We Believe That the Most Ambitious Educational Programme Nurtures Better People
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Music Education in Italian Schools from the Unification to Today
Musica Docta. Rivista digitale di Pedagogia e Didattica della musica, pp. 91-103 NICOLA BADOLATO - ANNA SCALFARO Bologna MUSIC EDUCATION IN ITALIAN SCHOOLS FROM THE UNIFICATION TO TODAY This paper reviews the main stages in the history of Music Education in Italian schools from the country’s unification to today, providing a critical, reasoned discussion of some of the key themes in ministerial programmes, from 1860 to today. This reconstruction does not make any claim to provide a definitive systematization of, or even only exhaust, such a vast subject in the limited space of an article. More realistically, it aims at showing how both the technically-oriented idea of teaching that was typical of programmes in the first half of the 20 th century, and the lucid-evasive vision that emerged from the “protest” climate of the 1960s and 1970s, have impeded a serious, effective organization of the epistemological status of the discipline, an issue which remains unresolved as of today. 1. 1860 to 1923 The first set of rules produced in a united Italy was introduced by Legge Casati, passed by Royal Decree of the Kingdom of Sardinia on November 13 th , 1859 (no. 3725) and later extended to the Kingdom of Italy. The scope of school programmes is clearly defined by article 315, which lists first of all «religious teaching, reading, writing, basic arithmetic, the Italian language, and the rudiments of the metric system».1 There are no traces of music culture or music practice in the programmes: although they show a markedly cultural approach – less so in female schools, where teaching is reduced and simplified –, they reduce music education to its technical-performing aspects, thereby confining it exclusively to the academies, musical institutions and conservatories disseminated all over the territory. -
Ilchester Community Primary School Somerton Road, Ilchester, Somerset BA22 8JL
School report Ilchester Community Primary School Somerton Road, Ilchester, Somerset BA22 8JL Inspection dates 24–25 May 2016 Overall effectiveness Good Effectiveness of leadership and management Good Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good Early years provision Good Overall effectiveness at previous inspection Requires improvement Summary of key findings for parents and pupils This is a good school Since the previous inspection, the headteacher, The governing body carefully monitors the work of the senior leadership team and the governors the school. It provides a good mix of challenge have ensured that standards have improved. As a and support to leaders. result, pupils make good progress in all subjects. Typically, pupils’ behaviour in lessons and around Pupils make good progress in reading, writing and the school is good. They show good attitudes to mathematics. This is due to good-quality teaching their learning and produce work of a good in all departments. standard. The progress of different groups of pupils, School staff have a good understanding of the including those who are disadvantaged, or who needs of each pupil. As a result, the provision for have special educational needs or disability, is pupils’ personal development and welfare is good. good. There are good systems in place for ensuring that Subject leaders play a key role in leading pupils are kept safe. This is a strength of the developments that have a positive impact on school. pupils’ progress. Attendance has remained high since the previous The recently appointed early years leader has inspection. -
School ADVENTURE Days, Far Away As That Must Now THAT Seem
SO MUCH MORE The adventure that lasts a lifetime Your child is about to embark on the biggest, and most important, adventure of his or her young life. Education. It’s a lifelong adventure that will hopefully continue way THEbeyond school ADVENTURE days, far away as that must now THAT seem. If your son or daughter comes to Nottingham High Infant and Junior School, their LASTSeducation will bear manyA ofLIFETIME the hallmarks of the great classic adventures: they will be stimulated, will grow in confidence and independence, and achieve more than either of you Yourever thought child is possible. about to embark on the biggest and most important adventure of their young life: education. It’s a lifelong journey that will continueAt Nottingham way High, beyond this educational their school adventure days, will far take away place as in that an environmentmay seem. that balances aspirations and expectations with warmth, kindness and praise. Academic Ifsuccess your son or is daughter prized comes but to so Nottingham is laughter High Infant and havinglearning. fun Your whilst son or learning. daughter will Your make lotsson of or good daughter will and Junior School, their education will bear many of the friends along the way and will be supported and valued hallmarksmake lots of the of great good classic friends adventures: along they willthe be way andby willtalented be andsupported committed teachers.and valued by talented and stimulated,committed will grow teachers. in confidence and independence, and achieve more than either of you ever thought possible. Why not come to visit us and explore whether Nottingham High Infant and Junior School is the right place for your AtWhy Nottingham not come High, thisand educational visit us adventure and explore will take whetherchild’s educationalNottingham journey? High Infant and Junior School placeis the in anright environment place thatfor balancesyour child’s aspirations educational and journey? expectations with warmth, kindness and praise. -
00165 Rome, Italy Mobile: 0039 3296166838 Areas
FABRIZIO CONTI, PHD LECTURER IN HISTORY JOHN CABOT UNIVERSITY DEPARTMENT OF HISTORY AND HUMANITIES VIA DELLA LUNGARA 233 00165 ROME, ITALY [email protected] MOBILE: 0039 3296166838 HTTPS://JOHNCABOT.ACADEMIA.EDU/FABRIZIOCONTI AREAS OF INTEREST AND EXPERTISE Ancient World Medieval Europe Italian Renaissance Religious Studies Magic and Witchcraft Methodology of Historical Research Humanities, Liberal Arts Education, Corporate Culture and Humanistic Capitalism EDUCATION 2011 PhD, History and Medieval Studies, Central European University, Budapest Thesis: Preachers and Confessors against "Superstitions". The Rosarium Sermonum by Bernardino Busti and its Milanese Context (Late Fifteenth Century), magna cum laude Supervisor: Prof. Gábor Klaniczay 2009 Certificate, Corso di iniziazione alle antichità Cristiane (Early Christian Iconography and Archaeology), Pontificio Istituto di Archeologia Cristiana, Rome 2005 Certificate, Archivistica (Archival Studies), Scuola di Paleografia, Diplomatica e Archivistica, Archivio Segreto Vaticano 2003 Master’s in Marketing Management, GEMA Business School, Rome 2001 Laurea in Lettere (MA, Humanities), University of Rome ‘La Sapienza’, 110/110 e lode Thesis: The Christianization of the Anglo-Saxons through the Letters of Pope Gregory the Great (596 CE) (in Italian) Supervisors: Prof. Ludovico Gatto and Prof. Carla Delzotto 1996 Maturità Classica, Liceo Classico Statale “Ugo Foscolo”, Albano, Rome 1 TEACHING 2021 John Cabot University Fall Term HS 120 Introduction to Western Civilization I RL 225 Mystics, -
Leicestershire Sustainable Community Strategy
LEICESTERSHIRE SUSTAINABLE COMMUNITY STRATEGY FINAL DRAFT MARCH 2008 1 Introduction I am pleased to present our Sustainable Community Strategy to you on behalf of Leicestershire Together, the Local Strategic Partnership for Leicestershire. Leicestershire Together includes all of the organisations and partnerships that deliver public services in Leicestershire, and we seek to improve the quality of life and of public services in the County. This draft Sustainable Community Strategy proposes priorities for improvement in Leicestershire over the next 5 years. These are largely based upon two draft evidence base reports ‘This is Leicestershire’ and ‘Places in Leicestershire’. The structure of the new Sustainable Community Strategy is quite different to that of the previous Community Strategy in that it focuses on what we are going to do rather than how we are going to do it. Our second Local Area Agreement (LAA2) is the key delivery framework for the strategy (the ‘how’ bit) – and more details on the LAA can be found later in this document. The challenge that faces us now is to deliver the ambitions outlined in this Strategy, making a real and measurable difference to the lives of Leicestershire people. David Parsons Chair, Leicestershire Together Contact details: Telephone: 0116 305 6977/8137 E-mail: [email protected] Website: www.leicestershiretogether.org Write to us: Policy Team, Chief Executives Department, Leicestershire County Council, County Hall, Glenfield, Leicestershire LE3 8RA 2 EXECUTIVE SUMMARY Leicestershire Together Leicestershire Together is the Local Strategic Partnership for Leicestershire and includes all of the organisations and partnerships that deliver public services in the County. Our aim is to improve the quality of life for the people of Leicestershire and make Leicestershire the best possible place to live and work for everyone. -
Sessions, Papers, and National Reports on the State of Classical Education
II C I T R F M F ED 023 336 FL 001 035 By -Else, Gerald r Ed. Report of the Colloquium on the Classics in Education, 1965. American Council of Learned Societies, New York, N.Y. Pub Date Jan 66 Note -72p. EDRS Price MF -$050 HC -$3.70 Descriptors -AncientHistory,Classical Languages, Classical Literature, ConferenceReports, Foreign Countries, Grammar, Greek, History Instruction, *InternationalPrograms, Language Instruction, Language Programs, Latin, Teaching Methods This is the report of an international meeting on theClassics, conducted August 1965 in London, England. Resolutions adopted bythe Colloquium, minutes of group sessions, papers, andnational reports on the state of classicaleducation are presented. Group sessions discuss the teachingof classical languages, classical literatures, and ancient history and civilization.Special papers presented on some aspects of these topics includeDavid H. Kelly's "Grammar and Methodology:Kenneth Ouinn's 'The Nature of Literary Documents: andHW.Pleket's 'The Teaching of Ancient History: National reports (Including several inFrench and one in Italian) discuss the currentstateofclassicaleducation in Australiaand NewZealand,Brazil, Czechoslovakia, France, GerMany, Ghana, GreatBritain, Greece, Italy, Japan, the Netherlands, Spain, Sweden, and the UnitedStates. (AF) U.S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE DERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY, REPORT OF THE COLLOQUIUM ON THE CLASSICS INEDUCATION 1965 7 7 7.77771,7777-7,71. 77777-7:717.4T.7.77r r - REPORT OF THE COLLOQUIUM ON THE CLASSICS IN EDUCATION 1965 edited by GERALD F. -
Incontri Dei Ddss E Dei Referenti Scuole Basilicata, Calabria, Campania, Molise, Puglia Reggio Calabria, 29 Novembre 2017 Bari, 11 Dicembre 2017
INCONTRI DEI DDSS E DEI REFERENTI SCUOLE BASILICATA, CALABRIA, CAMPANIA, MOLISE, PUGLIA REGGIO CALABRIA, 29 NOVEMBRE 2017 BARI, 11 DICEMBRE 2017 COORDINAMENTO: Maria Rosaria Rao, DS del Liceo Classico “Tommaso Campanella” di Reggio Calabria, Scuola Polo della Rete Nazionale dei Licei Classici per la Macro Area Sud 1 INDICE Proposte di rinnovamento del curricolo del Liceo Classico: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ………………………………………………………………………... 3 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 ……………………………………………………………………………………… 6 Innovazione didattica per l’apprendimento delle lingue classiche: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ……………………………………………………………………….. 8 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 …………………………………………….. ………………………………………. 10 Proposte per la revisione della seconda prova scritta dell’Esame di Stato: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ………………………………………………………………………... 13 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 …………………………………………………………………………………….... 18 Attuazione dei percorsi di Alternanza Scuola-Lavoro: punti di forza e criticità: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ………………………………………………………………………... 20 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 …………………………………………………………………………………….... 22 Percorsi liceali quadriennali: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ……………………………………………………………………… 24 Conclusioni del tavolo -
Academy Faqs
FREQUENTLY ASKED QUESTIONS What is an Academy? Academies are charitable companies funded by the Government to provide state education free of charge. Multi academy trusts bring together several academies under a single board of trustees, who are accountable for the academies within the Trust. They are funded at the same level as schools maintained by local authorities; and have the same responsibilities for children with special educational needs, pupils in receipt of pupil premium and for admissions. So why make the change? All schools need support to improve and in the current financial climate we are unable to secure the support we need from the Local Authority. Joining Aquila will give us high quality support for school improvement and the opportunity to share and develop good practice with other Aquila academies. What about the staff? If we convert to academy status within Aquila all our staff will transfer on their existing terms and conditions protected under the TUPE regulations. Aquila is committed to employing qualified teachers and to paying all its staff on national terms and conditions. Staff will benefit from the support and professional development that Aquila will provide and from opportunities to work with colleagues in other Aquila academies. Who will be the members of the local governing body? On conversion, current governors will remain as the local governing body (LGB) for the school, but over time governors will be appointed by Aquila, seeking to ensure a balance of appropriate skills. Our LGB will continue to include two elected parents and one elected member of staff. Doesn’t joining an academy trust mean that everything will change? No! Aquila is committed to working with its schools and supporting them to improve. -
Terms for School Levels This Table Features Education Terms Used in Canada, the U.S., the U.K., and Other Countries
Terms for School Levels This table features education terms used in Canada, the U.S., the U.K., and other countries. This includes reference to the International Standard Classification of Education (ISCED) maintained by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This table provides a general sense of school terminology and age ranges, as there are differences within each country or sovereign country. In those respects, Quebec differs slightly from British Columbia, Scotland differs slightly from England, etc. This table is one of the eResources from the book Sharing Your Education Expertise with the World: Make Research Resonate and Widen Your Impact by Jenny Grant Rankin, Ph.D. See the book for terminology explanations and more. Age Canadian Terms US Terms UK Terms UNESCO ISCED Terms early junior kindergarten, early preschool, nursery school Early Years Foundation Stage (EYFS)ante-pre-school, early childhood early childhood ≤ 4 childhood pre-kinder., preschool education primary nursery childminders, education, educational education kindergarten, primary stage infant, key stage 1 children's Level 0 development, pre- 5 K-12 primary elementary school centre, nursery Level 1 primary education classes/school, elementary grades 1-8 (in (kindergarten school (starts with grade TK or 6 pre-school, education Quebec, grade through K and ends after 6th primary school, school and the first grade 12) or grade around age 11 if or reception 7 half of high school) TK-12 student goes on to (transitional middle school; -
The Early Days
The Early Days By the middle of the nineteenth century the area we know as West End was a thriving farming community growing fruit and vegetables for the people of Brisbane. It had been named ”Kurilpa‘ meaning "place for rats", by the local Turrbal people and consisted of blocks of rich alluvial soil along the river bank which were able to produce strawberries, grapes, oranges, melons, bananas and peaches. A creek ran down Montague Road to Jane Street where it met the river. Building the New School Around the 1870s the close proximity of West End to the city and the increasing commercial interests in South Brisbane led to a greater increase in residential development. By 1874 it was clear that a primary school was needed and tenders were called. Mr. Ebenezer Chapman was successful and with a budget of one thousand six hundred and fifty pounds built the first school which opened on August 16th 1975. The First West End School In fact it was three schools in one, for in those days boys, girls and infants were segregated. The T shaped building at the southern end of the block bounded by Vulture, Hardgrave, Horan and Jane Streets, housed 76 boys under the Headmaster Mr. Walter Scott, 54 girls under Headmistress Miss Jessie Robertson and 106 infants under Headmistress Miss Marianne Horan. The First Inspection The first inspections reveal a good report on the teaching at the new school, but concerns about the building: "The schoolroom devoted to the use of the infants is un-provided with verandahs, and, the windows not being frosted, is found to be very hot in the afternoon; it also stands in such a position that it is screened from the prevailing easterly breezes". -
Social Selectivity of State Schools and the Impact of Grammars
_____________________________________________________________________________ Social selectivity of state schools and the impact of grammars A summary and discussion of findings from ‘Evidence on the effects of selective educational systems’ by the Centre for Evaluation and Monitoring at Durham University The Sutton Trust, October 2008 Contents Executive summary 3 Introduction and background 5 Findings -- selectivity 7 Findings – pupil intakes 10 Findings – attainment 12 Discussion 13 Proposed ways forward 16 Appendix 18 2 Executive summary Overview This study shows that the vast majority of England's most socially selective state secondary schools are non-grammar schools. However, England's remaining grammar schools are enrolling half as many academically able children from disadvantaged backgrounds as they could do. The research also concludes that the impact on the academic results of non-grammar state schools due to the ‘creaming off’ of pupils to grammar schools is negligible. Grammars have a widespread, low-level, impact on pupil enrolments across the sector. A relatively small number of non-selective schools do see a significant proportion of pupils ‘lost’ to nearby grammars, but this does not lead to lower academic achievement. The Trust proposes that a further study be undertaken to review ‘eleven plus’ selection tests to see whether they deter bright pupils from disadvantaged backgrounds applying to grammar schools, and urges more grammars to develop outreach schemes to raise the aspirations and achievement of children during primary school. It also backs calls for religious schools to consider straightforward 'binary' criteria to decide which pupils should be admitted on faith grounds, and other ways – including the use of banding and ballots – to help make admissions to all secondary state schools operate more equitably. -
Transition from Infant to Junior School This Guidance Was Co-Produced in Collaboration with a Number of Organisations Including
Transition from infant to junior school This guidance was co-produced in collaboration with a number of organisations including: Access Through Technology Family Voice Norfolk 2 What is transition? Our lives are full of change, during which we transition or move from one stage to another. A transition from one educational setting to another can be a very anxious time for both parent carers and for their children. This guide is to help parent carers of children with special educational needs and disabilities (SEND) who are preparing to move from an infant school (key stage 1) to a junior school (key stage 2). Pupils transfer from infant to junior school at the end of year 2, in the new academic year following their 7th birthday. If your child is in a primary school, there is no need to read any further. Your child will stay in the same setting and will move up to the next year group automatically - see guidance on ‘Moving from class to class.’ How do we plan for success? Effective transitions rely upon… ✓ Good planning ✓ Good communication Good transition planning benefits all children and young people. However, for those with additional needs, including SEND, additional planning will be required to ensure that transition is successful. 3 When should I start to think about a school for year 3? If your child does not have an education, health and care plan (EHCP)… ✓ Start to think about possible schools for year 3 by the Autumn of the year before your child is due to start (at the latest) ✓ Apply for a junior school placement in the usual