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Index Educational Opportunities.Pdf
_Index Educational Opportunities.pdf _Joint SMAa-KNMA Educational Opportunities WR.pdf Deprivation, Unemployment, The educational benefits of the scheme, STEM Education, Careers and Industry Involvement, a) schools, b) post 16 Educational opportunities and training will enable local people to achieve the qualifications and skills they need to be employable at a reopened airport. Appendix 1.pdf Appendix 10.pdf Appendix 11.pdf Appendix 12.pdf Appendix 13.pdf Appendix 14.pdf Appendix 15.pdf Appendix 2.pdf Appendix 3.pdf Appendix 4.pdf Appendix 5.pdf Appendix 6.pdf Appendix 7.pdf Appendix 8.pdf Appendix 9.pdf TR020002 – Manston Airport - Written Representation Ref:20011948 Educational Opportunities – Socio-economic issues SE ii, SE iii, SE v, SE vii, SE viii Introduction We are writing as Vice Chair of Kent Needs Manston Airport and Vice Chair of Save Manston Airport Association, which both support the RSP DCO application in full, and as such agree with all aspects of the application [APP-001 to APP-087]. Although they are separate organisations, they share a common goal to see local people benefit from gaining the necessary skills and qualifications, through the appropriate provision of education, training and apprenticeships, to enable as many of them as possible to gain employment. We have been working with the applicant to find the best ways to bring this about. This Written Representation will concentrate on the Educational Opportunities and we will make further submissions on Jobs, Training and Apprenticeships throughout the Examination Process. Data, methodology and assumptions We have tried to access information/data from reputable sources and quoted relevant passages using quotation marks. -
Durham E-Theses
Durham E-Theses Education, industry and the community; Jarrow secondary school, 1911 - 1944 Davis, Sylvia How to cite: Davis, Sylvia (1991) Education, industry and the community; Jarrow secondary school, 1911 - 1944, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/6159/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. Education, I ndustry and the Community : Jarrow Secondary School, 1911 - 1944 Sylvia Davis . B. Ed ., M. A. (Ed) A thesis submitted for the degree of Master of Education University of Durham School of Education 1991 1 4 MAY ~992 CONTENTS Page. Abstract i Acknowledgements ii List of Illustrations iii List of Brief References iv Statement of Copyright v Chapter One. -
Title of Report
Item 4 Cabinet Date: 21 February 2018 Pupil Admission Arrangements for Primary and Secondary Schools – September 2019 Report of the Corporate Director Children, Adults and Health Cabinet Portfolio/Lead Member: Cllr Joan Atkinson, Children, Young People and Families Purpose of Report 1. This report presents the outcome of the 2017/18 consultation exercise with Governing Boards of Local Authority (LA) Schools and others in respect of proposed pupil admission arrangements for September 2019, and specifically seeks the Council’s determination of the pupil admission arrangements for those schools for which it is the admission authority i.e. Community and Voluntary Controlled Schools, and agreement to the operation of the Co-ordinated Admission Scheme. 2. The report also takes into consideration the most recent version of the School Admissions Code issued by the Department for Education (DfE) which came into force on 19 December 2014. 2 Contact Officer: Christine Henderson, Governor Support and School Admissions Manager (4247847) cabinet cabinet cabinet cabinet cabinet cabinet cabinet Pupil Admission Arrangements for Primary and Secondary Schools – September 2019 Introduction 3. All Admission Authorities have a duty to publish details of their own admission arrangements. Governors of all Roman Catholic schools in the Borough are their own Admission Authorities, as are St Oswald’s C of E Primary School and Jarrow School and as such, determine their own admission policies. The relevant Academy Trust determines the admission policy(ies) for its Academy(ies). The LA is the Admission Authority for all Community and Voluntary Controlled schools. 4. The Education (School Information) (England) Regulations 2008 require the LA to publish information annually about admission arrangements for the following year for all maintained schools in its area, and to publish for each school year a ‘composite prospectus’ giving summary details of admission information. -
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LBP0018 Written evidence submitted by The Northern Powerhouse Education Consortium Education Select Committee Left behind white pupils from disadvantaged backgrounds Inquiry SUBMISSION FROM THE NORTHERN POWERHOUSE EDUCATION CONSORTIUM Introduction and summary of recommendations Northern Powerhouse Education Consortium are a group of organisations with focus on education and disadvantage campaigning in the North of England, including SHINE, Northern Powerhouse Partnership (NPP) and Tutor Trust. This is a joint submission to the inquiry, acting together as ‘The Northern Powerhouse Education Consortium’. We make the case that ethnicity is a major factor in the long term disadvantage gap, in particular white working class girls and boys. These issues are highly concentrated in left behind towns and the most deprived communities across the North of England. In the submission, we recommend strong actions for Government in particular: o New smart Opportunity Areas across the North of England. o An Emergency Pupil Premium distribution arrangement for 2020-21, including reform to better tackle long-term disadvantage. o A Catch-up Premium for the return to school. o Support to Northern Universities to provide additional temporary capacity for tutoring, including a key role for recent graduates and students to take part in accredited training. About the Organisations in our consortium SHINE (Support and Help IN Education) are a charity based in Leeds that help to raise the attainment of disadvantaged children across the Northern Powerhouse. Trustees include Lord Jim O’Neill, also a co-founder of SHINE, and Raksha Pattni. The Northern Powerhouse Partnership’s Education Committee works as part of the Northern Powerhouse Partnership (NPP) focusing on the Education and Skills agenda in the North of England. -
Name Liam Malcolm Main Subject Physical Education Second Subject Science My Academic Qualifications
Personal Information: Name Liam Malcolm Main Subject Physical Second Subject Science Education My academic qualifications: School/College University Mortimer Community College (2007-2012) University of Sunderland (2014-2018) GCSE: English (C), Maths (C), Physical Education (A) BSc (Hons): Sports Coaching (First Class) BTEC Level 2: Sport (D*), IT (D*), Triple Science (Pass) MSc: Sport and Exercise Sciences (Merit) Gateshead College Academy of Sport (2012-2014) North East Partnership SCITT (2018-2019) Level 3 Extended Diploma: Sports Development, Coaching and PGCE and QTS: Secondary Physical Education (Pending) Fitness (DDM) The experience I have had in schools: PGCE Placements Benfield School, Newcastle (September-December 2018) St Mary’s Catholic School, Newcastle (January-June 2019) Undergraduate Placements Mortimer Community College, South Shields (2015-2018) Red House Academy, Sunderland (May 2017, 2 days) Kelvin Grove Primary School, Gateshead (March 2016, 2 weeks) Other Placements and / or Harton Academy, South Shields (June 2018, 6 weeks). Master’s Degree Research Employment in Schools The strengths I have within my main subject area: Personal Strengths NGB/Other Coaching Awards Teaching Strengths • Played numerous sports for many years • FA Level 1 Football Coaching (2014) • I possess a vast array of both both within competitive and social • VTCT Level 3 Sports Massage Therapist theoretical and practical sporting environments (2015) knowledge from playing sport, • Member of school football (Captain), • BAFCA Level 1 American Football Coaching completing a range of NGB basketball (Captain) and rugby teams (2016) qualifications and from my university • Played football at club level from the age • Site Certified School Rock Climbing and PGCE studies of 6 to 16 Instructor (2016) • I place a huge emphasis on student • Played county and regional basketball • Teachers Trampolining Award Level 1 & 2 engagement and inclusion during from the age of 12 to 16 (2018) lessons. -
Harton Technology College – Teaching School Lisle Road South Shields Tyne & Wear NE34 6DL
Harton Technology College – Teaching School Lisle Road South Shields Tyne & Wear NE34 6DL Contact details: Lynn Culkin Teaching School Manager 0191 4274050 ext. 205. E-mail address [email protected] Website: www.harton-tc.co.uk Harton Technology College is a mixed secondary school in South Shields, Tyne and Wear with pupils aged from 11-18. Rated as outstanding by OFSTED in 2006/2007 including for teaching and learning, the school was featured by OFSTED in its report “Twelve Outstanding Secondary Schools – Excelling Against the Odds. A recent thematic OFSTED inspection of ICT, rated ICT across the school as outstanding in every respect! A high performing specialist school, the newly built sixth form was opened in 2010 and the refurbished main building opened in October 2011. Harton Technology College has a strong and highly successful record of school to school support and extensive experience of professional development; investing heavily in staff delivering and receiving professional development to and from schools across the Borough and beyond. As Teaching School, it is responsible for leading and developing this exciting new Alliance to deliver high quality training and professional development for teachers and leaders at all stages in their career and is passionate about ensuring that the Alliance is at the forefront of developments of the BIG6, to drive school improvement and bring real benefits to pupils. Key developments of the Alliance to date and future plans include: Successful designation of sixteen highly skilled and -
Secondaryschoolspendinganaly
www.tutor2u.net Analysis of Resources Spend by School Total Spending Per Pupil Learning Learning ICT Learning Resources (not ICT Learning Resources (not School Resources ICT) Total Resources ICT) Total Pupils (FTE) £000 £000 £000 £/pupil £/pupil £/pupil 000 Swanlea School 651 482 1,133 £599.2 £443.9 £1,043.1 1,086 Staunton Community Sports College 234 192 426 £478.3 £393.6 £871.9 489 The Skinners' Company's School for Girls 143 324 468 £465.0 £1,053.5 £1,518.6 308 The Charter School 482 462 944 £444.6 £425.6 £870.2 1,085 PEMBEC High School 135 341 476 £441.8 £1,117.6 £1,559.4 305 Cumberland School 578 611 1,189 £430.9 £455.1 £885.9 1,342 St John Bosco Arts College 434 230 664 £420.0 £222.2 £642.2 1,034 Deansfield Community School, Specialists In Media Arts 258 430 688 £395.9 £660.4 £1,056.4 651 South Shields Community School 285 253 538 £361.9 £321.7 £683.6 787 Babington Community Technology College 268 290 558 £350.2 £378.9 £729.1 765 Queensbridge School 225 225 450 £344.3 £343.9 £688.2 654 Pent Valley Technology College 452 285 737 £339.2 £214.1 £553.3 1,332 Kemnal Technology College 366 110 477 £330.4 £99.6 £430.0 1,109 The Maplesden Noakes School 337 173 510 £326.5 £167.8 £494.3 1,032 The Folkestone School for Girls 325 309 635 £310.9 £295.4 £606.3 1,047 Abbot Beyne School 260 134 394 £305.9 £157.6 £463.6 851 South Bromsgrove Community High School 403 245 649 £303.8 £184.9 £488.8 1,327 George Green's School 338 757 1,096 £299.7 £670.7 £970.4 1,129 King Edward VI Camp Hill School for Boys 211 309 520 £297.0 £435.7 £732.7 709 Joseph -
Newsletter Your Termly Update
NEWSLETTER YOUR TERMLY UPDATE EASTER 2019 ISSUE 5 SUMMARY Teaching Internship 03 in Physics or Maths Year 7 Paris Trip 05 Year 12 Visit - The 06 House of Commons Alnwick Mob 08 Football Story Nepal and Vietnam 09 Teams Update Lunchtime 10 Arrangements Girls’ U15 Rugby 12 County Cup Winners Vegas Acro Cup Gold 12 medal winner North East Sports 13 Disability Awards Evening 1 WELCOME Welcome to the Easter edition of April 2019. Please refer to our ‘Pastoral’ Harton News, the termly newsletter for pages for further information relating parents, students, staff, governors and to the start of the new summer term members of the community. 2019. The academic term leading up to the I would like to take this opportunity Easter holidays, as always, has been to express my sincere thanks to very busy this year with a huge number everyone for your tremendous support of activities continuing to be a welcome which continues to make Harton the feature of school life. ‘outstanding’ school that it is. The very important examination Finally, I would like to wish you period commences immediately after all a fantastic Easter break with we return to school, making this your families and I look forward to free time an ideal opportunity for welcoming our students back to school students to organise and commence a on Tuesday 23rd April 2019. comprehensive revision schedule. We break up at 3:15pm on Friday 5th Best wishes April and all students return to school Sir Ken Gibson after the Easter holiday on Tuesday 23rd Executive Head Teacher ISSUEIN 5 THIS/ EASTER -
Education Indicators: 2022 Cycle
Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames -
CTTP-Information-Brochure-2017
1 Contents Why Teach? What is CTTP ? 4 5 Why Us? Top 10 Reasons To Train With Us 6 7 Training Case Studies Programme 10 11 Location Of Funding, Partnership Bursaries & How Schools To Apply 12 13 2 3 Why Teaching is a rewarding, exciting and fulfilling Teach? profession. By bringing your skills and knowledge to the classroom, you can make a real difference to the lives of young people. Every day you are able to share your enthusiasm for learning so that it will inspire others to realise their potential and to discover their talents. Teachers shape the lives of future generations. This is an exciting prospect for all teachers and despite some challenges, it remains the most rewarding and deeply satisfying career. Teaching salaries are competitive and there are many opportunities for professional development and career progression. Generous holidays allow you to pursue your hobbies and interests, travel and spend time with family and friends. 4 What is CTTP? Our Initial Teacher Training takes candidates under the School Centred Initial Teacher Training (SCITT) and School Direct programmes and provides a great alternative to training through a university. Because our training is school based, we provide you with practical, job based learning from the start. As you are working in a school, you are also much more likely to get a job at the end of your training. In fact, 100% of our trainees go on to secure a teaching role. At Carmel, we have been inspiring the next generation of teachers for over 17 years and now provide Initial Teacher Training to over 120 trainees every year. -
Title of Report
item 3 Cabinet Date: 20 February 2019 Pupil Admission Arrangements for Primary and Secondary Schools – September 2020 Report of the Corporate Director Children, Adults and Health Cabinet Portfolio/Lead Member: Cllr Moira Smith, Children, Young People and Families Purpose of Report 1. This report presents the outcome of the 2018/19 consultation exercise with Governing Boards of Local Authority (LA) Schools and others in respect of proposed pupil admission arrangements for September 2020, and specifically seeks the Council’s determination of the pupil admission arrangements for those schools for which it is the admission authority i.e. Community and Voluntary Controlled Schools, and agreement to the operation of the Co-ordinated Admission Scheme. 2. The report also takes into consideration the most recent version of the School Admissions Code issued by the Department for Education (DfE) which came into force on 19 December 2014. 2 Contact Officer: Christine Henderson, Governor Support and School Admissions Manager (4247847) cabinet cabinet cabinet cabinet cabinet cabinet cabinet Pupil Admission Arrangements for Primary and Secondary Schools – September 2020 Introduction 3. All Admission Authorities have a duty to publish details of their own admission arrangements. Governors of all Roman Catholic schools in the Borough are their own Admission Authorities, as are St Oswald’s C of E Primary School and Jarrow School and as such, determine their own admission policies. The relevant Academy Trust determines the admission policy(ies) for its Academy(ies). The LA is the Admission Authority for all Community and Voluntary Controlled schools. 4. The Education (School Information) (England) Regulations 2008 require the LA to publish information annually about admission arrangements for the following year for all maintained schools in its area, and to publish for each school year a ‘composite prospectus’ giving summary details of admission information. -
CTTP-Information-Brochure-V2.Pdf
1 4 Why Teach 5 What is CTTP & SCITT? 6 Why us 7 Case Studies 8 Course Outline - Primary 9 Course outline - Secondary 10 Locations of Lead Schools 11 Funding, Bursaries & How to Apply 2 Contents Why Teach? What is CTTP & SCITT? 4 Why Teach 4 5 5 What is CTTP & SCITT? 6 Why us Why Us? Top 10 Reasons 7 Case Studies To Train With Us 8 Course Outline - Primary 9 Course outline - Secondary 6 7 10 Locations of Lead Schools 11 Funding, Bursaries & How to Apply Training Case Studies Programme 8 9 Location Of Funding, Partnership Bursaries & How Schools To Apply 10 11 3 Why Teach? Teaching is a rewarding, exciting and fulfilling profession. By bringing your skills and knowledge to the classroom, you can make a real difference to the lives of young people. Every day you are able to share your enthusiasm for learning so that it will inspire others to realise their potential and to discover their talents. Teachers shape the lives of future generations. This is an exciting prospect for all teachers and despite some challenges, it remains the most rewarding and deeply satisfying career. Teaching salaries are competitive and there are many opportunities for professional development and career progression. Generous holidays allow you to pursue your hobbies and interests, travel and spend time with family and friends. 4 What is CTTP & SCITT? Our Initial Teacher Training takes candidates under the School Centred Initial Teacher Training (SCITT) and School Direct programmes and provides a great alternative to training through a university. Because our training is school based, we provide you with practical, job based learning from the start.