This is the latest accepted revision, reviewed on 21 March 2018. She is known for various roles in film and television, including her starring hardening of children of early age in kindergarten as Dr.
Annable was born in Los Angeles, California to a Colombian father and Cuban mother. She graduated from Woodcrest Christian High School in Riverside, California. Annable played a Spanish-speaking student in Kindergarten Cop at age 5. Later she appeared in the South Beach TV series and the movie, October Road. Annable had a lead role in the TV comedy, Breaking In until April 2012. In March 2014, Annable was cast as Trudy Cooper in the ABC series The Astronaut Wives Club. In 2017, she joined the main cast of The CW series Supergirl as Samantha Arias, a single mother who discovers that she shares origins with Supergirl and Superman.
Sisters TV co-star Dave Annable in October 2010 and gave birth to a daughter, Charlie Mae, on September 7, 2015. Beverly Hills Chihuahua 3: Viva la Fiesta! Odette Annable: This is the only picture I have of myself from my birthday today. Stars You Never Knew Were Latino! News for Inland Southern California Archived March 11, 2009, at the Wayback Machine. Marine Biology, Beating Up Blonde Girls, and That Tomb Raider Rumor We’re Trying to Start: An Exclusive Interview with Odette Yustman”. Odette Yustman Videos, Pics, News, Bio”.
Sisters: Dave Annable’s Real-Life Fiancée Cast as His ! Archived from the original on April 4, 2012. The doctor is out: After eight seasons, Hugh Laurie and cast say farewell to ‘House’ at series finale wrap party”. Supergirl’: Odette Annable To Play Reign In Season 3″.
Dave Annable and Odette Yustman Wed”. Dave and Odette Annable Welcome Daughter Charlie Mae”. Wikimedia Commons has media related to Odette Annable. This page was last edited on 21 March 2018, at 05:11. Secondary education covers two phases on the International Standard Classification of Education scale. Article 28, of the Convention on the Rights of the Child states that primary education should be free and compulsory while different forms of secondary education, including general and vocational education, should be available and accessible to every child.
In classical and mediaeval times secondary education was provided by the church for the sons of nobility and to boys preparing for universities and the priesthood. As trade required navigational and scientific skills the church reluctantly expanded the curriculum and widened the intake. Secondary education is in most countries the phase in the education continuum responsible for the development of the young during their adolescence, the most rapid phase of their physical, mental and emotional growth. It is at this very education level, particularly in its first cycle, where values and attitudes formed at primary school are more firmly ingrained alongside the acquisition of knowledge and skills. Within a country these can be implemented in different ways, with different age levels and local denominations.
Within this system, national governments can call levels 2, 3 and 4, levels 2 and 3 or just level 2, secondary education. Level 1 and Level 2, that is primary education and lower secondary together form basic education. The start of lower secondary education is characterised by the transition from the single class-teacher delivering all the content to a cohort of pupils, to one where content is delivered by a series of subject specialist. The educational aim is to complete provision of basic education, completing the delivery of basic skills and to lay the foundations for lifelong learning. 3 courses, or employment, or vocational education after 9 or more years of education.
The end of lower secondary education often coincides with the end of compulsory education in countries where that exists. Level 5- non tertiary course, or direct entry into the workplace. More subjects may be dropped, and increased specialism occurs. 5 qualifications in the subject they are teaching. A form of education for adolescents became necessary in all societies that had an alphabet and engaged in commerce. In Western Europe, formal secondary education can be traced back to the Athenian educational reforms of 320BC. England provides a good case study.
When Augustine of Canterbury brought Christianity there in 597, no schools existed. He needed trained priests to conduct church services and boys to sing in the choir. Over the centuries leading to the renaissance and reformation the church was the main provider of secondary education. Various invasions and schisms within the controlling church challenged the focus of the schools, and the curriculum and language of instruction waxed and waned. Whereas in mainland Europe the renaissance preceded the reformation, local conditions in England caused the reformation to come first. The reformation was about allowing the laïty to interpret the Bible in their own way without the intervention of priests, and prefereably in the vernacular. During the 18th century their social base widened and their curriculum developed, particularly in mathematics and the natural sciences.
Industry required an educated workforce where all workers needed to have completed a basic education. There was considerable opposition to the idea that children of all classes should receive basic education, all the initiatives such as industrial schools and Sunday schools were initially a private or church initiative. Three reports were commissioned to examine the education of upper, middle and labouring class children. The Clarendon Commission sought to improve the nine Great Public Schools.
The Newcastle Commission inquired “into the state of public education in England and to consider and report what measures, if any, are required for the extension of sound and cheap elementary instruction to all classes of the people”. The school leaving age at this time was 10. English language and literature, geography, history, a foreign language, mathematics, science, drawing, manual work, physical training, and, for girls, housewifery. The United Nations, founded in 1947, was committed to education for all but the definition was difficult to formulate. In 1972 the school leaving was raised to 16. The Education and Skills Act 2008, when it came into force in the 2013 academic year, initially required participation in some form of education or training until the school year in which the child turned 17, followed by the age being raised to the young person’s 18th birthday in 2015. The United Nations was strong in its commitment to education for all but fell into linguistic difficultly defining that right.