The School Curriculum School Calendar ASM Diploma Requirements GPA Co-Curricular Activities

Total Page:16

File Type:pdf, Size:1020Kb

The School Curriculum School Calendar ASM Diploma Requirements GPA Co-Curricular Activities The American School of Milan (ASM) ensures a modern and rigorous education for International students to excel in the changing world of tomorrow. The School ASM is an independent, co-educational college preparatory day school with a state-of-the-art campus located south of Milan. Founded in 1962, ASM has been educating international students from more than 50 countries for more than 50 years. ASM provides schooling for students from 3 years of age through high school with its American/International program of studies. The school is an IB World School that offers the International Baccalaureate Diploma (IBDP). In addition, students are awarded the American School High School Diploma. ASM is accredited by the Middles States Commission on Higher Education. 86 Full-Time Faculty 16% hold an American passport 54 Dual Master’s 44% are 12% Degree or ph. D third-country Nationalities nationals 69% Master’s Degree Student Body 40% are host 800 country nationals 20% Bachelor’s Degree Curriculum All students are enrolled in a college preparatory program. All junior and senior level courses are taught at the IB level; however, students have the choice to obtain the IB Diploma, IB Certificate, or an American High School Diploma. Currently, 45 out of 52 seniors are IB Diploma Candidates. ASM is a technology focused school with a one-to-one laptop program from grades 6-12. School Calendar ASM is on a two semester schedule beginning early September and late January. Students are on a seven period rotating block schedule. ASM Diploma Requirements Twenty-two (22) credits in high school coursework are required as a minimum for graduation. A minimum of eight semesters of attendance in high school is also required. Each credit represents one year of work. Requirements must be earned as follows: • English 4 • Foreign Language 3 • Mathematics 4 • Physical Education 1 • Science 4 • Fine Arts 1 • Social Studies 4 • Elective 1 GPA Owing to the transitory nature of the student body and the divergent schools from which they enroll, ASM does not report a cumulative GPA or class rank. Co-Curricular Activities Students can choose from a varied program of sports, cultural events, personal enrichment and service. The activities are often reflective and immersed in the inspiring area surrounding Milan. Among these choices are: a thriving Model United Nations, Motion Picture Arts Studio, After School Achievement Program (ASAP), Senior Wind Orchestra and Rock/Jazz Band, varsity sports, Yearbook, National Honor Society, two school theatre groups, and Rock Climbing and Bouldering. The ASM Motion Picture Arts Studio is comprised of two distinct rooms; a Film Studio and Editing Lab that allows students to participate in every aspect of film production from script to screen. International Baccalaureate ASM strongly believes in offering a balanced demanding curriculum which is highlighted in our International Baccalaureate program. The IB Diploma program emphasizes rigorous college preparatory classes, where external testing is required in six core subject areas. These areas include native language, second language, experimental sciences, the arts, mathematics and computer science, individuals and society. IB grading is distributed on a 1-7 scale, with 4 representing a passing score (equivalent to a C+) and 6 and 7 representing outstanding work (equivalent to an A). In order to receive the IB Diploma, students must fulfill the following requirements: • Completion of a Theory of Knowledge course • Completion of a 4,000 word research paper (Extended Essay) • Completion of 150 hours of Creativity, Action, and Service work (CAS) • Enrollment in 3 higher level (HL) and 3 standard level (SL) courses. • A total score of at least 24 points in all subject areas. Courses The following IB courses are offered in Higher Level (HL) and Standard Level (SL): Group 1 Native Language Group 4 Sciences • First language, including the study of world literature • Biology SL/HL • English A1 Language and Literature HL/SL • Chemistry SL/HL • English A1 Literature HL/SL • Physics SL/HL • Italian A1 Language and Literature HL/ SL • Environmental Systems and Societies SL Group 2 Language Acquisition Group 5 Mathematics • Italian B SL/HL/ab initio • Mathematics Studies SL/HL • French B SL/HL/ab initio • Mathematics SL/HL • Spanish B SL/HL/ab initio Group 3 Individuals and Societies Group 6 Arts and Electives • History SL/HL • Visual Arts SL/HL • Psychology SL/HL • Film SL/HL • Economics SL/HL • A second subject from Group 1-4 • Environmental Systems and Societies SL IB scores In the past five years, our IB scores have surpassed world average scores. Year 2016 2015 2014 2013 2012 Pass Rate 100% 93% 100% 83.8% 91.4% ASM Avg Score 34 34 34 31 33 World Avg Score 30 30.3 29.8 29.8 29.7 Colleges and Universities Accepting Graduates 2013-2016 United States Universities Alfred University South Harmon Institute of Technology American University Southern Methodist University Amherst College Saint Joseph’s University Arizona State University San Diego State University Auburn University St. John’s University Babson College Stony Brook University Boise State University Suffolk University Boston College Syracuse University Boston University Tarleton State University Bowdoin College Temple University Brandeis University Texas Community College Brown University Towson University Case Western Reserve University Tufts University Catholic University University of Alabama Clark University University at Buffalo, SUNY Clarkson University University Illinois at Chicago Colby Sawyer College University California at Berkeley Colgate University University of California at Irvine Columbia University University of California at Los Angeles DePaul University University of California San Diego Drexel University University of California Santa Barbara Emerson College University of California Santa Cruz Emmanuel College University of Chicago Fischer College University of Colorado at Boulder Florida Atlantic University University of Connecticut Florida Institute of Technology University of Delaware Florida International University University of Denver Fordham University University of Florida Franklin W. Olin College of Engineering University of Georgia George Mason University University of Hartford George Washington University University of Idaho Georgetown University University of Jacksonville Georgia Institute of Technology University of Mary Washington Hofstra University University of Massachusetts Indiana University of Bloomington University of Michigan Iowa State University University of Minnesota James Madison University University of New Hampshire Lawrence Technological University University of North Carolina-Chapel Hill Loyola University Chicago University of North Carolina at Wilmington Loyola university Maryland University of North Florida Lynn University University of Oklahoma Maryland Institute College of Art University of Oregon Marymount Manhattan College University of Richmond Miami University University of Rochester Miami University of Ohio University of San Diego Michigan State University University of San Francisco Middlebury College University of Santa Barbara Midwestern State University University of Southern California Massachusetts Institute of Technology University of Texas Montana State University University of Virginia New York University University of Washington Northeastern University Vassar College Ohio University Villanova University Oklahoma Wesleyan University Virginia Commonwealth Parsons The New School for Design Washington State University Penn State University Webster University Pennsylvania Academy of Art Wellesley College Pratt Institute Wentworth Institute of Technology Purdue University Wesleyan University Providence College Whitworth University Quinnipiac University Worcester Polytechnic Institute Ringling College of Art UK Universities American Intercontinental University, London The Robert Gordon University Arts University of Bournemouth University of Arts London Bournemouth University University of Aberdeen Brunel University University of Bath Camberwell College of Arts University of Birmingham Cambridge University University of Brighton Cardiff University University of Bristol Central St. Martin College of Art and Design University College of London City University of London University College of Worchester Courtauld Institute of Art University of East London De Montfort University University of Edinburgh Durham University University of Essex East Anglia University University of Exeter European School of Economics University of Glasgow Goldsmith University of London University of Greenwich Highbury College, Portsmouth University of Hertfordshire Hult International Business School University of Kent Imperial College London University of Leeds Istituto Marangoni, London University of Leichester King’s College London University of Lincoln Kingston University University of Liverpool Lancaster University University of London Birbeck London College of Communication University of Manchester London Metropolitan University University of Middlesex London School of Business and Finance University of Nottingham London School of Economics University of Oxford London South Bank University University of Plymouth Manchester Metropolitan University University of Portsmouth Middlesex University University of Reading Newcastle University University of Sheffield Nottingham University University of Southampton Oxford Brookes University University of St. Andrews Queen Mary University University of Stirling
Recommended publications
  • University of Brighton College of Life, Health and Physical Sciences
    University of Brighton College of Life, Health and Physical Sciences School of Health Sciences Policies and Process for Supporting Students in Practice Settings 2016 School of Health Sciences 2016 © University of Brighton Updated April 2016 Table of Contents Contact information ..............................................................................................................................................................................3 Communicating practice learning opportunity(PLO)allocations/placements .........................................................................................6 Suspending or withdrawing a placement / practice learning opportunity area from use as a practice learning environment………….7 Raising and escalating concerns about practice settings…………………………………………………................................................11 Reporting suspicion and/or witnessing abuse…………………………………………………………………………………………………13 Student complaints about practice…………………………………………………………………………………………………………......15 Practice Placement Evaluations………………………………………………………………………………………………………………...15 Educational Audit process for nursing………………………………………………………………………………………………………… 17 Educational Audit checklist…………………………………………………………………………………………………………………… .19 General guidance for completion of audits…………………………………………………………………………………………………….21 BSc (Hons) Nursing course placement planning checklist…………………………………………………………………………………..25 Who is this document for? SHS academic and administrative staff, students, to share with Practice Education Facilitators,
    [Show full text]
  • The Best University Preparation for You
    The best university preparation for you A TRUSTED, HIGH QUALITY BRITISH EDUCATION TAILOR-MADE FOR INTERNATIONAL STUDENTS Contents THE BEST UNIVERSITY PREPARATION FOR YOU 1 BELLERBYS BRIGHTON: LIVE IN A CITY DEFINED BY INDIVIDUALITY 34 CHOOSE FROM THREE ICONIC BRITISH CITIES 2 WHY CHOOSE BELLERBYS BRIGHTON? 36 PROGRESS TO A TOP UNIVERSITY 5 BELLERBYS CAMBRIDGE: SPECIALISING IN SCIENCE AND ENGINEERING SUBJECTS 38 FIND THE BEST PROGRAMME FOR YOU 6 WHY CHOOSE BELLERBYS CAMBRIDGE? 40 A LEVEL 8 BELLERBYS LONDON: WHY CHOOSE OUR A LEVEL PROGRAMME? 9 CONNECT TO INDUSTRIES OF THE FUTURE IN A GLOBAL CITY 42 WIDE CHOICE OF A LEVEL SUBJECTS 12 WHY CHOOSE BELLERBYS LONDON? 44 MEDICAL SCHOOL PREPARATION AT BELLERBYS CAMBRIDGE 14 ELITE MEDICS AT BELLERBYS BRIGHTON 15 LIFE BEYOND THE CLASSROOM 46 SPECIALIST PREPARATION FOR OXBRIDGE 16 A LEVEL RESULTS 2018 17 YOUR SUPPORT NETWORK 48 FOUNDATION 18 YOUR HOME AWAY FROM HOME 50 WHY CHOOSE OUR FOUNDATION PROGRAMME? 19 LIVING IN BRIGHTON 51 CHOOSE FROM 11 FOUNDATION SUBJECT PATHWAYS 20 LIVING IN CAMBRIDGE 52 FOUNDATION RESULTS 2018 22 LIVING IN LONDON 53 GCSE 24 HOMESTAY 54 2 YEAR GCSE PATHWAY 25 3 AND 4 TERM GCSE 26 KEY PROGRAMME OVERVIEW 58 PRE-FOUNDATION 27 2018 PROGRESSION HIGHLIGHTS 59 UNDERGRADUATE YEAR 1 28 UNDERGRADUATE YEAR 1 PROGRESSIONS 2018 30 FEES 60 UNDERGRADUATE YEAR 1 PROGRESSION OPTIONS 31 TERM DATES 61 BELLERBYS SUMMER 32 THE BEST UNIVERSITY PREPARATION FOR YOU The best university preparation for you With a Bellerbys education you can get into the best universities in the UK. We look forward to helping you achieve your goals and ambitions.
    [Show full text]
  • A Guide to University Student Workbook
    A GUIDE TO UNIVERSITY STUDENT WORKBOOK 01 WELCOME If you are considering university we understand We hope that these activities and this workbook that there is a lot to think about. We are here will help you to develop your ideas about the to make sure that you get the information and best university options for you. experiences to help you decide about the right subject, course and university for you. We will enjoy working with you and hope you enjoy working with us. Through our Outreach programme we have a range of activities from taster days to residential Best wishes summer schools. The Outreach team University of Brighton The University of Brighton is an amazing place to study. The uni is in a great city that has everything you need. It has plenty of resources to use on campus. It’s a friendly university… it definitely is the university for me. Scarlet, Primary Education CONTENTS 03 04 05 06 MY UNIVERSITY ACTIVITY DIARY WHY GO TO EXPLORING EXPERIENCE UNIVERSITY YOUR OPTIONS Choosing the right subject, course and university 08 09 10 11 MY NEXT STEPS TIMELINE APPLYING TO ENTRY UNIVERSITY REQUIREMENTS AND ADMISSIONS 12 14 15 16 YOUR PERSONAL TOP TIPS USEFUL CONTACT STATEMENT WEBSITES DETAILS 02 MY UNIVERSITY EXPERIENCE Use the space below to make notes about your first impressions of university and what you felt about your experience. Recording this information here will give you something to refer to when you are completing your UCAS form. 1. Which activity did you take part in? 5. What surprised you? Was it online or on campus? 2.
    [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]
  • Scholarly Biography Research Interests Qualifications Employment
    Daniel C. Blight Lecturer School of Media Email: [email protected] Website: danielcampbellblight.com Scholarly biography Daniel C. Blight is Lecturer in Photography (Historical & Critical Studies), School of Media, University of Brighton, and the author of The Image of Whiteness: Contemporary Photography and Racialization (SPBH Editions and Art on the Underground, 2019). Blight works on various forms of the essay, fiction and poetry, and has written for magazines and journals including 1000 Words, Aperture, Foam, frieze, The Guardian, Philosophy of Photography, Photoworks, Vogue Italia, as well as contributed chapters to publications from Manchester Art Gallery, UCL Art Museum, Art Museum of Estonia, FOMU Belgium, the Australian Centre for Photography and Rowman & Littlefield. He has been a visiting lecturer at Camberwell College of Arts, Coventry University, Royal Academy of Art The Hague, Royal College of Art, University of Copenhagen, University of Fine Arts of Hamburg, Photography Studies College Melbourne, University of Oxford and Yale University. Research interests General interests: history and theory of photography; photography and philosophy; the essay form; image-text relations; contemporary photographic art; contemporary photobooks; sociology of race; critical philosophy of race; racial capitalism; critical race theory; critical whiteness studies; scientific racism Research specialisms: photography and racial whiteness; photography and race; photography and colonialism; photography and orientalism; photography
    [Show full text]
  • University of Brighton Guide Brighton and Sussex Medical School (BSMS) B74
    WWhenhen you have finished wwiith this prospectus please recycle it. Central contact details University of Brighton Mithras House Lewes Road Brighton BN2 4AT email [email protected] telephone (01273) 644644 fax (01273) 642607 international code (+441273) UCAS institutional codes University of Brighton (BRITN) B72 University of Brighton Hastings campus (BRITN) B72 campus code U University of Brighton Guide Brighton and Sussex Medical School (BSMS) B74 There’s more online... Please refer to the website, www.brighton.ac.uk/courses for up-to-date course information. www.brighton.ac.uk A–Z course finder 02–03 Choosing the University of Brighton 04–47 Great minds 04–05 Inspirational teaching 06–07 Career-focused 08–09 Enriching experiences 10–11 A brilliant place to live 12–13 Brighton 14–15 Falmer campus 16–17 Courses at Falmer 18–19 Grand Parade campus 20–21 Courses at Grand Parade 22–23 Moulsecoomb campus 24–25 Courses at Moulsecoomb 26–29 Eastbourne 30–31 Eastbourne campus 32–33 Courses at Eastbourne 34–35 Hastings 36–37 Hastings campus 38–39 Courses at Hastings 40–41 Support for you 42–45 Your Brighton experience 46–47 All about… 48–81 How to apply 50–51 Entry requirements 52–54 University of Brighton Compact 55 Types of course 56 International students 57–59 Money 60–68 Where to live 69–76 Open days 77 Timeline 78–79 General index 80 How to find us 81 www.brighton.ac.uk 01 A–Z COURSE FINDER Accounting and Finance BSc(Hons) M 26 Criminology and Sociology BA(Hons) F 19 Aeronautical Engineering BEng(Hons) M 28 Criminology and Substance
    [Show full text]
  • Research Matters: the Pedagogic Research Conference and Articles 2019, Pp.6-9
    — — Research Matters — The Pedagogic Research Conference and Articles 2019 Edited by Rachel Masika s Published by Centre for Learning and Teaching University of Brighton Press First edition published 2020 © University of Brighton ISBN: 978-1-910172-22-3 Available at: https://staff.brighton.ac.uk/ clt/Pages/Research/publications.aspx. CLT Publications Managing Editor: Lynda Marshall Centre for Learning and Teaching 104 Watson Building University of Brighton Village Way Falmer Brighton BN1 9PH Tel: 01273-644767 Email: [email protected] Contents Editorial introduction Advancing pedagogic research: researching education and the student experience Dr Rachel Masika Centre for Learning and Teaching ................................................….…… 6 Keynote: Pedagogic Research Conference Developing as an ‘extended’ pedagogic researcher: addressing the ‘three Rs’ Professor Linda Evans, University of Manchester............................... 10 Articles Methods for researching socio-material perspectives of partnership working with service users and the public for clinical commissioning Dr Debbie Hatfield, School of Health Sciences (SHS) and Brighton and Sussex Medical School (BSMS); Professor Gordon Ferns, BSMS; Breda Flaherty, BSMS and Dr Kay Aranda, SHS ............................................ 22 Exploring the relationship between attendance and attainment Dr Vy Rajapillai, Simon Wilkinson and Sarah Varney-Burch, School of Humanities .................................................. 36 Assessment in higher education: the anatomy
    [Show full text]
  • Complete Issue In
    The Journal of Inclusive Practice in further and higher education Issue 5.1 Special Edition Annual Conference 2013 Edition Editorial I am delighted to introduce the first conference edition of JIPFHE and my very sincere thanks go to Mike Wray for pulling it together. Please do not underestimate the work involved in such an undertaking. NADP aims to produce two editions of the journal each year, one of which will focus on the conference. Next year we will be holding our first international conference, from 20th-24th July 2015 in Manchester, so we are looking forward to excellent contributions from all over the world. Mike’s guest editorial provides some background on the set of high quality peer reviewed articles included in this conference edition and I am sure readers will agree that they make essential reading for anyone committed to disability equality in post school education. A huge thank you goes to those who have contributed articles to this iteration of JIPFHE. The non-conference edition will not usually be themed and we will accept contributions at any time and publish when we feel that we have a worthwhile set of articles which have all been successfully peer reviewed as outlined in the editorial guidelines. The editorial board feels that this approach makes more sense than tying ourselves to a specific publication date. Our aim is, of course, to produce publications which are useful to our readership and of high quality. Please note the amendments we have made to the editorial guidelines and method for submitting articles. There have also been changes to the editorial board and JIPFHE now has four editors and a list of reviewers.
    [Show full text]
  • Title Forename Surname Institution Position Email Address Mrs
    Title Forename Surname Institution Position Email Address Mrs Stephanie Aiken Kingston University Principal Lecturer in the Academic Development Centre [email protected] Ms Lorraine Allibone Kingston University Academic Skills Centres Project Manager [email protected] Miss Cherrelle Amo Kingston University Students’ Union Marketing and Sales Administrator [email protected] Dr Rodney Arambewela Deakin University, Australia Lecturer, School of Management and Marketing [email protected] or [email protected] Mr Bruce Armstrong Kingston University Director of Student Services and Administration [email protected] Mrs Alison Ashby Open University Head of IET Student Statistics & Survey Team [email protected] Ms Joanna Bailey Kingston University Senior Lecturer and Faculty Learning & Teaching [email protected] Coordinator Miss Davina Borman Kingston University Information Specialist [email protected] Dr Norrie Brown Edinburgh Napier University School Director of the Student Experience [email protected] Rev Stan Brown Kingston University Chaplain [email protected] Ms Kaye Carver Kingston University Planning Officer [email protected] Mr Andrew Casey Kingston University Students’ Union Student Support Co-ordinator [email protected] Ms Marty Cronje Kingston University Planning Officer (Management Information) [email protected] Professor Kathy Dacre Rose Bruford College Director of Learning, Teaching and Curriculum [email protected] Development Dr Teresa
    [Show full text]
  • Good Practice Guide Developing and Acquiring Employability Skills, Competencies and Attitudes at Postgraduate Taught STEM Level Through Collaboration
    The Postgraduate Experience Project Good Practice Guide Developing and acquiring employability skills, competencies and attitudes at postgraduate taught STEM level through collaboration Edited by Michelle Morgan and Deborah Anderson This document is a collection of work and ideas from partner institutions involved in PEP and colleagues from higher education and business and industry. It is intended for use in the higher education sector as a guide for what has been done and a pointer to what could be achieved. We hope it will lead to more, successful innovations in this vital field. Michelle Morgan and Deborah Anderson, April 2016. "We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill... it demands a broader vision, capabilities in critical thinking and logical deduction without which we cannot have constructive progress.” Li Ka-shing (Chairman, Hutchison Whampoa) Financial Expert Witness Communication: A Practical Guide to Reporting and Testimony, 2014. Contributions by Richard Allarton, Deborah Anderson, Rachel Bowden, Paul Britton, Sally Brown, Fiona Charnley, Janet Cole, Debby Cotton, Ines Direito, Nicholas Fernando, Enrico Ferrari, James Flint, Wendy Fowles-Sweet, Karen Gresty, Juan Guerra, Paul Head, Catherine Hobbs, Sue Impey, Carolyne Jacobs, Mark P Jones, David Lambrick, Andrew W Lloyd, Jules Morgan, Michelle Morgan, Di Nutt, Jason Russell, Melita Sidiropoulou, Sandy Willmott, Helen Zulch. Content Page 1. Introduction 5 Michelle Morgan and Deborah Anderson, Kingston University 2. An example of a self-help advice sheet generated from the 10 institutional Entry to Study Survey Ines Direito, Kingston University 3. Good practice initiatives generated from the Postgraduate Experience 14 Project a.
    [Show full text]
  • Privacy Notice
    Brighton and Sussex Medical School - Privacy Notice The Brighton and Sussex Medical School (BSMS) is an equal partnership between the Universities of Brighton and Sussex, that works with NHS organisations, in the delivery of the following: • The delivery of undergraduate and postgraduate education and training; • Medical research; • Alumni engagement • The provision of the Academic Training programme. To deliver the above, and to meet legal and regulatory requirements, the Universities of Brighton and Sussex, through BSMS process and share personal data on prospective and current students, graduates, employees and research participants. As part of the Universities of Brighton and Sussex, BSMS is committed to protecting the privacy and security of your personal information and being transparent about how it collects and uses personal data. This Privacy Notice summaries how the Universities collect and use personal information about you in relation to the Brighton and Sussex Medical School. Further details can be found at: Data Links and Policies ICO Data Controller registration Protection Officer University Privacy Notices Z5395727 Rachel Page of Brighton https://www.brighton.ac.uk/aboutus/stati stics-andlegal/privacy/index.aspx 01273 642010 Data Protection Policy dataprotection https://staff.brighton.ac.uk/reg/legal/o @brighton.ac.uk ther/Data_Protection_Policy.pdf University Privacy Notices Z6428144 Alexandra Elliott of Sussex https://www.sussex.ac.uk/about/website/ 01273 678472 privacy-and-cookies/privacy Alex.Elliott@sus sex.ac.uk Data Protection Policy http://www.sussex.ac.uk/ogs/policies/info rmation/dpa If you have any questions about the privacy notice or how your personal information is used, then please contact the relevant Data Protection Officer.
    [Show full text]
  • Falmer Campus
    Falmer campus N W E University S of Sussex Subway from campus University of Sussex to the station and south side of A27 < To Brighton A23/M2T3o Eastbourne > B A27 B Falmer Station There is a footpath leading to the campus American Express Community Stadium Falmer Checkland Sports Centre Building Note: new Note: traffic light restricted vehicle access system to site Village Way B2 Sussex Health Pedestrian area B 12 & Racquet club Health 3 & Racquet Ringmer House Th club car park e P Dr ov Permit holders e only Small Hall Mayfield House To Great Wilkins Westlain House Wo Falmer Library odingde Artificial training Paddock Field P pitch Permit Car parking a holders for residences P n/ only Ro tt ingde Hard Courts an > key University site/building Library Accommodation P Parking Train station Footpath B Bus stop Bike sheds Making your way to Brighton Grand Parade campus is By car Schools based in central Brighton. sFrom London: the M25/M23 link in Brighton provides road access from London Moulsecoomb campus is and the rest of the country. Grand Parade sFrom east and west: the A27 and the 2km, and Falmer is 7km School of Architecture and A259 provide access to Brighton. from the centre of town. Design (Design department) The A259 runs along Brighton School of Arts and Media By train seafront. sFrom London Victoria: Pavilion Parade For Moulsecoomb, Grand Parade Southern trains run to Brighton School of Humanities and Varley Halls from the A27 throughout the day. Journey times eastbound take the slip road towards range from 50–90 minutes.
    [Show full text]