DOCSLIB.ORG

In Practice:The Development of Constructionsite Author: Brian Elgie

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
In Practice:The Development of Constructionsite Author: Brian Elgie SKILLS FOR SUSTAINABLE COMMUNITIES LIFELONG LEARNING NETWORK SSCLLN BEST PRACTICE GUIDES : GUIDE FIVE In Practice:The Development of constructionsite www.constructionsite.org.uk Author: Brian Elgie Creating opportunities for vocational learners SSCLLN Best Practice Guides Introduction to SSCLLN Best Practice Guides SSCLLN BEST PRACTICE GUIDES: GUIDE FIVE About the Guides In Practice:The Development of constructionsite Lifelong Learning Networks were established www.constructionsite.org.uk across England to develop and promote opportunities for people with vocational Author: Brian Elgie qualifications and/or experience to progress A guide to setting up a regional repository supporting the development of higher education courses. more easily into and through higher education. The networks are made up of partnerships of educational organisations such as universities and further education colleges who are Contents working together to streamline access to 1. Executive Summary higher education, and open up routes to graduate and post graduate levels. 2. Introduction 3. Purpose of Report The Skills for Sustainable Communities 4. Terms of Reference Lifelong Learning Network (SSCLLN), hosted by the University of Leicester, was established 5. Research Methodology and Actions in 2006. The Network covers a sub-region 6. Background of the East Midlands across Leicestershire, 6.1 Skills for Sustainable Communities Lifelong Learning Network (SSCLLN) Northamptonshire, Lincolnshire and Rutland. 6.2 SSCLLN Operational Structures The Network is funded until December 2010 7. Rationale for the Development of the constructionsite by the Higher Education Funding Council for England (HEFCE). 8. Project Aims and Objectives 9. Qualitative and Quantitative Outcomes This best practice guide is part of a series 10. Repository Development of guides produced by the SSCLLN. These 10.1 Establishing Communication Channels guides aim to share best practice used by partner colleges and universities to enable 10.2 Employer Engagement Research progression for vocational learners. Other 10.3 Project Manager guides in the series include: 10.4 Development of constructionsite content Delivering/developing the University 10.4.1 Unit Templates Certificate in Professional Development 10.4.2 Template Authoring Bishop Grosseteste Touring Company 10.4.3 Supporting Resources Targeting vocational learners 10.4.4 Contractual Arrangements Developing vocational curriculum 10.4.5 Copyright Constructionsite: Developing a shared resource Developing Progression Agreements 10.4.6 Editorial Overview/Technical Advisor Developing APEL: A unique approach 10.4.7 Tendering Process for Website Provision, Maintenance and Management 10.4.8 Commissioning If you would like any of these guides please contact us. 10.4.9 IT Code of Practice 10.4.10 Memorandum of Understanding (Partnership Agreement) 10.4.11 Further Content 10.4.12 Awareness Raising 10.4.13 Procedures for Analysing constructionsite Use 6 University Road, Leicester LE1 7RB 10.4.14 Financial Implications T: 0116 252 3693 E: [email protected] 10.4.15 Sustainability Website: www.le.ac.uk/ssclln page 03 Guide Five SSCLLN Best Practice Guides Contents 1. Executive Summary 11. User Comments The development of a Construction web-based repository has been the product of partnership working. 12. Guidance Suggestions for the Development of any proposed e-learning Repositories This partnership has involved many members, with Skills for Sustainable Communities Lifelong 12.1 Initial Stages Learning Network and Leap Ahead Lifelong Learning Network being at the centre of the initiative. 12.2 Establishment of a Steering Group The original stimulus was to support the concept of providing appropriate learning resources for an 12.3 Engagement of Website Management envisaged East Midlands Regional Construction Leadership and Management Foundation Degree. Whilst 12.4 Site Commissioning the Regional Foundation Degree did not come into effect, the concept of the website remained and was 12.5 Project Manager developed into providing ‘bite-sized’ units of learning together with the supporting resources. The content was based on the Construction Leadership and Management Foundation Degree developed and validated 12.6 Editor/Technical Advisor by Nottingham Trent University. 12.7 Authoring 12.8 Author Contracts The driving forces include: widening opportunities for vocational learners, expanding opportunities for 12.9 IT Code of Practice flexible part time study at the Higher Education level and providing and meeting the requirements of employers and employees. 12.10 Awareness Raising 12.11 Sustainability The development of the site has involved a number of stages including: 13. Conclusion Research into need 14. Appendices Project Management 14. A Nottingham Trent University validated 20 credit point Module for Technology 1 Authoring (Leadership and Management Construction FD) Editorial and Technical Advice Contractual arrangements 14. B 4x5 credit point Units based on A Website management 14. C Example of proposed content for 3D Digital Conservation for Conservators. Awareness raising (University of Lincoln) Analysis 14. D Example of East Midlands New Technology Initiative (NTI) Author Contract Financial implications on behalf of SSCLLN Sustainability 14. E Example of NTI Contract Covering Letter for Author and Line Manager The two East Midlands Lifelong Learning Networks – Skills for Sustainable Communities and Leap Ahead - on behalf of SSCLLN have jointly funded the development with additional support from other regional and national organisations 14. F Example of NTI’s (on behalf of SSCLLN) ‘Permission Granted’ including: East Midlands New Technology Initiative, Foundation Degree Forward, the Collaborative Higher Letter from Line Manager of College Author Education Alliance, the East Midlands Further Education Council and the Colleges University of Leicester + clause relating to the institution’s Network (CULN). The two Lifelong Learning Networks included, within their partnerships, the majority of Higher Education and Further Education construction curriculum providers. All were privy to the Intellectual Property Rights developments and encouraged to participate. 14. G constructionsite Memorandum of Association The project has delivered the mechanism for flexibility of provision based on both the academic and employer requirements in relation to the original Foundation Degree remit. Further curriculum expansion is anticipated regarding Building Services Engineering and a Heritage Foundation Degree together with Continual Professional Development Certificate initiatives. page 05 Guide Five SSCLLN Best Practice Guides The site has had problems attracting the anticipated volume of users, in no small part due to the recession. There are signs that there will be greater activity in the coming academic year as a result of the various 3. Purpose of the report initiatives which have taken place. These have prompted: Following the development of the constructionsite, the SSCLLN has been approached by Increased awareness of the site’s facilities representatives from other sectors for more information. The aim of this document is to share with Realisation that HNC/D students can benefit from using the resource material stake-holders information relevant to any similar proposed developments in other curriculum areas. Realisation that some of the material is relevant to Level 3 and Apprentices The constructionsite experience offers suggestions for future e-learning related activity as to the processes Increased employer awareness to follow and the challenges which may be faced. It is intended to provide suggestions for future initiatives. Increased professional organisation awareness Additional programme content including Continuing Professional Development Certificates Increased interest, in Further Education Colleges, to follow the Foundation Degree route 4. Terms of reference The importance of the initiative is seen in the fact that a strategy for sustainability has been agreed. This will ensure continuation until at least December 2011 when further discussions take place. The research was commissioned to provide an overview of the stages of the project’s development and to provide suggestions for future project managers who may be developing a project of this kind. It is clear that the experience gained by this initiative may help to inform others who may be considering The following are to be included: a similar venture. The origins of the project and how the idea of a resource repository was conceived Steering Group Market research Engaging the e-learning company to establish the web facility and resource management 2. Introduction Engaging authors from both LLNs and the technical author Managing copyright issues and a Memorandum of Understanding /Partnership Agreement The constructionsite, a web-based repository for Construction study units and supporting resources, Promoting the resource to partners had its origins in the proposed development of an East Midlands’ Foundation Degree in Construction The manner in which the resources can be used to potentially ‘package’ qualifications Leadership and Management. This concept further encouraged the strong working relationship between Expanding the resource to include more than one construction specialism the region’s two Lifelong Learning Networks (LLNs) – Skills for Sustainable Communities and Leap Ahead Financial implications for developing a resource of this kind - and the pooling of resources on a number
Load more

Recommended publications
  • Aoc Sport East Midlands National Championship Team 2019
    AoC Sport East Midlands National Championship Team 2019 Badminton Women’s Singles Badminton Men’s Singles Pos College Pos College 1 Wyggeston and Queen Elizabeth 1 New College Stamford 2 Wyggeston and Queen Elizabeth 2 Wyggeston and Queen Elizabeth 3 Bilborough 2 Wyggeston and Queen Elizabeth 4 Lincoln College 3 Wyggeston and Queen Elizabeth Women’s Basketball Men’s Basketball Pos College Pos College 1 Derby College 1 Loughborough College Cricket – Indoor24 Pos College 1 Lincoln College Cross Country – Women’s Regional Cross Country – Men’s Regional Pos College Pos College 1 Moulton College 1 Moulton College- 2 Nottingham College 2 Loughborough College- 3 Nottingham College 3 Moulton College 4 Moulton College 4 Loughborough College 5 Lincoln College 5 Lincoln College 6 Burton and South Derbyshire 6 Bilborugh College 7 Burton and South Derbyshire 7 Lincoln College 8 Burton and South Derbyshire 8 Moulton College Women’s 7-a-side football Men’s 7-a-side football Pos College Pos College 1 Loughborough College 1 Tresham College AoC Sport East Midlands National Championship Team 2019 Football for Students with a disability Pos College 1 Lincoln College Men’s Golf Women’s Golf Pos College Pos College 1 Derby College 1 Loughborough College 2 Derby College 2 Nottingham College 3 Derby College 3 4 Loughborough College 4 Women’s Hockey- Barbarians team Men’s Hockey- Barbarians team Pos College Pos College 1 Burton and South Derbyshire 1 2 Derby College 2 3 Derby College 3 4 Bilborough College 4 5 Bilborough College 5 6 Bilborough College 6 7 Bilborough
    [Show full text]
  • Under-16 Home to School Transport Policy and Post-16 Transport Policy
    POST-16 TRANSPORT POLICY STATEMENT 2017/18 ACADEMIC YEAR NOTTINGHAMSHIRE COUNTY COUNCIL POST-16 TRANSPORT POLICY STATEMENT – 2017/18 ACADEMIC YEAR 1. Summary of Policy Statement This statement informs learners and their parents/carers of the support for transport that is available to help them access post-16 learning opportunities. The Council has consulted with various stakeholders in preparing this document. The statement includes information from the Council and provides links to enable learners and their parents/carers to access the most up to date transport and travel information from schools, colleges of further education, transport providers and other relevant sources. The aim is to provide the most up to date information about how to get to school or college. The statement also explains the support available to learners with special educational needs and or learning/mobility difficulties and gives information about the Council’s scheme of independent travel training. 2. Post-16 Travel Assistance Scheme 2017/18 2.1 Who is eligible to join the scheme? To participate in the scheme a student must:- • be a Nottinghamshire County resident (excludes students resident in Nottingham City) • be attending a full time course (a minimum of 540 guided learning hours per year over a period of a least 30 weeks) at a school (including Academies), college of further education or Independent Specialist Provider that is funded directly by the Education Funding Agency (the scheme does not apply to fee paying independent schools, higher education courses or universities) • live more than three miles from the school/college using the nearest available walking route • be over compulsory school age but under 19 years of age on 1 September 2017 For entitlements and additional benefits that are available for students with a disability or special transport need, see parts 4-6 below .
    [Show full text]
  • Transport Policy Statement for Learners Aged 16-18 in Further Education and Continuing Learners Aged 19 and Over
    Leicester City Council Education and Children’s Services Transport policy statement for learners aged 16-18 in further education and continuing learners aged 19 and over. Valid from: 1 August 2015 to 31 July 2016 1. Summary of Policy Statement and Main Objectives This document sets out the support available to young people of Leicester entering or continuing with full-time Post 16 Education to encourage participation and prevent transport being a barrier to young learners. It provides the most up to date details of charges and means testing procedures. It gives advice on the support available to learners with learning/mobility difficulties to encourage independent travel to and from the place of learning. 2. Details of concessionary fares. Leicester City Council – provision for mainstream learners A bus pass costing £425 is available for Leicester resident pupils over statutory school age if they live more than 3 miles but less than 20 miles from the school/college attended, and if the student is aged 16, 17 or 18 at the start of the college year. The pass allows travel on both First and Arriva buses to get to school/college. There are alternatives to the Leicester City Council Bus Pass. If you only need to use a bus from one operator, you could get better value in terms of price and flexibility by purchasing a season ticket directly from a commercial bus operator. Before you apply for a Leicester City Council bus pass we strongly urge you to consider all of the commercially available alternatives. Most commercially available season tickets allow you to travel at any time and on any day including weekends.
    [Show full text]
  • Moulton College Complaints Policy for Higher Education Students 1.0
    Moulton College Complaints Policy for Higher Education Students 1.0 Scope and purpose of the policy 1.1 Moulton College welcomes compliments, complaints and feedback from its customers as they provide the opportunity to make improvements where appropriate and to improve the service offered in the future. They are regarded as an important part of the quality improvement process. 1.2 This policy is specifically designed for higher education students at the College and complements the College’s Compliments, Complaints and Feedback Policy. These specific arrangements are in line with Chapter 9 of the QAA Code of Practice, reflecting the principles of natural justice, being transparent and open as confidentiality permits and including in unresolved cases an element of external independent scrutiny. 1.3 This policy applies to all students enrolled on University of Northampton programmes and students enrolled on Person Edexcel programmes at Level 4 or above. 1.4 For the purposes of this policy a complaint is defined as the expression of a specific concern about the provision of a course/module, a programme of study or a related academic or administrative service. 1.5 This policy does not apply to academic matters including examination and assessment performance and outcomes. For University of Northampton registered students, these outcomes are dealt with under the Academic Appeals Policy that is available on the University’s web-site, and via the University of Northampton’s Student Portal. For Pearson Edexcel registered students these matters are dealt with via the College’s Student Assessment – Appeals Policy and Procedures document available on Moodle.
    [Show full text]
  • College Higher Education
    College Higher Education Directory of courses www.reach.ac.uk What is College Higher Education (CHE)? College Higher Education (CHE) is an alternative route to gaining a University Degree. Students study for their undergraduate programme in a College environment. Colleges have very high standards of teaching and learning as they are monitored for Quality Assurance by both QAA and Ofsted. Colleges offer a wide range of university level courses including Higher National Certificates, Higher National Diplomas, Foundation Degrees, Higher Level Apprenticeships and Honours Degrees. Most of the courses can be studied on a full or part time basis. Through their unique relationships with Universities, Colleges are able to offer routes from their courses to Honours Degrees and other higher levels of study across many subject areas. These flexible awards offer a ‘2 +1 approach’ that evidence excellent partnerships with awarding Universities. That’s two years at College with 1 more year at University to achieve the full Honours Degree. Still a three year journey to a Degree. Colleges work very closely with a broad spectrum of local and national companies ensuing that the education and training they offer equips students for future employment. All Colleges within the REACH partnership have specialist and industry standard resources and equipment, offering some of the best and most up-to date learning facilities in the City and County. CHE has high overall student satisfaction combined with competitive fees and high levels of tutor contact and support. To find out more about the courses on offer and Open Days go to www.reach.ac.uk Contact: Brooksby Melton College Lynn Barrett [email protected] Course Title Level Awarding Body/ Length Of Mode of Delivery Any Other Relevant University Course i.e.
    [Show full text]
  • School/College Name Post Code Group Size Allestree Woodlands School
    School/college name Post code Group Size Allestree Woodlands School DE22 2LW 160 Anthony Gell School DE4 4DX 70 Ashby School LE65 1DT 106 Bilborough College NG8 4DQ 300 Bluecoat Academies Trust NG8 5GY 260 Carlton le Willows Academy (formerly School & Tech. College) NG4 4AA 100 Charnwood College (Upper) LE114SQ 76 Chellaston Academy DE73 5UB 175 Chesterfield College S41 7NG 45 Chilwell Sixth Form NG95AL 80 Colonel Frank Seely Comprehensive School NG14 6JZ 34 Countesthorpe Leysland Community College LE8 5PR 80 De Lisle College LE11 4SQ 143 Derby Manufacturing University Technical College DE24 8PU 11 East Leake Academy LE12 6QN 66 Garibaldi College, Mansfield NG19 0JX 30 Grimsby Institute University Centre DN34 5BQ 59 Groby Community College LE6 0GE 140 Joseph Wright Centre DE564BW 3 Kenilworth School CV8 1FN 324 Kesteven & Grantham Girls School NG31 9AU 174 Kirk Hallam Community Academy DE7 4HH 25 Landau Forte College DE1 2LF 136 Leicester College LE1 3WL 100 Littleover Community School DE23 4BZ 190 Loughborough College LE11 3BT 189 Loughborough High School LE11 2DU 90 Lutterworth College LE17 4EW 62 Melton Vale Post 16 Centre LE13 1DN 100 Montsaye Academy (formerly Montsaye Community College) NN14 6BB 50 Noel-Baker Academy DE24 0BR 28 Northampton Academy, Northampton NN3 8NH 135 Nottingham Academy NG37EB 75 Nottingham High School NG74ED 130 Nottingham University Academy of Science and Technology NG7 5GZ 60 Ockbrook School DE723RJ 30 Ormiston Bushfield Academy PE25RL 88 Our Lady's Convent School, Loughborough LE11 2DZ 21 Peterborough School
    [Show full text]
  • This Is a List of the Formal Names of The
    This is a list of the formal names of the Corporations which operate as colleges in England, as at 7 August 2019 Some Corporations might be referred to colloquially under an abbreviated form of the below College Type Region LEA Abingdon and Witney College GFEC SE Oxfordshire Activate Learning GFEC SE Oxfordshire / Bracknell Forest / Surrey Ada, National College for Digital Skills GFEC GL Aquinas College SFC NW Stockport Askham Bryan College AHC YH York Barking and Dagenham College GFEC GL Barking and Dagenham Barnet and Southgate College GFEC GL Barnet / Enfield Barnsley College GFEC YH Barnsley Barton Peveril College SFC SE Hampshire Basingstoke College of Technology GFEC SE Hampshire Bath College GFEC SW Bath and North East Somerset Berkshire College of Agriculture AHC SE Windsor and Maidenhead Bexhill College SFC SE East Sussex Bilborough College SFC EM Nottingham Birmingham Metropolitan College GFEC WM Birmingham Bishop Auckland College GFEC NE Durham Bishop Burton College AHC YH East Riding of Yorkshire Blackburn College GFEC NW Blackburn with Darwen Blackpool and The Fylde College GFEC NW Blackpool Blackpool Sixth Form College SFC NW Blackpool Bolton College FE NW Bolton Bolton Sixth Form College SFC NW Bolton Boston College GFEC EM Lincolnshire Bournemouth & Poole College GFEC SW Poole Bradford College GFEC YH Bradford Bridgwater and Taunton College GFEC SW Somerset Brighton, Hove and Sussex Sixth Form College SFC SE Brighton and Hove Brockenhurst College GFEC SE Hampshire Brooklands College GFEC SE Surrey Brooksby Melton College AHC EM Leicestershire Buckinghamshire College Group GFEC SE Buckinghamshire Burnley College GFEC NW Lancashire Burton and South Derbyshire College GFEC WM Staffordshire Bury College GFEC NW Bury Calderdale College GFEC YH Calderdale Cambridge Regional College GFEC E Cambridgeshire Capel Manor College AHC GL Enfield Capital City College Group (CCCG) GFEC GL Westminster / Islington / Haringey Cardinal Newman College SFC NW Lancashire Carmel College SFC NW St.
    [Show full text]
  • Full Property Address Account Start Date
    Property Reference Number Name (Redacted as Personal Data if Blank) Full Property Address Account Start Date 10010080460 46, Alexandra Road, Grantham, Lincolnshire, NG31 7AP 01/04/2005 10010080463 Lincolnshire County Council Lincs County Council, Alexandra Road, Grantham, Lincolnshire, NG31 7AP 01/04/2005 10010160350 Avc 35 Ltd The Avenue Veterinary Centre, 35, Avenue Road, Grantham, Lincolnshire, NG31 6TA 01/04/2005 10010615050 Neat Ideas Ltd Unit 5, Belton Lane Industrial Estate, Belton Lane, Grantham, Lincolnshire, NG31 9HN 01/04/2005 10010695200 8, Bridge Street, Grantham, Lincolnshire, NG31 9AE 01/04/2005 10010710010 2nd Grantham(St Wulframs) Scouts Group 2nd Grantham Scout Group, Broad Street, Grantham, Lincolnshire, NG31 8AP 01/04/2005 10010720340 The Board Of Governors The Kings School The Kings School, Brook Street, Grantham, Lincolnshire, NG31 6PS 01/04/2005 10011150140 14, Castlegate, Grantham, Lincolnshire, NG31 6SE 01/04/2005 10011150160 16, Castlegate, Grantham, Lincolnshire, NG31 6SE 01/04/2005 10011150500 Grantham Conservative Club 50, Castlegate, Grantham, Lincolnshire, NG31 6SN 01/04/2005 10011150660 The Castlegate, 69, Castlegate, Grantham, Lincolnshire, NG31 6SJ 01/04/2005 10011290453 The Maltings Dental Practice The Maltings, Commercial Road, Grantham, Lincolnshire, NG31 6DE 01/04/2005 10011300272 South Kesteven District Council South Kesteven District Council, Conduit Lane, Grantham, Lincolnshire, NG31 6LQ 01/04/2005 10011810010 Dudley House School 1, Dudley Road, Grantham, Lincolnshire, NG31 9AA 01/04/2005 10011820020
    [Show full text]
  • Colleges Mergers 1993 to Date
    Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College Hinckley College and North Warwickshire College for Technology and North Warwickshire and Hinckley 7 Coventry & Warwickshire Double dissolution 01-Mar-96 Art College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution
    [Show full text]
  • 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
    [Show full text]
  • Table Tennis Champions Take Three National Titles
    Issue 3 | 24 April 2019 Table tennis champions take three national titles Grantham College Table Tennis academy Gavin Evans said of the triumph: “I can’t stress are overjoyed with the victory of becoming how massive this is for the college and the staff national champions in the ESTTA Schools team who have worked tirelessly to get the National Finals in Hinckley. players in shape. The academy competed and successfully “The students conducted themselves impeccably. brought home trophies for the under-19 Girl’s I am very proud of them.” and Boy’s categories. Working alongside the Charles Read Academy, our partner school The achievement is even more special as the with the David Ross Education Trust enabled World Schools Championships are being held in us to successfully also win the under-16 Girl’s China in April 2020 and we now have the right to category. go and compete in this. All the teams who competed were unbeaten This will be the first and only multi-sport event throughout the whole season. highlighting the World School Championships. China have agreed incredible strength and depth of the squad, as to pay 80% of our air fare and we will be looking well as marking a great victory for the Table for sponsors to pay for the remaining 20%. Tennis Academy. The next steps for the Table Tennis Academy For the winners, Sophie Barlow said: “It was a are individual National competitions this May. struggle at times, but we fought hard and had Congratulations to all that competed for us. a good rapport.
    [Show full text]
  • New College Stamford Access Agreement 2017-18
    New College Stamford Access Agreement 2017-18 1.0 Introduction This document sets out New College Stamford’s tuition fees and strategy on how to sustain and improve access, student success and progression among people from under represented and disadvantaged groups. New College Stamford is a Further Education College located on the edge of Lincolnshire, bordering four counties. To the east are the Lincolnshire and Cambridgeshire fens where according to POLAR3 data there is a very low level of HE participation. For over 20 years the College has offered Higher Education provision and has worked with a range of organisations. As such it has operated highly successful HE strategies based on growing provision and widening opportunities to a range of people. The college currently has about 1830 full-time 16-18 FE students. It currently has 284 Higher Education students on mainly full time programmes of Higher National Diplomas and Foundation Degrees. The College also works with 2 Performing Arts Schools, which deliver HND programmes in partnership with the College. In October 2015 the College was reviewed through QAA’s Higher Education Review. The review found that the College met all UK expectations and that good practice was evident in the effective academic and pastoral support arrangements which enable student progress and achievement. We intend to build upon this success and ensure this confidence is maintained and becomes stronger. The College’s Higher Education strategic plan identifies six key themes as priorities: Growth: To increase participation in Higher Education and promote widening participation amongst under represented groups. Employability: To embed employability and personal development throughout the student experience.
    [Show full text]