For children of working or student parents or to satisfy the needs of the individual child. Places...
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For children of working or student parents or to satisfy the needs of the individual child. Places are offered within 4 months of receipt of application
For children of working or student parents or to satisfy the
needs of the individual child. Places are offered within 4 months
of receipt of application. National Pre-school Curriculum - is used
as a guide. Subject to a charge. Choice of pre-school - municipal
or independent. Pre-school activities are characterised by:
Education, care, supervision, training and support to families.
Children with special support needs are offered a place.
Day-nurseries are characterised by: Care, supervision and training.
Provided in the private home of the childminder. Childminders use a
functioning staff supply system and cooperate with each other. Open
pre-schools (0-5 year olds) (Social Welfare Services) Parents and
children can attend free-of-charge and meet others and make
contacts together with teachers. Pre-schools and Day-nurseries (1-5
year olds)
Slide 3
Pre-schools Pre-school is to lay the foundation for lifelong
learning. It aims to offer support to families in their
child-rearing responsibilities, developing and growing. At the same
time it must be organized so that it enables parents to work or
study. The preschool combines care and teaching in a business that
takes responsibility for all of the child throughout the day. Play
and creativity as well as the child's own exploration gives a great
flexibility. Preschool should be fun, safe and educational for all
children participating. The preschool is open all year. The daily
opening hours are adapted to their parents work or study and to the
needs of children.
Slide 4
Pre-schools in Ume 84 municipal pre-schools5130 children 22
independent pre-schools 982 children Family daycare 602 children
Rates in pre-schools
Slide 5
Children who need care before and after school are offered a
place at an after-school recreation centre or independent
day-nursery. Youth clubs are an alternative for children 10-12
years. General advice for after-school recreation centres and
National Compulsory School Curriculum (applicable parts) - Lpo94 is
used as a guide. Subject to a charge. After-school recreation
centres, youth clubs and independent day-nurseries shall: Provide
supplementary services and cooperate with schools to offer children
a meaningful recreation and support in their development.
After-school recreation centres, youth clubs, independent day-
nurseries (6-12 year olds)
Slide 6
Pre-school classes is a non-mandatory school form. Children are
offered a place in pre-school classes from the year of the childs
sixth birthday. 15 hours per week. Free of charge. Pre-school
classes has a National Compulsory School Curriculum The preschool
class is an optional form of schooling that will stimulate
students' development and learning, and prepare them for further
education. In preschool class the preschool and primary school
methodology will. Pre-school class and pre-school should strive for
a trusting relationship. Pre-school classes (6 year olds)
Slide 7
Compulsory schools Compulsory attendance at school applies to
children aged 7-16 and provides all students with an education of
equal value. If requested by the parents, schools must offer a
place to 6 year olds. This undertaking is formulated in the
Education Act, curricula and syllabuses. Merits and education based
grades from Year 6 upwards. Compulsory schools are free of charge.
Typically, children attend a public school near their home.
Students and their parents are also entitled to choose another
public school, or a privately run independent school. Independent
schools are open to everyone and must be approved by The Swedish
Schools Inspectorate Compulsory school forms: For 7-16 year
olds
Slide 8
Enrolment to compulsory special schools is carried out in line
with four in-depth surveys (medical, educational, psychological and
social) involving parents. Students attend special classes but can
also choose to be included in compulsory schools. This mission is
formulated in the Education Act, curricula and syllabuses. Tuition
is free of charge. Special schools are characterised by:
Special-needs education competence, small teaching groups,
flexibility between the various school forms, personal development
dialogues, long-term goals, cooperation with children and youth
habilitation programmes, individual development plans established
in consultation with custodians. LSS (the Swedish law relating to
support and service to individuals with certain disabilities) gives
children and young people the right to receive advice and other
expert support. This service is provided by County Councils
habilitation department. Special schools for children with
disabilities (7-16 year olds) (Optional Year 10) Compulsory-level
special schools: Art, English, home economics and consumer studies,
physical education and health, mathematics, native language, music,
natural and social sciences, crafts, Swedish language. Haga School,
Year 1-10 Schools for children with severe learning disabilities:
Artistic activities, communication, psychomotor skills, everyday
activities, conception of reality. Carlshjd School, Ersboda School,
Ersng School
Slide 9
Upper secondary school There are 18 national programs in
secondary schools, 12 vocational programs and six programs
preparing for university studies. Student intake: Eligibility rules
to begin a secondary education differs between vocational programs
and college preparatory programs To get into a national program
from the academic year 2011/2012 a student must be approved in the
Swedish or Swedish as a second language, English and mathematics.
Those who choose to study at a vocational program, must have
passing grades in five subjects, making a total of eight. For the
university preparatory programs for passing grades in nine subjects
to, a total of twelve
Slide 10
Compulsory schools in Ume 55 municipal compulsory schools10466
pupils 7 independent compulsory schools 1188 pupils
Compulsory-level special schools in 3 schools 134 pupils
Slide 11
The Swedish Educational System for 1 - 19 year olds 1 year 7
years Pre-school or family day-care After School Care Leisure
centres, youth clubs and family day-care centres Compulsory and
Special Needs School Years 1 - 9 compulsory education Upper
Secondary School 3 year voluntary edcucation 16 years5 years
Pre-school voluntary 6 - 12 years
Slide 12
Our 11 school districts Map over Ume
Slide 13
Organisation of Pre-school and Compulsory School Local
Education Authority Pre-school & Compulsory School Board 11
School Districts School Health Care Special Needs School Director
of Education Meal service Centrala Ersboda Marie Carlshjd lidhem
Teg Grubbe Vstra Rbck Haga Tomtebo Compulsory-level Special School
integrated with 5 of Umes compulsory schools Local Education Office
Director of Education Admin, Finance, HR, Education Naturskolan
Idan Learning- & Research Centre
Slide 14
Competence centre Speech and language Pre-school and compulsory
school for children with hearing impairment Preparatory education
for immigrant children Native language lessons Educational support
team Allergy pre-school and compulsory school Classes for children
with restricted mobility Special groups (Aspergers, ADHD) For
children with special needs
Slide 15
Preparation classes Education available for newly arrived
pupils from abroad. Students made up partly of refugees and asylum
seekers, and immigrants, who for various reasons come to Sweden and
also the children of visiting researchers at Ume University. In
preparation classes, the pupils a quiet start in Swedish schools.
They are divided into small classes of low, middle and high school.
Instruction is led by specialist teachers and are completely
individualized, as students are at different skill levels with very
different backgrounds in terms of upbringing and school experience.
Once students have basic knowledge to start in the regular school
she or he moves to a school that the parents have chosen
Preparation Classes
Slide 16
Our shared mission in Ume A successful and enjoyable pre-school
and compulsory educational system promoting both Academic
objectives Social objectives.
Slide 17
The municipality of Umes pre-schools, family day-care and
compulsory schools provides a safe and dynamic environment where
children and pupils enjoy learning and acquiring the skills that
will give them a solid starting point in life. Schools should adopt
a holistic approach to the individual focusing on the children and
pupils. The basis of learning is democratic values, respect for the
fellow man and a multi-cultural philosophy. These objectives form a
platform for an interactive debate about the responsibilities of
the schools and optimum means of collaboration to achieve the
ultimate objective safe schools offering education to all. We
prepare children for life
Slide 18
A school for everyone, giving children and young people the
right to feel secure and respected and to be seen and heard
children and young people learning in a climate of trust, social
equality and democracy zero tolerance for discrimination and other
degrading treatment all Pre-schools, Family day-care and Compulsory
Schools implementing a strategy for the prevention of offensive
behaviour and harassment City Council objectives for Pre-school and
Compulsory School Board
Slide 19
City Council objectives for Pre-school and Compulsory School
Board children and young people have influence over their work
environment their learn and experience in a positive work
environment working methods and work adapted and varied by the
competent child's / student's interests, needs and circumstances
diversity is seen as an asset and opportunity Stimulating and
creative learning environments
Slide 20
City Council objectives for Pre-school and Compulsory School
Board To learning and knowledge Everyone having the right to a rich
and functional language and aesthetic vocabulary our principal
mission Children and young people learning how to develop their
knowledge and communicative skills and use of mathematical tools
and solutions in connection with scientific know-how Pre-school and
school develops an awareness of health and sustainable development
for a sustainable and lifelong learning Each student must have a
forward looking individual development in which also parents'
involvement and expertise be utilized IT skills are essential tools
for learning. All children and students should be given
opportunities to use and develop their skills in ICT Objectives are
followed up by means of communal parent and pupil surveys and
annual quality evaluations at departmental and authority
levels.
Slide 21
Student survey F-3 Safety and enjoyment Individual support
Teaching Working climate
Slide 22
Student survey year 4-6 Safety and enjoyment Working climate
Teaching Individual support
Slide 23
Students working environment - year 7-9 Safety and
enjoymentInfluenceWork climate
Slide 24
Student learning - year 7-9 TeachingPersonalization
AppraisalIndividual support
Slide 25
UmeSweden Students, percentage (%) in grade 9 who are competent
to economics, humanities and social sciences programs 88,085,2
Students, percentage (%) in grade 9 who are competent to Arts
programs 89,786,7 Students, percentage (%) in grade 9 who are
competent to scientific and technical programs 87,983,5 Students,
percentage (%) in grade 9 who are eligible for vocational programs
91,087,7 Students, percentage that are eligible for upper secondary
the school (2010) 94,088,2 Students, percentage (%) not achieving
the goals of English 3,26,2 Students, percentage (%) not achieving
the goals of mathematics 4,67,9 Students, percentage (%) not
achieving the objectives of the Swedish 2,33,2 Students, proportion
not achieving the objectives of one, several or all subjects
20,122,7 Student result 2011 ( municipal schools grade 9)
Slide 26
Slide 27
Education for sustainable development - Why - The process -
What we learned
Slide 28
Why? A way to contribute to the future of our children School
development A way to visualize and structure what our curriculum
mandates we dont start from the beginning Participation and
priority A way for communication and sharing ideas Progression From
learning to affecting life
Slide 29
The process The Principal Conference 2006 addresses the issue
of a single goal for the department Decision principles, staff
starts a fundamental education on the topic of ESD The challenge
2007. 2010 are all preschools and schools notified for the Award
Education for Sustainable Development (approved by the Swedish
National Agency for Education Criteria for Excellence) Decision in
the school board
Slide 30
Education for Sustainable Development 2011 all pre-schools,
primary and secondary schools (except 3) has received the award
(approved by the Swedish National Agency for Education Criteria for
Excellence) Success factors: A Board and Head decision The
principal in the front An organization that enables development and
learning over time. Focus on sustainability, self evaluation,
effectiveness and quality Student influence is crucial Exchange of
experience, networking
Slide 31
High level of target achievement - knowledge, evaluation and
grade Extensive efforts to improve mathematics teaching Preschool
and school develops an awareness of health and sustainable
development and lifelong learning Improve the achievement levels of
students with mother tongue other than Swedish Pay particular
attention to the situation of newly arrived pupils aged 12-16 Pupil
power parent power Equality Multitude and integration Development
of language, reading and writing skills Individual development
plans Priorities over the next years