• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Social exclusion in the UK.

Extracts from this document...


PART 1 The problem of social exclusion is not new, but common use of this term by policy makers in the UK is. Social exclusion is one of the biggest problems facing the world and society. The Social Exclusion Units definition is as follows: "Social exclusion is a shorthand label for what can happen when individuals or areas suffer from a combination of linking problems, such as unemployment, poor skills, low incomes, poor housing, high crime environments, bad health and family breakdown." [1] The Government (New labour) has made an evident commitment to tackling these problems by investing in education, making it a key priority. They have recognised that the gap between the rich and the poor is growing, and there is a need to raise achievement for all. Education has been used in the past as a mechanism, the government can use it to address particular socio-economic issues because of its universal application, and most importantly the children of today are the future of society. The main initiative has been to make schools more 'inclusive', in order to narrow the gap and reach a social cohesion. Inclusion has existed in the past, but now politicians are redefining its meaning as 'Social Inclusion'. "This broader definition relates not only to pupils who have particular needs, but also to the entitlement of all pupils to receive a high quality experience from the education system." [2] This has highlighted the need for schools to strive to be inclusive and reconsider their policies. The schools policy should operate to mean that every pupil, irrespective of disability, background or behavioural problems, should be given every opportunity to have full access to all teaching, facilities and help that the school can provide. Evidence provided when researching school effectiveness with emphasis on success for all, suggested that schools that are good for the minority groups are schools that are good for all. ...read more.


[7] Therefore giving the pupils concise learning objectives allows the pupils to know what the next steps are and what their aims should be for future learning. Teachers should be able to build on previous experience, interests and abilities of different pupils (inclusion) and be able to identify appropriate learning aims and assessment activities. The role of assessment in a socially inclusive school works to include all pupils. National tests are a form of summative assessment and allow the pupils to be tested when they have achieved the attainment targets at any one level and are ready to move onto the next level. In line with the National Guidelines, testing is currently being carried out in English and Mathematics with pupils in S1 and S2. In School X, they have policy were any child with a Record of Needs means his/her parents will decide whether or not he/she will undertake the National Tests, allowing the ultimate decision on whether they need to be 'included' and whether there is an educational gain in doing so. Reporting is often used to help pupils identify what they have learnt, what they have still to learn and what their next steps in learning are. Next-steps is a section on a pupils report which has teachers comments. In School X, it was recognized that the comments should not be left open-ended, therefore it has now been replaced with 'areas for development and next-steps'. Another section on the pupil report which was taken out was a 'target-setting' section; this featured a comment from pupil support/guidance, which was effectively just a summary of all the reports. It was identified that it was a waste of time and relayed no additional information than what was already there. A change of approach from teacher-focus to pupil-focus to give pupils further opportunities (inclusiveness) has meant this section on the report being replaced with a 'target-setting report'. ...read more.


Vocational courses are offered in many schools at S5 and S6 level. More recently a greater number of schools have been offering the courses at S3/S4 level. Vocational qualifications continue beyond school, and can be pursued at college, university, or in the workplace, suiting the needs of all pupils. In School Y, the work they are doing on making the curriculum much more flexible has meant that they are meeting individual needs much better and as a result is pushing attainment up. Certification of short-term courses like the Access course, acts as increased motivation and this affects the whole school and so a positive move towards inclusion. The first big step the school took was taking away the compulsory element in Modern Languages. A number of skill based courses have been put in as a choice, therefore pupils are doing other courses like Practical Craft Skills, Drama etc.. The response has been positive in terms of discipline, a comment from the school Regent claimed that there was very few discipline problems coming from classes in S3, whereas last year in comparison is quite dramatic. This is probably because pupils weren't motivated when they were all forced into French, therefore a significantly good change. In the Science department, they have taken away the Foundation/General Science course and replaced it with more stimulating courses of Intermediate 1 and Access in Physics, Chemistry and Biology. This has also worked well and the department is now keen to scrap their Standard Grade Sciences, and move into Intermediate 2 because they find the courses are much more stimulating and relevant. The national priorities set by the Government have meant schools have to prioritise what is important to their school and community in terms of promoting a positive ethos and providing an appropriate curriculum. As stated below: "There is also increasing recognition that curricular flexibility and innovative approaches to learning and teaching are necessary to improve the standards and quality of educational provision for all."[10] I agree with the statements in 'Count Us In', and hope that this assignment discusses the issues to reflect this. Word count: 3683 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. The following dissertation report will attempt to look at the chosen topic area of ...

    (Smith, 1999). He goes onto say that '...Over the past 15 years, the typical workplace has been transformed by computer technology. In most offices, almost every employee, from receptionist to CEO, works with a computer.

  2. Identify a key issue in the 14-19 curriculum for my specialist subject (mathematics) and ...

    The problems of the time pressure and complexity were reduced somewhat. The government also standardised A-levels across exam boards. A level study is all about self-motivation, self-development and independent thinking. A-level students need to learn to adapt to more homework which to a large extent they have not got before.

  1. The contribution assessment makes towards pupils learning There are different types of assessments ...

    Current teaching focuses on strategies to improve exam performance and focuses heavily on preparation for the test. Many pupils described typical maths lessons as concentrating on the acquisition of skills, solution of routine exercise and preparation for tests. When asked by inspectors pupils understood the difference between getting the right answer and understanding the work.

  2. Literacy In After school Program

    area of detail, interpretation, reflection from own experience as well as narration. Children from this group scored a high grades in reading comprehension. The conclusion of the study was, reading aloud practice increase literacy by involving student in verbal participation, comprehension and complexity of verbal interchange.

  1. Evaluation of Birzeit University MBA Program

    Graduate School of Business - University of Chicago, Illinois: Structure and Design: The Evening M.B.A. Program is unique among part-time degrees because it is identical in every important way to the full-time program. Both focus on the fundamental disciplines underlying business decision-making, giving powerful, practical tools to solve challenges.

  2. The Role of Assessment.

    a "quality award" system, individual comments written on each piece of submitted work, an extensive report which was presented to parents at the parents evening, written progress in home-school contact books and discussions with the pupils on their viewpoints as to how they felt they were progressing towards meeting agreed targets.

  1. In response to the Governments SEN strategy Removing barriers to achievement a spokesperson for ...

    The type of provision available is paramount. Resourced provisions are bases or units where specialist teaching or other support is available for special education needs students for part or all of the school day, or where small groups can receive additional support through special classes (Tutt, 2007:13).

  2. Removing barriers to achievement - Response to the Government's SEN Policy

    � Encouraging more special schools - including those in the non-maintained and independent sector - to collaborate with their mainstream counterparts. Collaboration brings real benefits - building on the strengths of each sector, from management and leadership arrangements, through to tailoring the curriculum to meet the needs of individual children

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work