Form Prospectus

Total Page:16

File Type:pdf, Size:1020Kb

Form Prospectus www.stlouis6thform.com St Louis Grammar School th Form 6 Prospectus bright ideas start here 151 Newry Road, Kilkeel, County Down BT34 4EU. Tel (028) 4176 2747 Welcome 1 Choosing your course 3-4 Welcome Courses and levels 5 Welcome to St Louis Grammar School 6th Form. Why choose us? 6 If you are completing your GCSEs this summer it is time for you to make some very important decisions about your future. We hope that this prospectus will Facilities 7 provide the information you need to make the right choices. What is expected? 8 St Louis 6th Form is open to all 16+ learners in the local area and beyond who meet the entrance criteria. We contnue to offer a range of new and exciting Careers 36-39 flexible qualifications with clear pathways into third level education or the world of work. We aim to promote open and co-operative learning through the use of Contents Tariffs 40-41 new technologies. Labour Market Information 42-43 Our expert staff offer high quality teaching, guidance and support to enable you to reach your full potential in a caring environment. FAQs 44 Whether you wish to study academic or applied / vocational qualifications, The Arts 9-12 St Louis 6th Form is for you! You can choose from a wide range of courses and study them here or for some courses in our partner schools. Business Studies 13-14 We have invested heavily in new resources in order to make your time in 6th English 15 form an enjoyable and rewarding one. Nutrition & Food Science / Health and Social Care 16-17 Key Contacts Principal Mr Kevin Martin History, Geography and Politics 18-20 Head of 6th Form Mr Eamonn McGlue Head of Careers Mrs Julie Devlin ICT 21 Courses Address 151 Newry Road, Kilkeel, BT34 4EU Mathematics 22 Websites www.stlouis6thform.com www.stlouis.org.uk Modern Languages 23-25 Email [email protected] Religion 26 Tel 028 4176 2747 Sciences 27-29 Fax 028 4176 5694 Sociology 30-31 Twitter @stlouisgrammar Facebook www.facebook.com/stlouisgrammarschool Sport 32 © St Louis Grammar School 2020-2022 Technology, Engineering and Construction 33-35 Our Aims BTECs / OCR Cambridge Technical / AQA Level 3 Extended course your Choosing Certificates or other vocational A Levels and combine these St Louis Grammar School is a Catholic community within to a maximum of 4 A level equivalents in the first year. One which both staff and students work in the pursuit of all or more A levels may be taken with our educational partner - aspects of spiritual, educational and personal excellence. Kilkeel High School. Please take the time to read carefully the requirements for each course. We aim to: • Help pupils to grow in the Catholic faith Post 16 Courses AS Level: This is a one year linear course composed of two • Provide a happy, caring and stimulating learning or three units. Most courses are assessed by examination or environment coursework or a combination of both. This is graded A-E. • Provide a broad, balanced, coherent and relevant A2 level: In the second year you take two or three units and curriculum are awarded the full A level which is graded from A*-E. • Establish and develop a partnership between pupils, Linear A Levels parents and teachers Some A Level subjects are now “linear” in structure, meaning that only the exams taken at the end of the two year specification count • Help pupils understand the world in which they live,to make towards the final A level grade. For these subjects AS is now a informed decisions about their lives and to prepare them stand alone qualification, worth 40% of a full A level. Students who complete AS exams but do not continue to study the subject at A2 for the future level will be awarded an AS grade which can be recorded as part of their academic portfolio. The education of sixth form students at St Louis Grammar However, whether or not pupils remain to complete the full A level, School is regarded as a three way partnership between the AS exams will be sat at end of AS, to form the basis of evaluating school, the student and their parents / guardians. their progress in the subject; also, the content of these exams will be re-sat at the end of A2. The school is obliged to run courses in a cost-effective manner. BTEC / Cambridge Technical / AQA Level 3 Certificates: Therefore the school reserves the right to not offer courses These Level 3 qualifications are mostly coursework based and listed in this prospectus if there is insufficient uptake. are graded as Pass / Merit / Distinction / Distinction * which has equivalences to A level grades and UCAS points. Choosing the right course for you Pupils who meet the full entry requirements will be expected to Level 2 / GCSE: Level 2 courses are the GCSEs / BTEC take 4 AS levels or equivalent in the first year. Alternatively you National Firsts / OCR Nationals / and other examinations you 3 can choose a more vocational path by studying may have taken in St Louis or in your previous school. Why BTEC / AQA Level 3 Certificates or Cambridge Choosing your course your Choosing Technical? Does Queen’s University accept BTEC / OCR Cambridge This option offers a vocational route and a more enjoyable Technical / AQA Level 3 Certificates? route for those who prefer a portfolio based course with only one exam-based module. Some pupils benefit greatly from Yes - QUB will accept one applied course in an applicant’s opting for vocational courses as this raises their level of academic profile with the exception of degree courses in achievement. Pharmacy, Medicine and Dentistry. Queen’s does not ask students to achieve UCAS points, they ask for grades or If you enjoy a course and are confident that it matches your the grade equivalent. They do not focus on the overall level interest and suits your learning style then there is every achieved - instead they will specify the exact number of chance that you will excel. Distinctions and Merits required for each unit. In general 6 Distinctions are considered equivalent to an A at A level. 3 Entry to University courses can be gained by presenting high Merits and 3 Distinctions considered a B. levels of achievement in a range of Level 3 qualifications. These include BTECs and other vocational offerings such as Does the University of Ulster accept BTEC / OCR the OCR Cambridge Technical Level 3 Extended Certificate Cambridge Technical and AQA Level 3 Certificates? in IT and the AQA Level 3 Certificate / Extended Certificate in Applied Business. Yes - The University of Ulster accepts BTEC Level 3 Extended Certificates / Cambridge Technical Level 3 Extended BTEC Level 3 Extended Certificates / Cambridge Technical Certificates and the AQA Level 3 Certificates. The Admissions Level 3 Extended Certificates consist of: Department will specify the exact number of Distinctions and • 6 units of work with one or two exam components. Merits required for each unit. In general, 5 Distinctions and 1 • Are assessed over two years Merit is considered equivalent to an A at A level. 3 Merits and • Each unit of work is graded Distinction, Merit or Pass 3 Distinctions considered a B. • An overall level is awarded after the portfolio is completed and assessed by an examiner. This will be an overall Who should be cautious about selecting a BTEC? Distinction, Merit or Pass. • Students hoping to study at a University in the Republic of Ireland (DKIT is the oexception). If you obtain an Overall Distinction in your BTEC / Cambridge • Students hoping to embark on degree courses in Medicine, Technical Extended Certificate, you may in some institutions Dentistry and Veterinary Science at UK Universities. be judged as having the equivalent of an A Level grade A and • Students hoping to study at a Russel Group University will be awarded the equivalent UCAS points (48). (QUB accept one Applied course but each of the 24 Russell Group universities set their own entry criteria) If you achieve an Overall Merit in your BTEC / Cambridge Technical Extended Certificate, you may in some institutions be considered to have the equivalent of an A Level Grade C and will be awarded the equivalent UCAS points (32). 4 Who should not take more than one BTEC option? course your Choosing Post 16 Courses • Students hoping to gain a place at St Mary’s University College, Stranmillis College or another teacher training A Level BTEC• Construction • Art and Design • Irish college in the UK. Extended Certificate • Biology • Mathematics • Students considering degree courses in Queen’s where it • Engineering • Business studies • Moving Image is not permitted to take more than one applied subject / Extended Certificate course. • Chemistry Arts • Sports Extended • English • Music Certificate Will the Cambridge Technical Level 3 Extended Certificate Literature • Performing in IT satisfy the conditions of entry for Computing or • French Arts Software Engineering Courses at QUB/Ulster University? • Geography • Physics • Health and • Politics The OCR Cambridge Technical Level 3 Extended Certificate Social Care • Religious Other• OCR Cambridge offered in St Louis is on the RCF 2016 Framework and does • Nutrition and Studies Technical Level 3 not have significant programming content. Food Science • Sociology Extended Certificate • History • Spanish in ICT It will not satisfy the requirements for higher level computing • Technology • AQA Level 3 courses unless it is presented with one of the following and Design Extended Certificate subjects; Physics, Maths, Chemistry, Biology, Technology and in Applied Business Design. Levels Pupils achieving 7+ A*-C are expected to take 4 AS levels, or BTEC / Applied equivalents, in Lower 6th. Pupils who do not achieve these grades can make an appointment via the school office to arrange an interview with the Principal.
Recommended publications
  • Stem Strategy
    SUCCESS THROUGH STEM STEM STRATEGY In response to the ‘Report of the STEM Review’ HELPING TO EMPOWER FUTURE GENERATIONS THROUGH SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS TO GROW A DYNAMIC, INNOVATIVE ECONOMY 2011 CONTENTS 1. INTRODUCTION 4 2. CONTEXT 5 3. THE ROLE OF THE DEMAND SIDE 8 4. THE ROLE OF THE SUPPLY SIDE 10 5. RECOMMENDATIONS FOR ACTION 15 6. STRUCTURES FOR IMPLEMENTATION 23 7. CONCLUSION AND PRIORITY ACTIONS 25 ANNEX A – Existing Government STEM Activity ANNEX B – Government STEM Action Plan 1. INTRODUCTION Commissioned by the Department for Employment The Report contains 20 recommendations grouped and Learning (DEL) and the Department of Education under four ‘imperatives’. (DE), the review of Science, Technology, Engineering • Imperative 1 - Business must take the lead and Mathematics (STEM) commenced formally on in promoting STEM. 29 June 2007. Chaired by Dr Hugh Cormican, founder and former Chief Executive of Andor Technologies • Imperative 2 - The key constraints in the STEM Ltd., the steering group comprised representatives artery must be alleviated. from business, government and academia and the Programme Manager for the review was Dr Alan Blair, • Imperative 3 - There needs to be increased from the Association of NI Colleges (now Colleges NI). flexibility in the provision of STEM education. Three working groups reported to the steering group, • Imperative 4 - Government must better each of which was responsible for taking forward a coordinate its support for STEM. key strand of the Review. These working groups ensured This STEM Strategy forms Government’s response a focus on the respective roles of business, education, to the ‘Report of the STEM Review’.
    [Show full text]
  • Overseas Resits: a Comparison of Russell Group Universities' Policies
    Overseas Resits: A Comparison of Russell Group Universities’ Policies The University of Manchester does not currently allow resit examinations to be held away from the University. This policy contrasts with those of many other Russell Group universities, which allow students whose permanent residence is overseas to take resit exams in their home country, either as a matter of course, or in exceptional circumstances. The table below sets out each Universities’ position on this, with information taken from their websites. Information from some Russell Group Universities (Cambridge, Oxford, Queen Mary, Queens Belfast, UCL) could not be found on their websites, which may indicate that they do not allow the practice of overseas resits. University Overseas Resits Venues Used Procedure Policy on Time University Fee More Info Allowed? Difference (additional fees may be charged by venues) Birmingham Yes, with British Embassy, Student contacts venue to Not stated explicitly, but £100 per exam https://intranet.bir permission of British Council check availability and obtain the request form advises period mingham.ac.uk/as/l students school Office or contact details, then completes ‘the actual (local) time earning- / department (exceptionally) request form (countersigned you will be required to spaces/exams/over Overseas by school / dept examinations attend for your seas.aspx University officer). Thereafter, examinations is likely to Examinations Office liaise with be different from venue and send student the UK times to account confirmation of acceptance or for any time difference’ otherwise. Bristol Yes, but in British Council Student completes request There must be some £50 per exam http://www.bristol. exceptional Office or form and returns it to home overlap between exam ac.uk/exams/exams cases only (and (exceptionally) school for signature by Head of times in the UK and -outside-uk.html/ not allowed at Overseas School or nominee.
    [Show full text]
  • Informed Choices
    <delete 60mm from right> A Russell Group guide Informed to making decisions about choices post-16 education 2011 Preface The Russell Group The Russell Group Introduction <delete 60mm from right> How to use this guide Introduction The Russell Group represents 20 leading UK universities which are What you decide to study post-16 can have a major impact on what you committed to maintaining the very best research, an outstanding teaching can study at degree level. Whether or not you have an idea of the subject Acknowledgements and learning experience for students of all backgrounds and unrivalled you want to study at university, having the right information now will give Index links with business and the public sector. you more options when the time comes to make your mind up. Visit http://www.russellgroup.ac.uk to find out more. This guide aims to help you make an informed decision when choosing Post-16 qualifications your course for post-16 education. We hope it will also be of use to parents and how they are organised and advisors. Pre-16 qualifications and How to use this guide The Russell Group is very grateful to the Institute of Career Guidance (the university entry world’s largest career guidance professional body), and particularly Andy To make this document easier to use, the following design elements have Gardner, for their very valuable input. Making your post-16 subject been adopted: choices Subjects required for different ATTENTION!! degree courses WARNING! Although there are common themes, entry requirements (even for very Text inside this large arrow is of particular importance How subject choices can affect similar courses) can vary from one university to another so you should your future career options only use this information as a general guide.
    [Show full text]
  • In This Issue
    In this issue: • Is university right for me? •The different types of universities • The Russel Group universities Is university the right choice for me? The University of South Wales, our partner university has put together a series of videos to help you answer this question. https://southwales.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=d7f60e55-e50a-456d-a1ff -ac3d00e7ed13 What are the different types of universities? Ancient Universities These include Oxford (founded 1096) and Cambridge (founded 1209) are known as the Ox- bridge group and are the highest ranking universities in the UK St David’s College (1822-28) and Durham University (1832) follow the Oxford structure of col- leges and are considered the highest ranking universities after Oxford and Cambridge. Red Brick Red Brick Universities were formed mainly in the 19th century as a product of the industrial revolution and specialise in highly specialised skills in such are- as as engineering and medicine. University of Birmingham University of Bristol University of Leeds University of Liverpool University of Manchester The New Universities The New universities were created in the 1950s and 60s Some of these were former polytechnics or colleges which were granted university charter from 1990. These univer- sities focussed on STEM subjects such as engineering. Anglia Ruskin University, formerly Anglia Polytechnic (located in Cambridge and Chelmsford) Birmingham City University, formerly Birmingham Polytechnic University of Brighton, formerly Brighton Polytechnic Bournemouth University,
    [Show full text]
  • Science and Stormont Monday 10 October 2016 Antimicrobial Resistance
    Science and Stormont Monday 10 October 2016 Antimicrobial Resistance Programme Senate Chamber & the Long Gallery, Parliament Buildings, Stormont 12:30pm : Registrations, exhibition & light refreshments 3:45pm : TEA BREAK The Long Gallery 4:15pm : Panel two 1:45pm : Proceed to the Senate Chamber for the Afternoon Tackling Antimicrobial Resistance - Presentations A Multidisciplinary Approach 2:00pm : Opening Address Dr Patrick Dunlop, Lecturer in Engineering Naomi Long MLA, Chair, Northern Ireland Materials (NIBEC), Ulster University and Chair NI Assembly All-Party Group on Science and AMR Network Technology Natural alternatives to antibiotics Prof Paul Ross, Head of College of Science 2:05pm : Welcome and introduction Engineering and Food Science, University College Prof Sir John Holman, President, Royal Society of Cork Chemistry Tackling AMR, an Industry Perspective 2:15pm : Together against the bugs: scientific and political Dr Robert Grundy, Co-Chair Life and Health leadership on a mission Sciences, Department for the Economy’s MATRIX Dr Michael McBride, Chief Medical Officer, panel Northern Ireland 5:15pm : MLA Panel 2:40pm : Session Chair Naomi Long MLA, Chair, Northern Ireland Dr Geetha Srinivasan, Queen’s University Belfast, Assembly All-Party Group on STEM and member, Royal Society of Chemistry Steve Aiken OBE MLA, Vice Chair, All-Party Group 2:45pm : Panel one on STEM Antibiotic use in care homes Caoimhe Archibald MLA, Vice Chair, All-Party Prof Michael Tunney, Chair in Clinical Pharmacy, Group on STEM School of Pharmacy, Queen’s
    [Show full text]
  • Armagh Observatory
    The Armagh Observatory and Planetarium Accounts for 2004/2005, Year Ended 31 March 2005 The Armagh Observatory and Planetarium Accounts for 2004/2005, Year Ended 31 March 2005 Laid before the Houses of Parliament by the Department of Culture, Arts and Leisure in accordance with Paragraph 12(2) and (4)of the Schedule to the Northern Ireland Act 2000 and Paragraph 21 of the Schedule to the Northern Ireland Act 2000 (Prescribed Documents) Order 2004 13th December 2005 Ordered by The House of Commons to be printed 13th December 2005 HC 744 LONDON: The Stationery Office £10.50 NIA 268/03 The Armagh Observatory and Planetarium Accounts for 2004/2005, Year Ended 31 March 2005 Pages Foreword to the Accounts 1 Statement of the Responsibilities of the Governors and Accounting Officers 12 Statement on Internal Control – Armagh Observatory 13 Statement on Internal Control – Armagh Planetarium 14 The Certificate and Report of the Comptroller and Auditor General to the 15 House of Commons ARMAGH OBSERVATORY Statement of financial activities 16 Statement of total recognised gains and losses 16 Balance sheet 17 Cash flow statement 18 Notes to the financial statements 19 - 31 ARMAGH PLANETARIUM Statement of financial activities 32 Statement of total recognised gains and losses 32 Balance sheet 33 Cash flow statement 34 Notes to the financial statements 35 - 44 Shop and mail order trading and profit and loss account 44 Armagh Observatory and Planetarium Accounts for 2004/2005 1 Foreword to the Accounts Background The Armagh Observatory and the Armagh Planetarium are distinctive organisations part of the corporate entity, the Governors of the Armagh Observatory and Planetarium, incorporated under the Armagh Observatory and Planetarium (Northern Ireland) Order 1995, which superseded the original 1791 Act, an Act for settling and preserving a Public Observatory and Museum in the City of Armagh for ever, and amending legislation in 1938.
    [Show full text]
  • Hauser Review of the Catapult Centres Evidence from the Russell
    Hauser Review of the Catapult Centres Evidence from the Russell Group 1. Summary • Catapults have the potential to be a significant national asset for the UK if research excellence is at the heart of their operations and if long-term funding is available that will allow them to deliver meaningful benefit. • The role universities have undertaken in the High Value Manufacturing (HVM) Catapult has proven invaluable in linking the Centres’ activities into the broader academic research base, across host universities and the whole of the UK, allowing them to build on existing networks of connections and knowledge, and driving forward innovation. The success of the HVM Catapult demonstrates the value in building on existing investments in the research base to deliver economic and other impacts, particularly in a time of very limited public funding. • Catapults should be engaged directly with the UK’s excellent research-intensive universities, enabling them to build on areas of existing strength and international comparative advantage. • The most recent Catapults being established appear much less well linked in with universities and their overall model for establishing engagement with excellence in the research base is unclear. We are very concerned that the value of Catapults will be undermined if engagement with the research base and academic networks within our world-leading universities is not at the core of their remit. • Resources should be focused where there is most comparative advantage to be gained from integrating research, teaching and translation. By locating Catapults within or alongside research-intensive universities, their remit can be enhanced to deliver training and development informed by excellent research and expertise in knowledge exchange and translation.
    [Show full text]
  • Links Between German U15 and Russell Group Universities
    Links between German U15 and Russell Group universities More than 73,383 scientific publications were co-authored between academics in the UK and Germany between 2013 and 2017. Of these, 19,325 publications (26%) were between academics at Russell Group and German U15 universities, with over 30% growth in the number of co-authored publications between our two groups from 2013 to 2017.1 The average field-weighted citation impact (FWCI) of research carried out in the UK is 1.58 and for research carried out in Germany it is 1.43. However, when our academics work together, the FWCI of their joint scientific publications is 2.95. Collaborations between Russell Group and German U15 researchers deliver an even more enhanced impact of 3.70. The UK and Germany work together more than they work with any other countries in Horizon 2020 (the EU’s multi-annual research and innovation programme). Russell Group and German U15 universities have made over 400 collaborative links funded by Horizon 2020 since the programme began in 2014. A third of German U15’s Horizon 2020 projects include a Russell Group university partner. 2,250 students from Russell Group universities studied or worked in Germany as part of the EU’s Erasmus programme in 2015/16. About the Russell Group The Russell Group represents 24 leading UK universities committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector. Russell Group universities attract and welcome talented staff and students from across the globe and these individuals make a vital contribution to our academic and economic life.
    [Show full text]
  • Middlesex University Research Repository an Open Access Repository Of
    Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Blackman, Tim (2017) The Comprehensive University: an alternative to social stratification by academic selection. Discussion Paper. Higher Education Policy Institute. ISBN 9781908240286. [Monograph] Published version (with publisher’s formatting) This version is available at: https://eprints.mdx.ac.uk/25482/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated.
    [Show full text]
  • 2020 Loreto Post 16 Prospectus
    Grammar School, Omagh Post 16 Prospectus 20/ 21 “Women in time will come to do much” MARY WARD (1585-1645) CONTENTS Section Content Page Introduction and Welcome Principal’s Welcome 2 Head Girl’s Address 3 The Transition: Students’ Views 4 Post 16 Admissions and Curriculum Provision Post 16 Admissions Criteria 5 Curriculum Provision 7 AS / A Level Explained 7 Post 16 Subject Choices 8 Examination Boards 8 “The Big Picture” Provision 10 Subject Information Subjects: Specifications, Requirements and General Information 11-46 Key Skills Provision 47 Omagh Learning Community 48 Careers Education, Information, Post 16 Careers 55 Advice and Guidance Work Experience and Community Links 56 STEAM 57 Careers Guide 2020 and UCAS: 58 Useful Websites 58 University Course Requirements 59 Religious Education, Outreach Programme, Religious Education Programme 61 Personal Development Outreach Programme 62 Senior Leadership Team & Fundraising Initiatives 65 Loreto in Cambodia & Barcelona 67 Leadership and Extra-Curricular Opportunities New Initiatives led by The Senior leadership Team 69 Extra-Curricular Activities & Community Links 73 Other Information Pastoral Care Support 80 How to Succeed 81 Educational Maintenance Allowance 82 Post 16 Information 2020 - 2021 1 Principal’s Welcome Dear Student, Welcome to Loreto Grammar School Omagh, a vibrant school commended for its outstanding quality of education and pastoral care. Our aim is to give you the confidence to extend your qualifications and skills along with your personal, social and faith development. Our Post 16 Senior School is a forward thinking, opportunity packed learning environment where you will find your strengths for the future. In this booklet you will read important information about the range and content of courses available for Post 16 students in the September 2020 – June 2021 academic year.
    [Show full text]
  • Applying to University 2021 Contents
    Applying to University 2021 Contents University application timeline Webinars 1. Find out what you want to do 2. Research universities 3. Write your personal statement ● UCAS ● OSCAR 4. Completing your UCAS registration 5. Entrance exams Oxbridge process Webinars SIGN UP 23 September: Applying for Oxford Cambridge, Presented by the University of Oxford and the University of Cambridge. As founder members of the Russell Group, this session will explain what the universities of Oxford and Cambridge offer, with a particular focus on how they differ from other UK and international universities. It will provide an insight into student life at the two providers, and how to identify if you would be a ‘good fit’ student who is likely to get the most out of the distinctive education system offered. It’ll also provide detailed advice on how applicants can maximise their chances of success, in a highly selective and competitive system. 30 September: Applying for Russell Group Presented by the University of Edinburgh, Queen’s University Belfast, Cardiff University, University of Liverpool, University of Southampton and University of Warwick. The Russell Group’s 24 members are world-class, research-intensive universities. They are unique institutions, each with their own history and ethos, but they share some distinguishing characteristics. This webinar will cover the challenges faced by students applying to selective, Russell Group universities and how they can make their applications stand out in a competitive environment. Representatives from universities across the four parts of the UK will cover how students can prepare, offer advice on writing persuasive personal statements and how admissions processes differ at selective institutions.
    [Show full text]
  • УДК811.111:378/4(410) Predko A., Lichevskaya S. Red Brick
    УДК811.111:378/4(410) Predko A., Lichevskaya S. Red Brick Universities Belarusian National Technical University Minsk, Belarus The UK has several types of universities. The first type is ancient universities. They were founded before the 17th century. This type includes universities such as Oxford, Cambridge and so on. The process of admission to these universities is so hard. The second type of Universities is red-brick ones. They are located in Manchester, Birmingham and Leeds. As you could guess, they are built of red bricks. Red Brick Universities is the name for the union of six prestigious British universities located in large industrial cities. The peculiarity of the new educational institutions was that they accepted students without regard to their origin, social status. In addition, they focused on applied science and technology, that is, they sought to inculcate skills necessary for real life to students, preferring practical knowledge rather than theoretical knowledge. Now Red Brick Universities are also included in the prestigious Russell Group – the union of the 20 best English universities. Who are the red brick universities? There has been a list of official orders before the First World War. These institutions are all evolved from specialized industrial cities. The six are: 1) University of Birmingham; 2) University of Bristol; 3) University of Leeds; 4) University of Liverpool; 5) University of Manchester; 6) University of Sheffield [1]. 100 Origins of the term and use The term ‗red brick‘ or ‗redbrick‘ was first coined by Edgar Allison Peers, a professor of Spanish at the University of Liverpool, to describe the civic universities, while using the pseudonym "Bruce Truscot" in his 1943 book "Redbrick University".
    [Show full text]