary school practice and/or related primary education institutions.
This module explores the ways in which childhood is constructed by societies and communities. You will look at how childhood constructs have changed over time and how these different constructs have been shaped by political, social and economic factors. You will receive theoretical insights from the field of literary theory and cultural studies that will help you further your studies in the 2nd and 3rd year.
This module covers the subject matter and pedagogy required for effective teaching of science and technology (with an introduction to computer science) in the lower grades and at the first level of education. You will be thinking about exploratory learning and consider learning outdoors. The Danish education system and its promotion of Forest Schools will be used as an example. Will you discuss “Talk for Science?” – an important element that emphasizes communication and language skills for reasoning and learning throughout the curriculum. You will think about ICT as an essential tool. At the beginning of the module, you will attend seminars that will allow you to become familiar with relevant programs to support learning in primary school and to get acquainted with computer science in the early stages of primary education. By the end of the module, you will be able to use methods suitable for Foundation Stage and Key Stage 1 and teach science and technology with confidence and enthusiasm.
This module will introduce you to basic subject knowledge for teaching, with a focus on early literacy and mathematical theory, practice and pedagogy. You will gain a clear perspective on the development of these core curriculum subjects that will be useful for teaching in all three key stages of primary education. You will gain an understanding of the diversity of abilities in the elementary grade and learn how to make the necessary adjustments to plan individual learning and meet a wide range of needs. Early literacy and math postures for learning in the elementary and first key stages is a fundamental area of practice with a unique identity and ethos of its own. We will use online materials to encourage you to value creativity and responsiveness to the youngest students in primary education. You will be able to use your knowledge in your future career in elementary grade or in an alternative field of professional practice.
After the first year module, you will consolidate your personal knowledge of the subject for teaching science and technology in the second key stage. You will be introduced to assessment strategies and more advanced planning approaches to meet the full range of student needs. You will also consider the issues of inclusion and protection in the teaching of science and technology at the 2nd level of education.
Deconstructing the education system will help you better understand the complexity of how the education system works and how parts of the system relate to each other and to society. You will study politics, practice and curricula in the UK and around the world. Studying education systems in other countries and comparing them with your own will allow you to look at education in a systematic way. If you are interested in working in the educational sector abroad after graduation, this will also allow you to develop knowledge about a particular country.
The specialization project allows you to demonstrate the ability to raise and resolve important questions in relation to the chosen topic, which may include checking or evaluating existing practice or commenting on significant theoretical or conceptual developments at the local or national level in the study of primary education. You will review current issues and research in education and develop your own specialization.
Explore children’s cognitive development and learning by exploring key theories of cognitive development, especially those of Piaget and Vygotsky, but also including more recent information processing theories and neo-Piagetian theories. Based on the cognitive development of children, consider the language development of children and delve into the study of the development of speech, communication and language. The module will cover the development of speech, communication and language from different points of view, socio-cultural, psychological development and educational.
In the Early Childhood Developmental Challenges course, you will expand your theoretical understanding to learn about common developmental difficulties and their implications in an educational context, building on previous knowledge gained in the Child Development Perspectives course.
Develop your theoretical understanding of a range of potential barriers to learning that students may encounter in their educational contexts. Inclusion and SEND: a context for policy and practice? Develop your understanding of the evolving policy context, as well as theoretical models and perspectives on inclusion and the child with SEND. Using theory and policy to inform practice, evolve your approaches to identifying and reducing barriers to learning and personalizing provision, with the goal of developing inclusive practice for all learners in the learning environment.
Building on your first grade knowledge, you will continue to develop your personal subject knowledge for teaching reading and mathematics. You will be asked to observe and reflect on school practice or view online materials on teaching reading and math in senior Key Stages 1 and 2.
This module explores school performance in the broadest sense. Beginning with Ofsted’s requirements for an effective school, students will first consider the requirements for outstanding education in elementary schools, including leadership and management, teaching and learning, and child behavior and safety. The module then moves on to explore one of the most important contemporary debates in education, namely the well-being of children; this will start by looking at children’s physical well-being (including pediatric first aid training) and then move on to children’s mental health and subjective well-being.
Building on the subject knowledge for teaching English, Mathematics and Science studied previously, you will explore the broader Primary School curriculum through two complementary themes; Topic 1: An art-based approach to environmental and sustainable development education. Within this theme, you will study Environmental and Sustainability Education (ESE) with a focus on the pedagogy of the arts (especially art and drama). A theoretical analysis of the nature of the ESE, before moving on to a critical examination of the “nature-human” binary. It will then explore contemporary issues relating to children’s connection to nature before moving on to explore a range of pedagogical approaches to ESE with a focus on art and drama. Topic 2: Multiple intelligences in the curriculum. In this topic, non-core subjects such as design and technology (DT), physical education (PE), music and modern foreign languages (CFL) will be considered and explored through different learning styles and multiple intelligences.
Job and career prospects
Fifteen months after graduation, graduates of this course were asked about what they do and if they work, about their current job and prospects.
schedule
data
Alumni of this course | All UK undergraduates in Educational Studies | |
---|---|---|
Total respondents | 30 | 2030 |
Unemployed | 5% | 2% |
In training | 15% | 7% |
At work | 65% | 76% |
Both study and work | 10% | 6% |
No information | 5% | 4% |
Source: HESA – Graduate Outcomes Survey 29sept. 2021
This particular course is
Current work
Work in accordance with plans for the future
Use skills learned during training
Work makes sense
Source: HESA – Graduate Outcomes Survey 29 Sep. 2021
Required skill level for work in 15 months
% Skilled jobs
Vacancies of graduates of this course (15 months after the end of the course)
The example below is based on all Primary Education Studies [with Foundation Year] BA (Hons) graduates at Anglia Ruskin University
60% | Teaching professions |
10% | Administrative professions |
10% | Associate Welfare and Housing Professionals |
10% | Teaching and Child Care Assistants |
5% | Occupations related to skilled trades |
5% | Process, plant and machine operators |
Source: Unistats by Higher Education Statistics Agency (HESA) 29 Sep. 2021
Grading and study time
Methods of assessment
Distribution of teaching time
Admission Requirements / Admissions Office
UCAS rate for accepted students for this course
schedule
data
Tariff assessment | % Accepted students for this course |
---|---|
<48 | 0 |
48-63 | 4 |
64-79 | 20 |
80-95 | 13 |
96-111 | 15 |
112-127 | 18 |
128-143 | 9 |
144-159 | 7 |
160-175 | 13 |
176-191 | 0 |
192-207 | 2 |
208-223 | 0 |
224-239 | 0 |
>240 | 0 |
Source: Unistats by Higher Education Statistics Agency (HESA) 29sept. 2021
This particular course is
International student requirements / English language requirements
Assessment of the academic module of the IELTS test (similar tests may be accepted)
-
- 4.5
- Foundation / Pathway Courses
-
- 5.5
- Foundation Law
-
- 6.5
- Graduate Degrees
-
- 7.0
- Graduate Degrees Law
-
- 5.5
- Undergraduate Degrees
Do you not meet the minimum requirements of for UCAS, A levels or English?
Get advice on which foundation courses are best for you so you can still enroll in Primary Education Studies [with Foundation Year], BA (Hons).
Visa requirements for international students
Visa requirement
All international students (including citizens from EU countries) intending to study in this or any other academic program for more than 6 months in the UK require a student visa .
International students under the age of 18 require a special child student visa . Exceptions to this general rule may apply to holders of other UK work visas, UK National Overseas Visas, family member visas and recognized refugees or asylum seekers.
Work permit while studying on course
Anglia Ruskin University is included in the list of educational institutions licensed to sponsor migrant students by the UK government.
Student visa holders from licensed institutions are eligible to work during full-time undergraduate, graduate or doctoral studies during
– 20 hours a week during the semester
– full-time work outside the semester course)
Upon completion of a bachelor’s or master’s degree program of at least 12 months, holders of student visas of licensed institutions can convert their visa to a graduate visa, which entitles them to work in the UK for 2 years.
Costs
Tuition Fee Primary Education Study [with year of foundation] BA (Hons)
England | £9250 | Year 1 |
---|---|---|
Northern Ireland (England) | £9250 | Year 1 |
Scotland | £9250 | Year 1 |
Wales | £9250 | Year 1 |
Channel Islands | £9250 | Year 1 |
Ireland | £9250 | Year 1 |
Option board information
https://aru. ac.uk/student-life/preparing-for-university/help-with-finances/undergraduate student residences, the cost of water, gas, electricity, wifi is usually included in the rent . In smaller towns where housing is within walking/bike distance, transport costs are much lower.
Source: Own research based on surveys and university data
How to apply
Application deadline:
January 1, 2023
This is the deadline for completing and submitting applications for this course. If there are still spaces available at the university or college, you may apply after this date, but your application is not guaranteed to be considered.
Possible start dates for the school year:
- Year 1 (Default school year start date)
University rankings
Anglia Ruskin University ranking in leading British and world rankings.
schedule
data
Anglia Ruskin University ranking in related subject rankings.
Education
-
-
- #four
- #four
-
- Education
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The Guardian UK University League Tables by Subject
[Published September 11, 2021]
-
-
- #47
- #60
-
- Education
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CUG The Complete University Guide – By Subject
[Published June 13, 2022]
-
-
- #37
- #301
-
- Education
-
THE World University Rankings by Subject – Times Higher Education
[Published October 13, 2021]
-
-
- #37
- #401
-
- Education
-
ARWU by subject – Academic Ranking of World Universities – ShanghaiRanking
[Published May 26, 2021]
All university rankings for Anglia Ruskin University
What do students say about studying Education Studies in the UK?
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youtube.com/embed/qI4WyESNv1A” data-target=”#videoModal”>
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Why Study… Educational Studies?
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What is an Education Studies Degree? (2nd Year Bath Spa Student)
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Day in the life of an Education BA student (Brunel University London) || Monique Powell
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Education Studies BA: a student’s view | UCL Institute of Education
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GRAD SCHOOL VLOG | First Day as a Graduate Student Researcher | Education Studies Department Tour
Education BA graduates give their top study tips | Brunel University London
About Anglia Ruskin University
Founded in 1858, Anglia Ruskin University (ARU) is located in Cambridge, just 15 minutes’ walk from the city centre. This university offers an extensive catalog of undergraduate and graduate courses, as well as 8 student housing options at various prices.
Cambridge is known as a student city and ARU students can benefit from this by mingling with students working at the city’s numerous universities.
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Do the Extraordinary
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What’s it like being an International student at Anglia Ruskin University?
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Shree discuss student life at ARU Cambridge | ARU International Student Ambassador
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Why choose Anglia Ruskin University?
youtube.com/embed/RsKBtOd3v2A” data-target=”#videoModal”>
Anglia Ruskin University London
Where this program is taught
ARU Chelmsford Campus
To show on the map
ARU Cambridge Campus
To show on the map
Cambridge Campus
To show on the map
Chelmsford Campus
To show on the map
Similar courses
Paid educational services
NEW DETAILS FOR PAYMENT FOR PAID EDUCATIONAL SERVICES
Notification of changes in details from January 1, 2021
Receipt for payment of paid services (school)
a) on the procedure for the provision of paid educational services, including a sample contract for the provision of paid educational services
Federal Law No. 273-FZ of December 29, 2012 (as amended on August 3, 2018) On Education in the Russian Federation
Law of the Republic of Belarus dated 01.07.2013 No. 696-z On education in the Republic of Bashkortostan
Law of the Russian Federation of February 7, 1992 No. No. 2300-1 (as amended on 06/04/2018) On consumer protection
Decree of the Government of the Russian Federation dated September 15.2020 No. 1441 “On approval of the Rules for the provision of paid educational services”
Regulation on the provision of additional paid educational services
Order of the Ministry of Education and Science of the Russian Federation of October 25, 2013 No. No. 1185 On approval of an approximate form of an agreement on education for training in accordance with DOP
Form of an agreement on education for training in additional educational programs
Application form for additional educational service
List of paid educational services (school block) 2020-2021 academic year
b) on approving the cost of education for each educational program
Decree of the Administration of the City of Ufa of the Republic of Belarus dated November 5, 2020 No. 1373 “On setting tariffs for additional services provided by municipal educational institutions located on the territory of the Oktyabrsky district of the urban district of the city of Ufa of the Republic of Bashkortostan”
Estimated income and expenses of paid educational services for 2018-2019academic year
Estimate of income and expenses of paid educational services for the 2019-2020 academic year
Estimated income and expenses of paid educational services for the 2020-2021 academic year
Estimated income and expenses of paid educational services for the 2021-2022 academic year
c) on establishing the amount of fees charged from parents (legal representatives) for the supervision and care of children mastering educational programs of preschool education in organizations engaged in educational activities, for the maintenance of children in an educational organization that implements educational programs of primary general, basic general or secondary general education, if in such an educational organization conditions are created for students to live in a boarding school, or for the supervision and care of children in extended day groups in an educational organization that implements educational programs of primary general, basic general or secondary general education
On the establishment of the average amount of parental fees for childcare and care in state and municipal educational organizations implementing the program of preschool education
Regulations on the procedure for applying, conditions for assigning and paying compensation for a part of the parental fee for the care and care of children in state and municipal educational organizations implementing a preschool education program located on the territory of the Republic of Bashkortostan for children in state and municipal educational organizations implementing a preschool education program located on the territory of the Republic of Bashkortostan
On amendments to the Decree of the Administration of the urban district of the city of Ufa of the Republic of Bashkortostan dated November 18, 2013 No. 5828 “On approval of the amount of fees charged from parents for the supervision and care of children in state and municipal educational organizations implementing the program of preschool education”
Procedure for the provision of additional paid educational services:
- study of the demand for paid additional educational services, determination of the expected contingent of students;
- formation of a regulatory and legal framework for paid additional educational services;
- creation of conditions for the provision of paid additional educational services;
- conclusion of contracts with the customer (consumer) for the provision of paid additional educational services, in each case personally for a certain period;
- during the agreed period, additional agreements to the contract on the cost of training or on other grounds are possible. Contracts are a reporting document and are kept for at least 5 years;
- issuance of an order on the organization of the work of the Institution for the provision of paid additional educational services, approval of the work schedule of employees providing services, estimates of income and expenses, curricula, etc.
- conclusion of contracts for the provision of services with teachers
Applications:
1) “School of the future first grader”
Service name |
Implementation period |
Admission requirements |
Class uniform |
Tuition fees |
Form of the document issued at the end of classes |
“School of the future first grader” |
From September to April of the current academic year |
Preschool children |
Full-time |
1885 per month |
Not issued |
Additional education program to prepare children for school “School of the Future First Grader”
ORDER On the organization of paid educational services “School of the future first grader”
REGULATIONS on the provision of paid educational services “School of the future first grader”
Application
Procedure for admission to additional educational programs
Parents who wish to enroll their child in classes, from August 01 to October 1 of the current year, apply to the educational unit with an application for enrollment and conclude a bilateral agreement on the provision of paid educational services.
At the end of the acceptance of applications from parents, an order is issued for the school to organize paid additional educational services and approve the lists of students.
Schedule
Classes in the preparatory group “School of the Future First Grader” are held
every Monday and Thursday from 09/13/21 to 04/18/22 in groups 1 – 4 from 18.00 – 20.00, group 5 from 17.30-19.30
1 group |
2 group |
3 group |
4th group |
|
1 |
Mathematics |
Motor Development |
Literacy education |
Development of speech (Mon.) Art (Thursday) |
2 |
Development of speech (Mon.) Art (Thursday) |
Mathematics |
Motor Development |
Literacy education |
3 |
Motor Development |
Literacy education |
Development of speech (Mon. ) Art (Thursday) |
Mathematics |
4 |
Literacy education |
Development of speech (Mon.) Art (Thursday) |
Mathematics |
Motor Development |
303 cab. |
204 cab. |
304 cab. |
102 cab. |
Bell Schedule
1-4 groups
1. 18.00-18.25
2. 18.30-18.55
3. 19.00-19.25
4. 19.30-19.55
Curriculum
Item |
Number of hours per week |
Number of hours per year |
|
1. |
Literacy education |
2 |
60 |
2. |
Mathematics |
2 |
60 |
3. |
Motor Development |
2 |
60 |
4. |
Development of speech |
1 |
30 |
5. |
Art |
1 |
30 |
2) Working hours of additional paid educational service “Full Day School”
This service is not provided for in 2021-2022
________________________________
“School of the future first grader”
Work program
ORDER On the organization of paid educational services “School of the future first grader”
Application
“Club of conversational English” for 1st grades
Work program
Order on the organization of additional paid educational services
Application
Advanced English for Grade 4
Work program
Order on the organization of additional paid educational services
Application
“In-depth study of mathematics and the Russian language” grades 1-3
Work program
Order on the organization of additional paid educational services
Application
“Preparation for VPR in mathematics and the Russian language” grade 4
Work program
Order on the organization of additional paid educational services
Statement
“Correction of oral and written violations” (speech therapist)
Work program
Organization on the organization of additional paid educational services
Application
11
01 “Express course of preparation for the Unified State Examination in the Russian language” in 11 “B” class
Work program
Order on the organization of additional paid educational services
Application
Contract
02 “In-depth study of mathematics – preparation for the OGE” in the 8th grade
Work program
Order on the organization of additional paid educational services
Application
Contract
03 “In-depth study of physics – preparation for the OGE and the Unified State Examination”
Work program
Order on the organization of additional paid educational services
Application
Contract
04 “In-depth study of mathematics – preparation for the exam” in 11 “A” class
Work program
Order on the organization of additional paid educational services
Application
Contract
05 “In-depth study of mathematics – preparation for the OGE” at 9-x grades
Work program
Order on the organization of additional paid educational services
Application
Contract
06 “In-depth study of the Russian language – preparation for the OGE”
Work program
Order on the organization of additional paid educational services
Application
Contract 8G, Contract 9B, Contract 9B
07 “In-depth study of social science – preparation for the OGE”
Work program
Order on the organization of additional paid educational services
Application
Contract
08 “Russian language.
Express course of preparation for the exam “in 11” A “class
Work program
Order on the organization of additional paid educational services
Application
Contract
09 “Russian language. Preparation for the OGE “at 9″A” class
Work program
Order on the organization of additional paid educational services
Application
Contract
10 “Mysteries of the Russian language” in 5 “B” class
Work program
Order on the organization of additional paid educational services
Application
Contract
11 “Preparation for the OGE in Informatics”
Work program
Order on the organization of additional paid educational services
Application
Contract
12 “Russian language. Preparation for the OGE “in the 8th grade
Work program
Order on the organization of additional paid educational services
Application
Agreement
13
“In-depth study of mathematics – preparation for the OGE”
Work program
Order on the organization of additional paid educational services
Application
Agreement
Paid additional services are carried out in cooperation with the Central Educational Center of USPTU and ANO MOC “Open School”
Center for pre-university education of the State Educational Institution of Higher Professional Education Ufa State Oil Technical University is a structural subdivision of USPTU, which provides additional educational services to various categories of potential applicants in the subjects of entrance examinations in order to prepare for the Unified State Examination and enter the university.
Career guidance is one of the most important activities of the CDO. Computer vocational testing and a conversation with a psychologist help applicants decide on their choice of profession, and a comprehensive career guidance system (conversations, lectures, university tours, meetings with representatives of faculties) makes it possible to get acquainted with USPTU, conditions for admission and training, employment prospects.
Cooperation with USPTU is carried out in two directions: classes of USPTU, alternative tutor.
UGNTU classes are:
- additional classes in mathematics, Russian language, and other subjects;
- the opportunity to study with the best teachers of USPTU and city schools in their own school after school;
- constant monitoring of students’ knowledge: diagnostics, intermediate and final testing;
- the opportunity, upon completion of the program, to receive a certificate giving the right to enter USPTU for a contract form of education (subject to a positive passing of the Unified State Examination), and a preferential right when enrolling in target places from the Administration of Ufa;
- all the attributes of university patronage: meetings with deans and representatives of the admission committee of USPTU, lectures by leading professors, scientific work at the departments and laboratories of USPTU, participation in scientific and practical conferences, excursions to faculties, to the Museum of USPTU, cultural events, external attributes – badges, ties, stands, etc.
“Alternative Tutor” is a highly effective educational program for students of all ages (grades 1 to 11). Classes are conducted by the best teachers of the city in small groups (no more than 5 people) at a convenient time. The program is characterized by flexibility and an individual approach to students. Despite the existence of approved plans, it is possible to deviate from them in order to repeat and clarify individual complex fragments of the course. Increased attention and adaptation to the interests of students is guaranteed, taking into account the basic level of their training.
The main task of the CDO is to attract applicants who have good basic training and who consciously choose their future specialty to study at USPTU.
ANO MOC “Open School” (www.online-ischool.ru)
- School based training
- Competitions, olympiads, seminars
- Preparation for the Unified State Examination and the OGE (all subjects, multi-level preparation)
Pre-University Education Center
450062, Ufa, st. Cosmonauts, 8, UGNTU, bldg. 3, cab. 105, 117a.
tel. (347) 243-11-33, 260-58-61 (fax).
e-mail: Your email address is being protected from spambots. Javascript must be enabled in your browser to view the address., E-mail address is being protected from spambots. Javascript must be enabled in your browser to view the address.,
website: http://www.dovuzcenter.ru/ VKontakte: vk.com/clubcdo
Structure of CDO
ANO MOC “Open School”
- School based training
- Competitions, olympiads, seminars
- Preparation for the Unified State Examination and the OGE (all subjects, multi-level preparation)
Agreement with the student of USPTU 2019
Receipt form
Estimate of UGNTU 5-9 grades 2019-2020
Estimate of UGNTU 10-11 grades 2019-2020
From scratch: what changes await schools in the new academic year
Education does not stand still. The school is always growing and maturing together with its students. What changes and innovations should teachers, parents and students expect in the new academic year? Director of the Department of State Policy and Management in the Sphere of General Education of the Ministry of Education of Russia Maxim Kostenko spoke about this on the air of the online program “Educational Environment”.
Educational work should not be carried out formally
Special attention will be paid to educational work with schoolchildren in the new academic year. First of all, advisers to school directors on educational work will continue to appear in schools. This position will be introduced in schools in another 35 regions. In the last academic year, advisers have already worked in ten constituent entities of Russia.
As Maxim Kostenko noted, now it is especially important that positions are not created formally. “The main thing is that it should be meaningful, not done formally and have feedback,” he stressed.
Advisers will assist in the implementation of educational work in educational institutions.
“The Russian Ministry of Education sees the strengthening of the educational component in schools as the main goal for the 2022/23 academic year and subsequent academic years. Now a unified educational program has been adopted, which will be included in school life,” the expert said.
The educational element will be introduced into extended day groups. Now aftercare is not only care and babysitting. During extracurricular time, the children will do their homework, with which teachers will help them, engage in a health program, etc.
The new role of state symbols in schools
In the new academic year, each academic week will begin with a solemn line, where the flag of the Russian Federation will be raised and the national anthem will be played. In winter, digital technologies will also be used – thanks to this, the children will be able to watch the flag raising in video format, being in the classroom.
As the speaker noted, regional schools could receive subsidies from the state budget for the purchase of flagpoles and other necessary attributes. Those entities that did not take part in the tender for obtaining funds for the purchase of equipment will also have an additional opportunity to do so.
Speaking with children about important things, you can become important to them
In the new academic year, the project “Talk about important things” starts. These are extra-curricular lessons that will take place on Mondays and will be taught by class teachers. The topics of the lessons and all the materials necessary for conducting classes can be found by teachers on the site “Unified Content of General Education”.
All materials are divided into five age groups. These are two levels of elementary school, basic and high school, as well as secondary vocational education.
Each lesson will raise a topic that will allow children to form certain values. For each group, topics will be disclosed taking into account the characteristics of the age of the children. Lessons will vary in terms of script and content, videos and presentation materials, as well as interactive tasks that the children will be asked to complete during the lesson.
“We don’t want this to be a lecture for the guys. The main thing is that we really talk, that there is a discussion, that different points of view are voiced,” Maxim Kostenko emphasized.
He also noted that it is important for the teacher not to try to use all the methodological materials in his lesson, but to choose the most suitable among them, “based on the characteristics of the class with which he works.”
The federal state educational standard comes to schools
In the new academic year, children will study according to the updated federal state educational standard (FSES).
“The educational component has returned to the standard: now the subject results by levels of study and the expected subject results by year are spelled out,” Maxim Kostenko explained.
This is not about limiting the freedom of teachers. Of course, teachers can use the unified federal work programs in subjects without creating their own separate educational and methodological documents. An online constructor is also available to teachers on the Unified Content of General Education portal. But all these tools will simplify the work of teachers. Educational organizations will also have the opportunity to apply their own educational methods, if they exist and prove their effectiveness.
In addition, the updated standards will make it possible to bring the list of topics that children study in schools as close as possible to the GIA codifiers. So, it will be easier for students to prepare for exams and successfully pass them.
Textbooks on GEF will be created next year. In the current academic year, the children will continue to study according to existing textbooks. If some topics are missing in them, the teacher can always use additional sources. For example, materials for classes can be found using a verified list of electronic educational resources. It has already been prepared by the Ministry of Education of the Russian Federation.
FSIS “My School” as a new tool for teachers
Federal State Information System (FSIS) “My School” is an information mega service for Russian schools, which will allow schools not only to work in a single information system, but also to completely switch to domestic software.
At the same time, the service will allow teachers to work with electronic journals and diaries already existing in the regions. All developed resources will be integrated with My School.
FSIS will also allow teachers to access verified materials that they can use in the classroom. The Sferum educational platform will also be included in the system.
Teachers will be able to fill out less paperwork
From this year, the amount of bureaucratic burden on teachers is limited. Now the list of documents that a teacher can keep includes only five items. All other documentation is optional for filling at the legislative level. A teacher whose rights are being violated can contact the hotline set up by Rosobrnadzor.
“It is important for us to develop mechanisms to protect teachers from numerous requests,” said Maxim Kostenko.
Pupils will have new opportunities in mastering subjects
Engineering classes, aircraft and shipbuilding classes, etc. will continue to appear in schools. high school. The sooner the child tries himself in the profession and chooses the direction in which he wants to develop, the more time he will have to become a sought-after professional.
In the new academic year, children will learn about financial literacy in schools. The expert explained that the discipline will not be introduced as a new subject in the school curriculum. Elements of financial literacy will be introduced into those disciplines that the children are already studying. Teachers will receive recommendations on what topics they can bring up, for example, as part of a social studies or mathematics course, to teach children how to deal with finances.