At Uxbridge College Our Priority Is Preparing Our Learners for a Fantastic Future. Our Courses Not Only Give Learners the Skills
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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. -
West Thames College
West Thames College CONTENTS Basic information about the college Part A: Summary Information about the college How effective is the college? Quality of provision in curriculum and occupational areas How well is the college led and managed? To what extent is the college educationally and socially inclusive? How well are students and trainees guided and supported? Students' views of the college Other information Part B: The college as a whole Summary of grades awarded to teaching and learning by inspectors Achievement and standards Quality of education and training Leadership and management Part C: Curriculum and occupational areas Science and mathematics Business Information and communications technology Hairdressing and beauty therapy Health and social care Art, design and media Humanities English and English as a foreign language English for speakers of other languages Literacy, numeracy and entry to employment Part D: College data Table 1: Enrolments by level of study and age 2001/02 Table 2: Enrolments by curriculum area and age 2001/02 Table 3: Retention and achievement Table 4: Quality of teaching observed during the inspection by level Basic information about the college Name of college: West Thames College Type of college: General further education Principal: Thalia Marriott Address of college: West Thames College London Road Isleworth TW7 4HS Telephone number: 020 8326 2000 Fax number: 020 8326 2001 Chair of governors: John Branczik Unique reference number: 130447 Name of reporting inspector: Michael John Davis Dates of inspection: 1-11 December 2003 Part A: Summary Information about the college West Thames College is a medium-sized further education (FE) college situated in the London Borough of Hounslow. -
Royal Holloway University of London Aspiring Schools List for 2020 Admissions Cycle
Royal Holloway University of London aspiring schools list for 2020 admissions cycle Accrington and Rossendale College Addey and Stanhope School Alde Valley School Alder Grange School Aldercar High School Alec Reed Academy All Saints Academy Dunstable All Saints' Academy, Cheltenham All Saints Church of England Academy Alsop High School Technology & Applied Learning Specialist College Altrincham College of Arts Amersham School Appleton Academy Archbishop Tenison's School Ark Evelyn Grace Academy Ark William Parker Academy Armthorpe Academy Ash Hill Academy Ashington High School Ashton Park School Askham Bryan College Aston University Engineering Academy Astor College (A Specialist College for the Arts) Attleborough Academy Norfolk Avon Valley College Avonbourne College Aylesford School - Sports College Aylward Academy Barnet and Southgate College Barr's Hill School and Community College Baxter College Beechwood School Belfairs Academy Belle Vue Girls' Academy Bellerive FCJ Catholic College Belper School and Sixth Form Centre Benfield School Berkshire College of Agriculture Birchwood Community High School Bishop Milner Catholic College Bishop Stopford's School Blatchington Mill School and Sixth Form College Blessed William Howard Catholic School Bloxwich Academy Blythe Bridge High School Bolton College Bolton St Catherine's Academy Bolton UTC Boston High School Bourne End Academy Bradford College Bridgnorth Endowed School Brighton Aldridge Community Academy Bristnall Hall Academy Brixham College Broadgreen International School, A Technology -
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 -
Aoc Sport London Regional Tournament Results 2017
AoC Sport London Regional Tournament Results 2017 Badminton Women’s Singles Badminton Men’s Singles Pos Name College Pos Name College 1 Kayla Pedroso Kingston College 1 William Jones Kingston College 2 Emily Dohl Kingston College 2 Yee Huin Chin Leyton Sixth Form College 3 Shivannah Lashley New City College 3 Marcos Costeira Kingston College 4 Tia Morgan New City College 3 Lam Vu New City College 5 Shang Ming Wu Leyton Sixth Form College 5 Rafael Figueiredo Kingston College 5 Brian Amoah Sir George Monoux 5 Abdur-Raqeeb Sir George Rahim Monoux 9 Nathan Wilfredo Richmond College Gomes 10 Taposh Hassan New City College AoC Sport London Regional Tournament Results 2017 Badminton Women’s Doubles Badminton Men’s Doubles Pos Name College Pos Name College 1 Roshelle Reginaldo Kingston College 1 Mim Bapari & Sir George & Mikko Cruz Mohammed Kha Monoux College 2 Naiya Ravji & Anna Leyton Sixth Form 2 Muhammad Asad NewVIc Zhang College & Taher Rehan 3 Lara Moran & Kingston College 3 Ethan Laudet & Kingston College Nabiilah Salamut Kabilan Selvajothy 4 Fatimah Hamid & Kingston College 3 Ramazan Mohsan Leyton Sixth Form Rushieka Franklin & Kiran Dyer College 5 Sammi Pang & Leyton Sixth Form 5 Chris Tual & Ben Kingston College Marcia Moraise College Cannell 6 Hafse Fuad New City College 5 Fareed Hussain & Leyton Sixth Form &Sorna Alam Tyla Crandon College 7 Mina Shaik & Sir George 7 Taufeeque Ahmed Kingston College Nadiajahan Monoux College & Arslan Khalid Ahammed 8 Huzaifa Awan & Sir George Muhammad Talha Monoux Majeed AoC Sport London Regional Tournament -
Study of the English Higher Education Regional Associations
Annex 1 Terms of reference Background In order to satisfy accountability for public funding, HEFCE is reviewing various strands of special initiative funding (which includes its funding for the Higher Education Regional Associations - HERAs). As all HERAs have now been established for at least 5 years, this review seemed timely. It was agreed that a study involving partners would be more productive as it should allow greater scope to look at the ways in which the HERA role has developed, and continues to develop, as well as providing stakeholders with an opportunity to input into the process. Aim In particular, the study should provide HEFCE with an understanding of the current role and contribution of HERAs, as well as clarification of and recommendations on their future role. It is also important that the study recognises the role that HEFCE and regional stakeholders must play in engaging with and supporting them over the coming years. The outcomes of the study are expected to be of value to HERAs and their stakeholders and partners. Process HEFCE appointed Alan Brickwood Associates to undertake this study, who will conduct a number of face-to-face meetings with the HERAs and stakeholders, focusing on the questions outlined below. HEFCE will invite comments from the HERA Chief Executives on the final draft of the report. To help guide this process, HEFCE established a HERA study steering group made up of a number of representatives including HERAs, Universities UK, Standing Conference Of Principals, Regional Development Agencies, HERAs, Government Offices and the Association of Colleges. The purpose of the group is to advise on the scope of the study and findings but also to provide the consultants with a forum to discuss any issues arising as a result of the study. -
Kingston College
Contents Introduction ........................................................................................................... 1 What are my choices? ................................................................................................................ 1 Quick start guide .................................................................................................... 2 GCSEs are changing.................................................................................................................... 2 Starting a course that’s right for you ....................................................................................... 3 Level 5 .......................................................................................................................................... 3 Level 4 .......................................................................................................................................... 3 Level 3 .......................................................................................................................................... 3 Level 2 .......................................................................................................................................... 3 Level 1 .......................................................................................................................................... 3 Entry Level ................................................................................................................................... 3 Post-16 quiz: