Homeless Five – Year Plan and Strategy 2018
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If You're Looking for Girl Power, You'll Find It at Moreton Hall
If you’re looking for girl power, you’ll find it at Moreton Hall A69377 Moretonian Magazine 2107_AW.pdf Page 1 of 94 Email: [email protected] Moreton Hall, Weston Rhyn, Telephone: (+44) 01691 773671 Oswestry, Shropshire Web: www.moretonhall.org SY11 3EW A69377 Moretonian Magazine 2107_AW.pdf Page 2 of 94 Contents 4 News Highlights 38 STEM 7 Special Awards Winners of 2017 40 Art Gallery 9 A day in the life of Jonathan Forster 44 A journalist covering under reported stories across Africa 10 Silver Service 46 Moreton’s Unsung Heroes 11 Carolyn Tilley 48 Duke of Edinburgh 12 Head Prefects’ Speeches 50 Creative Writing 14 Leavers’ Ball 2017 The Journey 17 Face2Face War 18 Little Shop of Horrors 52 Enrichment outside the classroom 19 Aladdin 54 Catering For The Masses 20 The Community Theatre 57 Classics 22 Performing Arts with Beth Clacher 58 Moreton Photography 24 Annual Investec Business Lunch 59 Sport 26 Moreton Enterprises 65 Moreton First 28 Enrichment Section News Highlights Bronwen The 3 R’s Jenner The Art Gallery 32 To My Remove Self Expressive Arts Sport 34 Careers at Moreton Hall 77 The Old Moretonian 36 Spoken English The Moretonian 2017 A69377 Moretonian Magazine 2107_AW.pdf Page 3 of 94 News Highlights Senior Mathematicians are Top 2% of the UK Moreton Hall’s team finished in the top 2% of the UK at the National Final of the Senior Team Maths Challenge in London, on 7th January. The team, comprised of Phoebe Jackson (U6), Pauline Ji (U6), Vinna Sun (L6) and Georgie Lang (L6) excelled. -
The Role of the Philanthropic Sector in Addressing Homelessness: Australian and International Experiences
The Role of the Philanthropic Sector in Addressing Homelessness: Australian and International Experiences Literature Review National Homelessness Research Partnership Program Dr Selina Tually, Miss Victoria Skinner and Associate Professor Michele Slatter Centre for Housing, Urban and Regional Planning The University of Adelaide Contact: Dr Selina Tually Centre for Housing, Urban and Regional Planning The University of Adelaide Phone: (08) 8313 3289 Email: [email protected] September 2012 Project No. FP8 This project is supported by the Australian Government through the Flinders Partners National Homelessness Research Partnership funded as part of the National Homelessness Research Agenda of the Department of Families, Housing, Community Services and Indigenous Affairs. 2 of 103 Acronyms ABS Australian Bureau of Statistics ACNC Australian Charity and Not-For-Profit Commission ACOSS Australian Council of Social Service ACTCOSS Australian Capital Territory Council of Social Service AIHW Australian Institute of Health and Welfare ASIC Australian Securities and Investment Commission ATO Australian Taxation Office DGR Deductible Gift Recipient FaHCSIA Department of Families, Housing, Community Services and Indigenous Affairs FBT Fringe Benefit Tax GFC Global Financial Crisis GST Goods and Services Tax ITEF Income Tax Exempt Fund J2SI Journey to Social Inclusion NAHA National Affordable Housing Agreement NCOSS Council of Social Service of New South Wales NFG Neighborhood Funders Group (US) NFP Not For Profit NP Non-Profit NTCOSS -
Year Five and Six Parents' Curriculum Meeting
St Joan of Arc RC Primary Year Two and Three Parents’ Curriculum Meeting F R I D A Y 4 TH OCTOBER Aims of the meeting Give you a better understanding of your child’s learning this term Share our aims Help parents/carers to feel empowered to support their children Give you the opportunity to ask questions Introductions Miss Newman– Year 2 and 3 lead. Behaviour lead Supporting classroom teachers Developing good classroom practice Monitoring pupil progress Part of the English and PE teams Homework - Reading At least 10-20 minutes daily in Year Two, and at least 20 minutes daily in Year Three. Signed reading record (comments are really helpful) Discussion about the text Sounding out and applying phonic knowledge Reading around the word Checking for understanding Predicting Inference and deduction Intonation and expression Comprehension cards Reading Records National Curriculum statements at front Signed off by teacher during guided reading Comment in book only if child not meet the statement in the lesson Ideas for home reading in the middle Homework - Reading Roy had waited a long time but nothing was happening. Then suddenly the line jerked. In his excitement he tripped over my bag and fell head first into the water. a. What was Roy doing before he fell? b. Why did he become excited? Homework - Reading By the time we reached the small village the sun was going down. After so long on the road we were glad to be able to take off our boots and rub our sore feet. a. What time of the day was it? b. -
Newly Qualified Social Workers in Scotland: a Five-Year Longitudinal Study
Newly qualified social workers in Scotland: A five-year longitudinal study Interim Report: December 2017 Scott Grant, Trish McCulloch, Martin Kettle, Lynn Sheridan, Stephen Webb December 2017 Funded by the Scottish Social Services Council 1 Contents Acknowledgements .................................................................... 4 Project Team ............................................................................ 5 Glossary ................................................................................... 6 Executive summary ................................................................. 7 Introduction ............................................................................. 10 (i) Overarching aim ............................................................... 10 (ii) Objectives ....................................................................... 10 (iii) Themes .......................................................................... 10 Method ................................................................................... 11 (i) Literature review .............................................................. 11 (ii) Online survey .................................................................. 11 (iii) Individual interviews ........................................................ 12 (iv) Focus groups .................................................................. 13 (v) Ethnography .................................................................... 14 Findings ................................................................................. -
(SSOG): Year Five Report
Nevada System of Higher Education Silver State Opportunity Grant (SSOG) Year 5 Report January 29, 2021 THE NEVADA SYSTEM OF HIGHER EDUCATION Board of Regents Dr. Mark W. Doubrava, Chair Mrs. Carol Del Carlo, Vice Chair Mr. Joseph C. Arrascada Mr. Patrick J. Boylan Mr. Byron Brooks Dr. Patrick R. Carter Ms. Amy J. Carvalho Dr. Jason Geddes Mrs. Cathy McAdoo Mr. Donald Sylvantee McMichael Sr. Mr. John T. Moran Ms. Laura E. Perkins Dr. Lois Tarkanian Officers of the Nevada System of Higher Education Dr. Melody Rose, Chancellor Dr. Keith Whitfield, President Mr. Brian Sandoval, President University of Nevada, Las Vegas University of Nevada, Reno Mr. Bart J. Patterson, President Dr. Federico Zaragoza, President Nevada State College College of Southern Nevada Ms. Joyce M. Helens, President Dr. Karin M. Hilgersom, President Great Basin College Truckee Meadows Community College Dr. Vincent R. Solis, President Dr. Kumud Acharya, President Western Nevada College Desert Research Institute 2 The Silver State Opportunity Grant Program Contents EXECUTIVE SUMMARY .................................................................................................................................................. 4 BACKGROUND ................................................................................................................................................................. 6 ELIGIBILITY ........................................................................................................................................................................ -
Glasllwch Primary School Sex & Relationships Education (SRE) Policy
Glasllwch Primary School – SRE Policy Glasllwch Primary School Sex & Relationships Education (SRE) Policy This policy is a EAS Template Policy This policy is Statutory Key references WG Circular 019 / 2020 Staff Area / Subject Leader Chris Jackson Link Governor Stephen Morris Key Personnel in Policy Head Teacher, AENCo Training / Accreditation N/A Published / located GovernorWeb / School, HT office Aims of Policy: • To outline the functioning of the curriculum in school. Previous review date March 2017 Review date May 2019 Next review date May 2021 Reviewed by Policy committee Page 1 of 9 Glasllwch Primary School – SRE Policy Sex and Relationships Education (SRE) Policy SRE Sex and Relationships Education involves the delivery of lessons that aim to prepare all pupils for the opportunities, responsibilities and experiences of adult life, taking note of their moral spiritual, cultural, mental and physical development at school and in the world. Introduction This policy has been developed in line with guidance from the Welsh Assembly Government Circular No. 019/2010 (Sex and Relationships Education in Schools). Several other documents were also used to support the writing of this policy, including: ➢ The Sexual Health and Wellbeing in Wales Action Plan, 2010–2015 ➢ Education Act 1996 ➢ The requirements of the Personal and social education framework for 7 to 19-year-olds. ➢ AoLE for Health and Wellbeing Glasllwch Primary School actively participates in the Welsh Network of Healthy Schools Scheme (WNHSS). The WNHSS National Quality Award provides schools with a framework for the development of personal development and relationships. The Sexual Health and Wellbeing action plan for Wales 2010 - 2015 highlights the importance of school based SRE and the role that it plays in a child’s sexual health development and behaviour. -
The Annual Report of Her Majesty's Chief Inspector of Education and Training 2018-2019
Estyn Annual Report The Annual Report of Her Majesty's Chief Inspector of Education and Training in Wales 2018-2019 2 Contents 2-3 Contents Guide to the report 4-8 Foreword This year’s report is the 27th consecutive annual report published in Wales since the 9-65 Key themes in education reform Education (Schools) Act 1992 required its production. 10-12 Developing the curriculum The report consists of: 13-20 Developing skills The Chief inspector’s foreword 21-29 A high-quality education profession Section 1: A thematic section focusing on key themes in 30-33 Inspirational leaders education reform 33-43 Excellence, equality and wellbeing Section 2: Individual sector reports about inspection findings 44-51 Supporting a self-improving system in 2018-2019 52-65 Post-16 education and training Annex 1 provides an overview of the inspection framework and notes about the words, phrases and data used in the report. 66-156 Sector summaries Annex 2 provides a commentary 66-74 Non-school settings for children under five on the recently issued PISA 75-86 Primary schools findings for 2018. 87-98 Secondary schools Annex 3 sets out a series of charts showing Estyn’s inspection 99-103 Maintained all-age schools outcomes for 2018-2019. 104-107 Maintained special schools Annex 4 contains links to the documents referenced in the 108-112 Independent special schools report. 113-116 Independent mainstream schools 117-120 Independent specialist colleges 121-124 Pupil referral units 125-130 Local government education services 131-137 Further education 138-142 Work-based learning 143-145 Adult learning 146-149 Initial teacher education 150-151 Welsh for Adults 152-153 Careers 154-156 Learning in the justice sector 3 Contents 157-166 Annex 1: Overview 167-174 Annex 2: PISA 2018 findings 175-180 Annex 3: Inspection outcomes 2018-2019 181-190 Annex 3: List of references 4 Foreword Major reform Looking back over the last three years, the most striking features of the Welsh education system have been a set of fundamental reforms and the preparations made for those reforms. -
FIVE-YEAR PLAN (A Resource for Class Officers)
CREATING A FIVE-YEAR PLAN (A Resource for Class Officers) WHAT? • Include goals and action steps on everything from communications to events • Take into account class traditions • Culminates with your next Reunion WHY? • Class leaders should plan for what they should be doing in years other than the one leading up to Reunion • Creating a Five-year Plan will increase class participation in events and giving • Having an active schedule of class activities, especially in non-reunion years, broadens the base of alumnae volunteers WHO? • Class officers create and execute the Five-year Plan, with the support and suggestions of other class volunteers • Class officers are assisted as needed by the Classes and Reunion Committee, Alumnae Association staff, and the Office of Advancement (Head Class Agents) • Class officers will work to recruit additional class volunteers as necessary WHEN? • Class officers will hold a class officer meeting at least once a year in a manner acceptable to all officers (e.g. in person, by conference call, online chats) • During Reunion Year (Year Five of the Plan), class officers should plan to hold more frequent meetings WHERE? • The Five-year Plan process begins at the New Class Officer Training Workshop, held for new officers on campus in the fall during Year One of the Cycle • The Alumnae Association and the Classes and Reunion Committee can assist class officers by discussing your ideas and the initiatives your class wants to pursue during in-person meetings on campus or by holding teleconferences Pages 2-9 below are a sample Five-year Plan. A blank version of the plan is provided on pages 11-22. -
Strategies to Combat Homelessness
Strategies to combat homelessness United Nations Centre for Human Settlements (Habitat) Nairobi, 2000 This publication has been reproduced without formal editing by the United Nations. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers of boundaries. Reference to names of firms and commercial products and processes does not imply their endorsement by the United Nations, and a failure to mention a particular firm, commercial product or process is not a sign of disapproval. Excerpts from the text may be reproduced without authorisation, on condition that the source is indicated. Cover design: Amrik Kalsi, UNCHS (Habitat), Nairobi Cover photos credits: UNCHS (Habitat), UNICEF and Mark Edwards Printing: UNON Printshop, Nairobi United Nations Centre for Human Settlements (Habitat) Nairobi, 2000 HS / 599 / 00 E ISBN 92-1-131458-5 An electronic version of this publication is available for download from the UNCHS (Habitat) web-site by August 2000. The electronic version — in compiled HTML format, allowing complex text searches — requires Microsoft Windows 98 or Microsoft Windows 95 plus Microsoft Internet Explorer (version 4 or later). United Nations Centre for Human Settlements (Habitat) publications can be obtained from UNCHS (Habitat)’s Regional Offices or directly from: United Nations Centre for Human Settlements (Habitat), Publications Unit, P.O. Box 30030, Nairobi, Kenya Fax: 254-2-604060 E-mail: [email protected] URL: http://www.unchs.org Preface Within the next few years, and for the first time in human history, more people will live in cities and towns than in rural areas. -
Young Homeless of Vienna Characteristics, Challenges, Prospects
Junge Wohnungslose Wiens Merkmale, Herausforderungen, Perspektiven Young Homeless of Vienna characteristics, challenges, prospects Masterarbeit Zur Erlangung des akademischen Grades Master of Arts in Social Sciences der Fachhochschule FH Campus Wien Masterstudiengang Sozialraumorientierte und Klinische Soziale Arbeit Vorgelegt von: Florian Baumgarten, BA Personenkennzeichen: c1510534007 Erstbegutachter: FH-Prof. Mag. Andreas Bengesser, DSA Zweitbegutachterin: FH-Prof.in Mag.a Dr.in Elisabeth Steiner Eingereicht am: 20.09.2017 Erklärung: Ich erkläre, dass die vorliegende Masterarbeit von mir selbst verfasst wurde und ich keine anderen als die angeführten Behelfe verwendet bzw. mich auch sonst keiner unerlaubter Hilfe bedient habe. Ich versichere, dass ich diese Masterarbeit bisher weder im In- noch im Ausland (einer Beurteilerin/einem Beurteiler zur Begutachtung) in irgendeiner Form als Prüfungsarbeit vorgelegt habe. Weiters versichere ich, dass die von mir eingereichten Exemplare (ausgedruckt und elekt- ronisch) identisch sind. Datum: ................................ Unterschrift Kurzfassung Ziel: Diese Arbeit untersucht Charakteristika und Herausforderungen wohnungsloser Emerging Adults Wiens. Ergebnisse werden in Verbindung zu Perspektiven innerhalb der Wiener Wohnungslosenhilfe gebracht. Aufgrund der Multikomplexität und den Gesund- heitseinflüssen von Wohnungslosigkeit im Allgemeinen sowie der untersuchten Passung zwischen Klient_innensystem und Umwelt im Speziellen, trägt diese Untersuchung in ho- hem Ausmaß zum Theoriebestand Klinischer -
Five-Year Analysis of Implementation and Effects in Five Maryland Schools
CORE KNOWLEDGE CURRICULUM Five-Year Analysis of Implementation and Effects in Five Maryland Schools Martha Abele Mac Iver Sam Stringfield Barbara McHugh Johns Hopkins University Report No. 50 December 2000 This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The conduct of much of the research in this report was supported by The Abell Foundation of Baltimore, Maryland. The content or opinions expressed herein are those of the authors, and do not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or other funders. An on-line version of this report is available at our web site: www.csos.jhu.edu. THE CENTER Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. -
Teenage Booster Immunisation Statistics Scotland
Information Services Division Teenage Booster Immunisation Statistics Scotland Uptake for School Year 2017/18 Publication date 27 November 2018 An Official Statistics publication for Scotland Information Services Division This is an Official Statistics Publication The Official Statistics (Scotland) Order 2008 authorises NHS National Services Scotland (the legal name being the Common Services Agency for the Scottish Health Service) to produce official statistics. All official statistics should comply with the UK Statistics Authority’s Code of Practice which promotes the production and dissemination of official statistics that inform decision making. They can be formally assessed by the UK Statistics Authority’s regulatory arm for National Statistics status. Find out more about the Code of Practice at: https://www.statisticsauthority.gov.uk/osr/code-of-practice/ Find out more about official statistics at: https://www.statisticsauthority.gov.uk/national-statistician/producers-of-official-statistics/ 1 Information Services Division Contents Introduction .............................................................................................................................. 3 Main Points .............................................................................................................................. 4 Results and Commentary ......................................................................................................... 5 Uptake rates for pupils in S3 ...............................................................................................