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(Literacy and ESOL) Certificate Additional Diploma in Teaching Mathematics (Numeracy) Certificate Additional Diploma in Teaching Disabled Learners
Certificate Additional Diploma in Teaching English (Literacy and ESOL) Certificate Additional Diploma in Teaching Mathematics (Numeracy) Certificate Additional Diploma in Teaching Disabled Learners Programme Specification 2014/15 Cohort PROGRAMME SPECIFICATION – Certificate Additional Diplomas in Teaching Course Record Information Name and level of Certificate Additional Diploma in Teaching English: Final and Intermediate Awards Literacy & ESOL Certificate Additional in Teaching Mathematics: Numeracy Certificate Additional Diploma in Teaching Disabled Learners Awarding Body/Institution University of Westminster Status of awarding Listed body body/institution Location of Delivery and University of Westminster Education Consortium teaching institutions Colleges: • Amersham & Wycombe College • City Literary Institute • Ealing, Hammersmith and West London College • Harrow College • Newham College • Richmond Adult Community College. • Uxbridge College • West Thames College Mode of Study Part-time, in-service UW Course Code BWBSADT Amersham & Wycombe College City Literary Institute Ealing, Hammersmith and West London College Harrow College Newham College Uxbridge College West Thames College JACS Code X141 Teacher Training UCAS Code Not applicable QAA Subject Benchmarking Education Studies Group Professional Body Accreditation Education and Training Foundation Institute for Learning Date of course validation/review 1 July 2014 Date of Programme February 2014 Specification Admissions Requirements Normally those applying to join the Course will: 1) be regularly employed in the education or training of participants in the Lifelong Learning Sector for normally at least an average of 3 hours per week or 100 hours a year in an approved placement, with relevant Literacy and ESOL or Numeracy or Disability teaching practice; 2) have responsibility for the group that they are teaching for planning and assessing the learning. -
Proposed College Merger Between HCUC (Harrow College & Uxbridge
Proposed College Merger between HCUC (Harrow College & Uxbridge College) and Richmond upon Thames College FAQs 1. Why is the merger being considered? The merger proposal emerged from a robust Structure and Prospects Appraisal undertaken by the governing body of Richmond upon Thames College in conjunction with the Government’s Further Education Commissioner. The recommendation of this appraisal was that RuTC should merge with Harrow College and Uxbridge College (HCUC) to create a sustainable college group. We are confident that by joining forces we will be able to do more for our learners, and the delivery of a high-quality learner experience is at the centre of our proposals. Both HCUC and RuTC are committed to ensuring that the benefits to learners increase as a result of this merger, including a shared prioritising of students achieving more, progressing further and being more work ready. Through the merger the colleges will be “Better Together – Stronger Together”. 2. What are the benefits of merging? • Learner Experience - Current and new students can expect a new college partnership which recognises their individuality and provides a responsive and inspiring programme of study that enables them to progress on to new learning opportunities, university, apprenticeships or employment and supports them in achieving their ambitions. There will be an enhanced offer to students across all colleges, greater learning opportunities and more progression routes. • Quality - Excellent teaching and learning that delivers outstanding outcomes for our learners is at the heart of this merger proposal. By joining forces, we will have the combined strength, expertise and resources to accelerate the achievement of improved standards and we will be able to implement a programme of rapid quality improvement. -
Open Letter to Address Systemic Racism in Further Education
BLACK FURTHER EDUCATION LEADERSHIP GROUP 5th August 2020 Open letter to address systemic racism in further education Open letter to: Rt. Hon. Boris Johnson, Prime Minister, Rt. Hon. Gavin Williamson MP, Secretary of State for Education, funders of further education colleges; regulatory bodies & further education membership bodies. We, the undersigned, are a group of Black, Asian and Minority Ethnic (BAME) senior leaders, and allies, who work or have an interest in the UK further education (FE) sector. The recent #BlackLivesMatter (#BLM) global protest following the brutal murder of George Floyd compels us all to revisit how we address the pervasive racism that continues to taint and damage our society. The openness, solidarity and resolve stirred by #BLM is unprecedented and starkly exposes the lack of progress made in race equality since ‘The Stephen Lawrence Enquiry’. Against a background of raised concerns about neglect in healthcare, impunity of policing, cruelty of immigration systems – and in education, the erasure of history, it is only right for us to assess how we are performing in FE. Only by doing so, can we collectively address the barriers that our students, staff and communities face. The personal, economic and social costs of racial inequality are just too great to ignore. At a time of elevated advocacy for FE, failure to recognise the insidious nature of racism undermines the sector’s ability to fully engage with all its constituent communities. The supporting data and our lived experiences present an uncomfortable truth, that too many BAME students and staff have for far too long encountered a hostile environment and a system that places a ‘knee on our neck’. -
Leading London College Tumbles to Inadequate
@FEWeek Monday, January 13, 2014 FE Week 1 FE Week FE Week news ~ analysis ~ jobs ~ fun One woman and her dog ward-winning shepherdess a-week. AEmma Gray has been “By the time I was 17, I knew signed up by her old college I wanted to work with dogs to run sheepdog training and with my faithful border sessions. collie, Bill, in tow, I got a Emma, who last year place on a specialised sheep became the first female management course at the winner of the Northumberland Kirkley Hall campus,” said Sheepdog Trials League in 27-year-old Emma, who runs its 40-year history and has a remote 120-acre farm near also represented England Harwood in Northumberland’s in the International sheep National Park. dog trials, will be working at “She added: “I’m delighted Northumberland College’s to be able to come back to Kirkley Hall campus. Kirkley Hall campus to deliver The former Kirkley Hall sheep dog training and I am student, a third generation looking forward to passing farmer, will be delivering on my shepherding skills to sessions one afternoon others.” Monday, January 13, 2014 www.feweek.co.uk Pic: North News & Pictures Ltd Emma Gray, 27, with sheepdog Roy Leading London college tumbles to inadequate @FCDWhittaker which has a current Skills Funding Agency improvement on outcomes for learners and action plan in place and that a number of [email protected] allocation of £26.2m, could be facing the boot leadership and management. visiting tutors had been removed in the past from high-performing colleges’ body, the 157 The Ofsted report said: “Staff do not set year because of poor performance. -
LSDA Achievement Strategies by Paul Martinez
LSDA reports Raising achievement at Levels 1 and 2 Paul Martinez Published by the Contents Learning and Skills Development Agency. Introduction 1 www.LSDA.org.uk Learner issues 4 Feedback should be sent to: Teaching issues 7 Information Services Learning and Skills Development Agency College issues 12 Regent Arcade House, 19–25 Argyll Street Conclusions 15 London W1F 7LS. Tel 020 7297 9000 Appendix 1: Case study colleges 17 Fax 020 7297 9001 Appendix 2: References and 17 [email protected] suggestions for further reading Registered with the Charity Commissioners. Editor: Jennifer Rhys Designer: Dave Shaw Printed in the UK ISBN 1 85338 727 4 ©Learning and Skills Development Agency 2002 A1228/01/02/3000 You are welcome to copy this publication for internal use within your organisation. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Further information For further information on the issues discussed in this publication please contact: Anna Reisenberger Quality Improvement Programmes Manager Learning and Skills Development Agency Regent Arcade House, 19–25 Argyll Street London W1F 7LS. Tel 020 7297 9000 [email protected] Acknowledgements Thanks are due to the teachers, tutors, support workers and managers in over 20 colleges whose work is reported here. Without their work there could be no report. I would also like to thank my colleagues Sally Faraday, Lynn Hull and Anna Reisenberger, who kindly commented on an earlier draft. -
FOI 158-19 Data-Infographic-V2.Indd
Domicile: Population: Approved, England, means-tested Wales & students, under 25, estranged [1] Northern from their Ireland parents Total: Academic Year: Count of students by provider 2017/18 8080 Manchester Metropolitan University 220 Liverpool John Moores University (LJMU) 170 De Montfort University (DMU) 150 Leeds Beckett University 150 University Of Wolverhampton 140 Nottingham Trent University 140 University Of Central Lancashire (UCLAN) 140 Sheeld Hallam University 140 University Of Salford 140 Coventry University 130 Northumbria University Newcastle 130 Teesside University 130 Middlesex University 120 Birmingham City University (BCU) 120 University Of East London (UEL) 120 Kingston University 110 University Of Derby 110 University Of Portsmouth 100 University Of Hertfordshire 100 Anglia Ruskin University 100 University Of Kent 100 University Of West Of England (UWE) 100 University Of Westminster 100 0 50 100 150 200 250 1. “Estranged” means the customer has ticked the “You are irreconcilably estranged (have no contact with) from your parents and this will not change” box on their application. 2. Results rounded to nearest 10 customers 3. Where number of customers is less than 20 at any provider this has been shown as * 1 FOI | Estranged students data by HEP, academic year 201718 [158-19] Plymouth University 90 Bangor University 40 University Of Huddersfield 90 Aberystwyth University 40 University Of Hull 90 Aston University 40 University Of Brighton 90 University Of York 40 Staordshire University 80 Bath Spa University 40 Edge Hill -
Harrow College Inspection Report
Harrow College Inspection report Unique reference number: 131864 Name of lead inspector: Janet Mercer HMI Last day of inspection: 9 October 2009 Type of provider: General Further Education College Harrow Weald Campus Brookshill Address: Harrow Weald Middlesex HA3 6RR Telephone number: 020 8909 6000 Published date 9 November 2009 Inspection Number 342280 Inspection Report: Harrow College, 9 October 2009 1 of 27 Information about the provider 1. Harrow College is a medium-sized further education college, operating on two main sites in central Harrow and Harrow Weald, and approximately 30 outreach and community-based venues. It provides academic and vocational education and training to young people and adults, with a diverse range of courses from pre-entry level to higher education programmes. The college offers programmes in 15 subject areas, though numbers in land-based provision, engineering and construction are small. 2. The college’s curriculum has changed considerably since the last inspection, with a significant increase in the proportion of learners on vocational programmes. There has been a significant growth in the amount of employer- responsive provison, particularly through adult National Vocational Qualifications (NVQs) in health, public services and care and business Train to Gain programmes. The college has also increased its provision in English for speakers of other languages (ESOL) to meet local needs. 3. The proportion of school leavers in Harrow achieving five A* to C grades at GCSE including English and mathematics is above the national average, but many learners join the college with lower than average prior attainment. Over 75% of learners are from minority ethnic heritage, which is considerably higher than the proportion in the local population. -
Association of Colleges 27/03/2015 09/04/2015 Barking and Dagenham
Migration Date Organisation Name Actual Delivery Date (RFCA Date) Association of Colleges 27/03/2015 09/04/2015 Barking and Dagenham College 24/07/2014 31/10/2014 Barnet and Southgate College (Barnet Campus) 27/06/2014 04/11/2014 Barnet and Southgate College (Southgate Campus) * 22/10/2014 11/11/2014 Bexley College 21/08/2014 28/08/2014 British Universities Film & Video Council Not Yet Delivered Not Yet Migrated Bromley College of Further and Higher Education (Orpington Campus) 24/07/2014 19/11/2014 Bromley College of Further and Higher Education (Bromley Campus) 11/11/2014 20/11/2014 Brooke House Sixth Form College 26/08/2014 18/09/2014 Cancer Research UK 29/05/2014 13/03/2014 Capel Manor College 27/06/2014 08/10/2014 Carshalton College 24/07/2014 10/09/2014 Christ the King Sixth Form College 27/06/2014 10/09/2014 Christ the King Sixth Form College (St Mary's Sixth Form College) 28/10/2014 16/12/2014 City and Islington College (Centre for Health, Social and Child Care) 24/07/2014 29/08/2014 City of Westminster College 23/12/2014 02/04/2015 City University * 22/10/2014 21/10/2014 College of North West London 27/06/2014 07/10/2014 Coulsdon Sixth Form College 23/12/2014 13/01/2015 Courtauld Institute of Art 18/12/2014 19/01/2015 Croydon College (Primary) 11/11/2014 13/01/2015 Croydon College 19/11/2014 13/01/2015 Ealing, Hammersmith and West London College (Ealing Campus) 03/10/2014 15/10/2014 Ealing, Hammersmith and West London College (Hammersmith Campus) 03/10/2014 14/10/2014 East Berkshire College 04/07/2014 21/08/2014 Esher College -
Post 16 High Needs Funding Pdf 738 Kb
x 1.0 SEND Reforms: The SEND reforms 2014 have changed the legislation over duties to provide support to children. The key features of the reform agenda are: A requirement for the Authority and local Schools to publish their ‘Local Offer’ for Families and Young People with SEN and Disabilities on their websites Education, Health and Social Care Plans (EHC plans) to replace statements, but the threshold to remain as the child’s significant learning need. These to be issued within 20 weeks The use of a personal budget for services within the Education, Health and Care Plan Extension of the EHC plan to 25 years for Young People in Education The extension of the duty to include children and young people in Youth Offending Services Joint Commissioning between Health, Education and Social Care Collaboration and Co-production with families and children The reforms have increased the need for resources for an extended age range of children and young people to be assessed for, and provided with support in education, potentially up to the age of 25 years. This report will focus on the population, funding and educational outcomes for young people aged 16- 25 years 1.1 Population of children with SEN and Disabilities: 1.1.1.In April 2016 Haringey had 1600 children and young people with Statements of SEN and Young People with Learning Difficulty Assessments, this is an increase of 91 children from 2014-2015 where there were 1414 with statements and 100 with LDA’s. In April 2017 this had increased to 1790, an increase of 9% over the previous year. -
Course Information
Welcome to Uxbridge College 2 Our Student Presidents 3 Why Choose Uxbridge College? 4 Now is Your Time 6 Fantastic Facilities 8 Careers Advice & Guidance 10 Supporting You to Succeed 12 Study Programmes 14 Higher Education 16 New for 2020 18 Expert Staff 20 Apprenticeships 22 COURSE INFORMATION Access to Higher Education 24 A Levels & GCSEs 28 Art, Design, Graphics & Fashion 32 Beauty Therapy 38 Building Services, Plumbing & Electrical 44 Business & Accounting 52 Childcare 60 Computing, Games Development & Digital Applications 64 Engineering 76 ESOL - English for Speakers of Other Languages 84 Hairdressing 88 Health & Social Care 94 Media, Video Production, Journalism & Games Design 100 Motor Vehicle Maintenance 106 The information in this prospectus was Music 110 correct at time of publication - Oct 2019. Performing Arts & Dance 114 Uxbridge College issues this information as Professional Cookery & Hospitality 118 a general guide to its policies and facilities Public Services 122 and reserves the right to modify or alter, without prior notice, any of the contents Science 126 herein or otherwise advertised. Skills for Independence & Foundation Studies 130 The College regularly reviews its offer, and Sport 134 therefore courses, qualifications, facilities Travel & Tourism 140 and fees may be subject to change. Please contact the Careers Team on Fees & Costs 146 01895 853333 or visit our website for Financial Assistance 147 the latest information. How to Apply 148 Welcome to Uxbridge College and thank you for taking the time to find out a bit more about us. Choosing a college is an important decision and there are lots of things to consider when thinking about your next steps. -
Progression of College Students in London to Higher Education 2011 - 2014
PROGRESSION OF COLLEGE STUDENTS IN LONDON TO HIGHER EDUCATION 2011 - 2014 Sharon Smith, Hugh Joslin and Jill Jameson Prepared for Linking London by the HIVE-PED Research Team, Centre for Leadership and Enterprise in the Faculty of Education and Health at the University of Greenwich Authors: Sharon Smith, Hugh Joslin and Professor Jill Jameson Centre for Leadership and Enterprise, Faculty of Education and Health University of Greenwich The views expressed in this report are those of the authors and do not necessarily reflect those of Linking London, its member organisations or its sponsors. Linking London Birkbeck, University of London BMA House Tavistock Square London WC1H 9JP http://www.linkinglondon.ac.uk January 2017 Linking London Partners – Birkbeck, University of London; Brunel University, London; GSM London; Goldsmiths, University of London; King’s College London; Kingston University, London; London South Bank University; Middlesex University; Ravensbourne; Royal Central School for Speech and Drama; School of Oriental and African Studies, University of London; University College London; University of East London; University of Greenwich; University of Westminster; Barnet and Southgate College; Barking and Dagenham College; City and Islington College; City of Westminster College; The College of Enfield, Haringey and North East London; Harrow College; Haringey Sixth Form College; Havering College of Further and Higher Education; Hillcroft College; Kensington and Chelsea College; Lambeth College; Lewisham Southwark College; London South East Colleges; Morley College; Newham College of Further Education; Newham Sixth Form College; Quintin Kynaston; Sir George Monoux College; Uxbridge College; Waltham Forest College; Westminster Kingsway College; City and Guilds; London Councils Young People’s Education and Skills Board; Open College Network London; Pearson Education Ltd; TUC Unionlearn 2 Foreword It gives me great pleasure to introduce this report to you on the progression of college students in London to higher education for the years 2011 - 2014. -
At Uxbridge College Our Priority Is Preparing Our Learners for a Fantastic Future. Our Courses Not Only Give Learners the Skills
At Uxbridge College our priority is preparing our learners for a fantastic future. Our courses not only give learners the skills they need to succeed, we also provide a package of experiences to equip them for life after college. Choosing a college is a big decision, but it is also a very exciting time. There are lots of things that make a great college experience including the course, the facilities, the support on offer, the social side of student life and the opportunities learners have after they finish their course. We know these things are important and we continually invest in the College to ensure that our learners can access the very best advice, support and facilities to help them succeed. We want our learners to enjoy the time they spend with us, get a great qualification and go on to be successful in their chosen field, whether they go on to study higher education, or start a great career. Good luck with your future plans and I hope to see you on the campus very soon. Laraine Smith OBE Principal and CEO Uxbridge College has been established since 1965, and has been the No.1 College in west London for a number of years. The College is a publicly funded government College, and has continued to maintain its Highly Trusted Status on the Tier 4 Register of Sponsors since 2009. The College also has an “outstanding” Ofsted rating for its standards, the highest possible grade government inspectors can give. Uxbridge College welcomes students from all over the world, providing international students with a great range of English language, Pre-University and Pathway to Degree courses.