DOCSLIB.ORG

Embedded Project Based Learning with Real World Connections Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Embedded Project Based Learning with Real World Connections Contents Planning curriculum- Going places, embedded Project Based meeting people, Learning with real world doing and connections making things Planning curriculum-embedded Going places, meeting people, Project Based Learning doing and with real world connections making things The PBL Goes to University team and authors of this guide are: Professor David Leat, Professor of Curriculum Innovation Ulrike Thomas, CfLaT Research Associate Dr Alison Whelan, CfLaT Research Associate Centre for Learning and Teaching (CfLaT), King George VI Building, Newcastle University. The team would like to thank Julie McGrane, Director of Leading Learning (Education) www.leadinglearning.uk and Anne de A’Echevarria, Director of Thinkwell, www.linkedin.com/in/anneechevarria/ for writing Section 5: Powerful Knowledge and Project Based Learning and for their expert input to our CPD sessions. We are extremely grateful to Dan Gourley, Teacher of PE and Sport, and Faye Jones, Head of Applied Science, both at Durham Sixth Form Centre, and to Lynn Kerr, Assistant Head Teacher at Valley Gardens Middle School, Whitley Bay, for their contributions to this guide and our CPD and their willingness to embrace the PBL approach. Special thanks to Neil Willis, Hannah Cummins, and all the team at the North East Local Enterprise Partnership (NE LEP), for their support in helping us create some fantastic projects. We are also very grateful to the Newcastle University academics, students and professionals, local industry partners, heritage providers, and other external partners who have given up their time and expertise to provide meaningful, engaging, inspiring PBL opportunities. Special thanks to Sara Bird, Gillian Johnston, Beverley Smith, Teresa Strachan, Sally Waite and Megan Wilson. Thanks also to everyone at the Edge Foundation, with a special mention to Karen Burgess, Jane Samuels and Helen Beardmore who have been incredibly supportive and helpful. Finally, many thanks to all the staff and students at the schools we have had the pleasure to work with throughout this project: Berwick High School; Churchill Community College, Wallsend; Corbridge Middle School; Durham Sixth Form Centre; Ferryhill Business and Enterprise College; George Stephenson High School, Killingworth; Hartlepool College; Hexham Middle School; Norham High School; Northern Saints Catholic Education Trust (St Bede’s, Peterlee; St Joseph’s, Hebburn and St Wilfred’s, South Shields); Ponteland High School; Prince Henry’s Grammar School, Otley; Sunderland College; Thornhill Academy, Sunderland; and Valley Gardens Middle School, Whitley Bay. chichestergraphicarts.com Design: This work has been funded by The Edge Foundation. For more information, visit https://www.edge.co.uk/ Photographs from Civil War project featuring Ponteland High School and Newark High School are copyright of Special Collections and Archives at Robinson Library, Newcastle University. Photographs from the ‘Shipbuilding on the Tyne’ project featuring Carville Primary School are courtesy of Amber Film and Photography Collective CIC’s Primary Source Programme, created by Bryan Dixon and supported by Paul Hamlyn Foundation. For more information contact [email protected] February 2021 2 PLANNING CURRICULUM-EMBEDDED PROJECT BASED LEARNING WITH REAL WORLD CONNECTIONS CONTENTS Acknowledgements 2 Contents 3 Introduction 4 Part 1 Part 2 1. Making the Case for Project Based Learning (PBL) 6 Introduction to the section 64 2. The Key Principles of a Project 9 17. Planning Map and Timetable 65 2.a CASE STUDY: A TALE OF TWO SIEGES 13 18. Project Tuning 67 3. Brokerage 14 19. Planning with External Partners Why, How? 69 4. Planning with Confidence – Mitigating Risk 16 19.a. CASE STUDY: CYBERSECURITY PROJECT 72 5. Powerful Knowledge and Project Based 20. Managing Group Work 73 Learning 21 21. Tweaking 76 6. Developing Transferrable Skills 27 21.a. CASE STUDY: MINISTRY OF FOOD 78 6.a. CASE STUDY: NORTHERN SAINTS DESIGN SPRINT 29 22. Keeping your Students on Track 79 7. Developing your Hook Question 30 23. Maintaining Authenticity and 8. Launching your Project 31 Real-World Links 81 8.a. CASE STUDY: MATHS IN ARCHITECTUURE 34 24. Project Evaluation 83 9. Products 35 10. Showcases 38 10.a. CASE STUDY: cracking CHOLERA 42 11. Going Places 43 12. Meeting People “know who as well as know how” 46 12a. CASE STUDY: AMAZING CAREERS IN THE NE 48 13. Imagined Futures 49 13.a. CASE STUDY: DIGITAL MENTORING 51 14. Feedback and Assessment 52 15. Learning Spaces 60 16. Agendas 63 References 85 Useful websites, resources and contacts 87 GOING PLACES, MEETING PEOPLE, DOING AND MAKING THINGS 3 INTRODUCTION his guide is the result of a two year project Our guide is in two parts. undertaken by a research team from Tthe Centre for Learning and Teaching, Part 1 focuses on the key principles Newcastle University and funded by the Edge and characteristics of Project Based Foundation. Our aim was to work with teachers Learning. interested in developing Project Based Learning (PBL) through providing them with brokerage, Part 2 focuses on the ‘how to’ aspect of resources, professional development activity planning, running and evaluating your and perhaps most importantly encouragement. project. Throughout the two years we have been fortunate to work with many truly inspirational Case studies are used to exemplify ideas people both in schools and representing a throughout this guide. Where a symbol range of organisations and businesses. Their appears a more detailed version exists on our commitment to PBL has been humbling. project website, often with accompanying We are conscious that there are already many resources produced by the teachers and excellent resources available to teachers partners that we worked with. interested in PBL and we will be making explicit = https://research.ncl.ac.uk/ links to these as appropriate. Our particular pblgoestouniversity/ focus, however, has been on writing a guide that presents all that we have learnt about We hope that this guide both provides planning and executing PBL projects and inspiration but also useful resources to begin which draws heavily on detailed case study your own journey into the world of Project examples all underpinned by relevant theory Based Learning. and research. Whilst we are cognisant of the Ulrike, Alison and David fact that our project was based in the North East and our examples understandably draw on this context; we are very confident that similar opportunities are available nationally. So for example when we discuss visits to Newcastle University and the Great North Museum, or projects involving local employers like Rolls Royce, we know that FE colleges and universities close to your school will also offer outreach opportunities, that there will be museums near you and other local, relevant employers all equally keen to work with you. 4 PLANNING CURRICULUM-EMBEDDED PROJECT BASED LEARNING WITH REAL WORLD CONNECTIONS PART 1 GOING PLACES, MEETING PEOPLE, DOING AND MAKING THINGS 5 SECTION 1 MAKING THE CASE FOR PROJECT BASED LEARNING (PBL) It is fair to say that the main demand on schools is to This guide is an important starting point in developing hit exam targets and get good Ofsted ratings and one high quality projects – and it should be seen as might therefore see Project Based Learning (PBL) as a a journey or trajectory marked by continuous distraction. So here are some reasons why you should improvement. There is no magic wand or silver bullet, NOT do PBL: it is hard work, but you can look forward to some of the following: ■ It will distract you from delivering a coherent curriculum as it does not fit with a ■ Students who ask if they can do more work normal timetable and staffing pattern; or who pester teachers with challenging ■ Exam results might suffer if subject content questions; is not covered properly; ■ Public facing events in which students’ work ■ Teachers will be out of their comfort zone is showcased and which amazes, captivates, and will struggle with a new pedagogy; benefits or challenges people in the local and wider community; ■ If you give pupils more autonomy they will mess around; ■ Links with local businesses, charities, clubs, learned societies, universities, public bodies, ■ The EEF did a trial of PBL and the results were not good; religious groups and individuals, some of which become meaningful sustained ■ Parents won’t like it. partnerships; Alternatively you could be on the side of history and ■ Students who come back to school from be a part of educational change that can produce university or working lives to pay tribute to great outcomes, address social justice and widening the experiences projects provided which participation issues, transform the lives of individual opened their eyes to some intriguing aspect of life or study; students, produce citizens to play their part in addressing the challenges of the C21st and position ■ Parents who report that their daughter or son your school at the heart of the community by serving has been talking about what they have done at school and nagging them to take them that community. BUT these noble outcomes are only somewhere, watch something or change their possible if the PBL projects are high quality. behaviour. So it is a finely balanced decision – PBL or not PBL? You can make this decision as an individual teacher, a middle leader or senior leader and if the answer is PBL then two questions arise: 1. What curriculum space can I use to experiment – maybe just 2 lessons with one class in Y5 or Y7? 2. Where can I get help? This guide is a good place to start AND will point you towards much more help, whatever your level of responsibility. 6 PLANNING CURRICULUM-EMBEDDED PROJECT BASED LEARNING WITH REAL WORLD CONNECTIONS Going a Bit Deeper If you work in a school then it is difficult to imagine and political consciousness of students (note that this them differently, but they could be very different.
Load more

Recommended publications
  • City of Sunderland College Members' Report and Financial Statements For
    City of Sunderland College Members’ Report and Financial Statements for the year ended 31 July 2019 Contents Page Number Key Management Personnel, Board of Governors and Professional Advisers 2 Operating and Financial Review 3 Statement of Corporate Governance and Internal Control 16 Statement of the Responsibilities of the Members of the Corporation 26 Independent Auditor’s Report to the Corporation of City of Sunderland College 27 Reporting Accountant’s Report on Regularity to the Corporation of City of Sunderland College and the Secretary of State for Education acting through the Education and Skills Funding Agency 29 Consolidated and College Statement of Comprehensive Income 31 Consolidated and College Statement of Changes in Reserves 32 Consolidated and College Balance Sheets 33 Consolidated Statement of Cash Flows 34 Notes to the Financial Statements 35 1 City of Sunderland College Members’ Report and Financial Statements for the year ended 31 July 2019 KEY MANAGEMENT PERSONNEL, BOARD OF GOVERNORS AND PROFESSIONAL ADVISERS Key management personnel Key management personnel are defined as members of the Group’s Leadership Team and were represented by the following in 2018/19: Ellen Thinnesen Chief Executive Officer and Accounting Officer Nigel Harrett Deputy Principal to 21 March 2019, Principal of Northumberland College from 22 March 2019 David Howells Vice Principal Finance and Resources (Chief Operating Officer from 1 October 2019) Board of Governors A full list of Governors is given on pages 17 to 20 of these financial statements. M Bagshaw acted as Clerk to the Corporation for the period from 1st October 2018 to 24th April 2019. C Stretesky acted as Clerk to the Corporation for the period from 24th April 2019 to 31st July 2019.
    [Show full text]
  • Provision Statement PDF File
    CEIAG Provision at Thornhill Academy Thornhill Academy believes that all young people need help to become, and remain, active citizens in our rapidly changing society. Careers in the 21 st century are very different to those of the 20 th century and our pupils need to be given the chance to develop the skills necessary for continued employment in this world of work in the future. Young people should be helped to develop a strong interest in, and aptitude for, work related activities and their own enterprise capability. Thornhill Academy believes that our Career Education, Information, Advice and Guidance program fulfils our statutory obligation to secure access to independent, impartial careers guidance for all pupils from Year 8 upwards on the full range of 16 to 18 options and beyond in education and training including apprenticeships. Our CEIAG program also covers careers education and guidance, financial capability and a basic understanding of economics, business and enterprise for all pupils from Year 7 onwards. In short, pupils cover: Year 7 – Introduction to Careers “Who Am I Now?” Year 8 – Learning about Careers “Who Could I Be?” Year 9 – Developing My Skills Year 10 – Becoming Employable Year 11 – Preparing for My Future The program is delivered and monitored by tutors and subject teachers in school, through work based activities, visits and external speakers and through projects and programmes offered by external agencies and organisations. In order to help us deliver our CEIAG program we work closely with a number of organisations including Sunderland College, ESH, Foundation of Light, Sunderland Work Discovery, Nissan, University of Sunderland, Regional Careers Network, Northern Rights Pathfinder and NECOP.
    [Show full text]
  • Schools Directory
    Schools Directory 2017/2018 1 Please Note We have included in this directory information currently available to us. Please ring 0191 561 2626 with any changes. If you experience difficulties contacting any of the schools listed in this directory, please ring 0191 520 5553. Contents Nursery Schools Primary Schools Secondary Schools Special Schools Specialist Provision PRUs and Alternative Provision Sunderland Safeguarding Children Board Other establishments Alternative Learning Provision Useful Contacts School Year Groups 2017-18 Recommended School Term Dates 2017/18 and 2018/19 Notes Section 2 Schools Directory 2017/18 Nursery Schools (9) School and Address and Headteacher DfE No Telephone Number Hetton le Hole Nursery School Victoria Street, Hetton Ms R Williamson 1005 Houghton DH5 9DG 553 6700 (Fax: 553 6700) [email protected] http://www.hettonleholenursery.co.uk/ Hetton Lyons Nursery School Four Lane Ends, Hetton Mrs A Higgins 1008 Houghton DH5 0AH 517 0808 [email protected] www.hettonlyonsnursery.co.uk Houghton Community and Mill Hill Nesham Place Mrs S Dixon-Jones Nursery School’s Federation 1003 Houghton DH5 8AE 1003 553 6557 (Fax: 553 6557) [email protected] http://www.houghtonnurseryschool.org.uk/ Hylton Red House Nursery School Rotherham Road, Hylton Red House Miss C Barnett 1006 Sunderland SR5 5QL 548 8000 (Fax: 553 5405) [email protected] www.hyltonredhousenurseryschool.co.uk Mill Hill Nursery Torphin Hill Drive, Doxford Park Mrs
    [Show full text]
  • Name of Organisation Body Id Service Detail Spend Description Date Supplier Name VAT) Reference
    Amount (Net of Transaction Name of Organisation Body Id Service Detail Spend Description Date Supplier Name VAT) Reference South Tyneside Council 00CL Energy Recharges Recharge of Energy Costs 04/05/2010 -1622.86 BRITISH GAS STC1810 South Tyneside Council 00CL Energy Recharges Recharge of Energy Costs 04/05/2010 -993.25 BRITISH GAS STC1812 South Tyneside Council 00CL Council Elections Staff & Members Training 04/05/2010 500.00 COMPUTERSHARE ELECTORAL MANAGEMENT SERVICES LTD STC1818 South Tyneside Council 00CL Festive Lighting Electricity Charges 04/05/2010 584.35 BRITISH GAS STC1939 South Tyneside Council 00CL Jarrow Cemetery Electricity Charges 04/05/2010 611.77 BRITISH GAS STC1963 South Tyneside Council 00CL Festive Lighting Electricity Charges 04/05/2010 630.05 BRITISH GAS STC1978 South Tyneside Council 00CL Legal Services Legal Advisors 04/05/2010 663.00 SWEET AND MAXWELL STC2005 South Tyneside Council 00CL Kerbside Collection Kerb It 04/05/2010 686.21 JOHNSTON PUBLISHING (NORTH) STC2031 South Tyneside Council 00CL CCTV Costs Servicing/Electric Testing of Equipment 04/05/2010 1324.40 MONITOR COMPUTER SYSTEMS LIMITED STC2417 South Tyneside Council 00CL Coroners Service Coroners Services 04/05/2010 1486.00 GATESHEAD HEALTH NHS TRUST STC2482 South Tyneside Council 00CL Jarrow Cemetery Electricity Charges 04/05/2010 2782.04 BRITISH GAS STC2744 South Tyneside Council 00CL Business & Area Management Balance Sheet Expenditure for Reallocation 04/05/2010 3488.48 BRITISH TELECOM PLC STC2814 South Tyneside Council 00CL Energy Recharges Recharge
    [Show full text]
  • Register of Business and Pecuniary Interests - 2018/2019
    Register of Business and Pecuniary Interests - 2018/2019 Members Trustees Local Governing Bodies Connections, Affilliations with Memberships or Voluntary Groups Local Directorship, Partnership, Governance Roles Held In First Employee Date of Relative or Close Friend Employed Shares in Companies which have a Direct Full Name Governing Ownership or Trusteeship of Other Educational Other Interests Declared Appointed Position Declaration or Volunteering in the Trust with Direct or Indirect or Indirect Interest Trustee Member Resigned Resigned Body Resigned other Business or Charity Establishments Employee Appointed Appointed Appointed Interest to the to the Academy Current Term Term Current Term Current Appointed By Appointed By Appointed Governor Type Governor Local Governor First First Appointed Academy Trust Trust Adam Warkman Y Co-Opted Burnside 02/03/2017 02/03/2017 LGB 11/09/2018 None None None None Parent Governor Assistant Principal at Kepier Governor Westmoor Primary School Academy from May 2018 Allison Y 01/12/2012 01/12/2016 Members Y Executive Bursar 30/09/2018 None None None None None None McCully Amanda McEvoy Y Community Farringdon 01/12/2014 01/12/2014 LGB 01/10/2018 None Daughter Mrs D Pearson None None None None Governor employed as a Teaching Assistant at Farringdon Academy Son Mr T McEvoy employed as an IT Apprentice for Inspire Andrew Y Community New 09/12/2014 09/12/2014 LGB 09/10/2018 None None None None None None Summerscales Governor Penshaw Andrew Walmsley Y Community New 11/02/2014 12/12/2017 LGB 21/09/2018 None
    [Show full text]
  • 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
    [Show full text]
  • Governors of Schools and Colleges (Pdf)
    Governors of Schools/Colleges To note the appointment of Governors as set out below. Those highlighted in bold have been made by the Education (Appointment of Governors) Panel. The other governorships are those positions of which Governance Services are aware which are held by the individual Councillors in a capacity other than as a nominee of the Council. Any additions to this list may be notified to Governance Services and the on-line list will be updated. Cllr. U. Ali St. Paul’s Primary School Cllr. J. Blackburn Hetton Primary Cllr. M. Butler Southwick Primary School (parent governor) Cllr. K. Chequer Southwick Primary School Cllr. J. Doyle Fulwell Junior School Cllr. R. Dunn Richard Avenue Primary School Cllr. M.P. Essl Plains Farm Academy Cllr. L. Farthing Rickleton Primary Cllr. E. Gibson Mill Hill Nursery, Mill Hill Primary Cllr. H. Greener Plains Farm Academy Cllr. M. Hartnack Fulwell Junior School, Grange Park Primary School Cllr. K. Johnston Houghton Community Nursery Cllr. L. Lauchlan Biddick Primary Cllr. D. MacKnight Hylton Castle Primary Cllr. N. MacKnight Aim High Academy Trust (Director) Cllr. F. Miller George Washington Primary Cllr. G. Miller Oak Learning Trust (Director) Cllr. C. Rowntree Virtual School Cllr. A. Samuels Grange Park Primary School Cllr. G. Smith Diamond Hall Junior Academy Cllr. D. Snowdon Barmston Village Primary Cllr. D.E. Snowdon John F Kennedy Primary, Biddick Academy Cllr. M. Speding Shiney Row Primary Cllr. P. Stewart Willow Fields Primary (Co-opted Governor) Cllr. M. Thornton Eppleton Academy Primary School Cllr. H. Trueman Columbia Grange Cllr. P.M. Tye New Silksworth Academy Cllr.
    [Show full text]
  • Sara, Your Future with Sunderland
    SARA, YOUR FUTURE WITH SUNDERLAND International Prospectus 2018–19 94.2% OF OUR UNDERGRADUATES AND 95.8% OF OUR POSTGRADUATES ARE IN EMPLOYMENT OR IN FURTHER 4TH IN THE UK FOR EDUCATION WITHIN 6 MONTHS OF HOSPITALITY, EVENTS GRADUATING MANAGEMENT AND TOURISM Destination of Leavers from Higher Education Guardian University League Table 2018 (DLHE) Survey 2016 (figures related to UK students) SCHOLARSHIP OFFERS HIGHEST CLIMBER IN THE BETWEEN £1,000 AND UNIVERSITY LEAGUE TABLE £1,500 Guardian University League Table 2017 TEACHING EXCELLENCE FRAMEWORK (TEF) Based on the evidence available, the TEF Panel judged that the University of Sunderland delivers high quality teaching, learning and outcomes for its students. It consistently exceeds rigorous national quality requirements for UK higher education. www.sunderland.ac.uk/tefsilver MECHANICAL ENGINEERING IS 1ST IN THE UK FOR OVERALL SATISFACTION WITH COURSE Guardian University League Table 2018 Visit our website: www.sunderland.ac.uk CONTENTS Why study in the UK? 4-5 Why study at the University of Sunderland? 6-7 Our history 8-9 Our Sunderland campuses 10-15 Join the Global University 16-17 Accommodation 18-21 WATCH OUR TV AD AT Sunderland and the North East of England 22-25 WWW.SUNDERLAND.AC.UK/TV Sport (inc. clubs and societies) 26-27 Students’ Union 28-29 Support 30-31 Sunderland Futures 32-37 Academic life 38-39 Our academics 40-41 Levels of study 42 Our students 43-45 Cost of living and tuition fees 46-47 Our courses 48-53 Art 48 Business 48-49 Computing 49 Design 49 Education 50 Engineering
    [Show full text]
  • School Prospectus
    find out more hetton school respect i learn i achieve We are proud of our school and its students and would encourage anyone to contact us for a visit. W: www.hetton-school.co.uk E: [email protected] Facebook: Hetton School Twitter: @hettonschool Hetton School, North Road, Hetton-le-Hole, Tyne and Wear DH5 9JZ Telephone: (0191) 562 3322 OUR STUDENTS ARE WELL PRESENTED, WELCOME TO DISPLAY GOOD MANNERS AND DEMONSTRATE COURTESY AND HETTON SCHOOL RESPECT TO OTHERS Thank you for your interest in Hetton School. Our aim is to improve the life chances of all young people in our community. We do this by delivering high quality learning experiences both in and outside the classroom. Students at Hetton learn in a school environment with superb facilities; dedicated, caring staff; and through a highly personalised curriculum designed to allow everyone to achieve high standards. Our students are well presented, display good manners and demonstrate courtesy and respect to others. We work hard to develop their aspiration and ambition through a growth mind-set philosophy we call Learn to Achieve. Hetton School is committed to providing high quality education for young people between the ages of 11 and 16. We focus on developing the whole child academically and pastorally. Craig Knowles Headteacher STUDENTS AT HETTON LEARN IN A SCHOOL ENVIRONMENT WITH SUPERB FACILITIES AND DEDICATED, CARING STAFF 2 3 OUR GOAL IS TO BUILD A GROWTH MIND-SET IN OUR STUDENTS AND AVOID THE FIXED MIND-SET THAT CAN TRAP THEM ON A PLATEAU, CAUSING LEARN TO ACHIEVE THEM TO FALL SHORT OF THEIR POTENTIAL Our goal is to build a growth mind-set in our students and avoid the fixed mind-set that can trap them on a plateau, causing them to fall short of their potential.
    [Show full text]
  • Sunderland Football Hubs Social Value E Report
    Sunderland Football Hubs Social Value E Report Constructing Local Introduction Sunderland Football Hubs This report has been produced by Esh Group’s Social Value Team on behalf of Esh Construction, summarising the social value outcomes achieved for the Sunderland Football Hubs scheme. Delivered on behalf of Sunderland City Council, the £18m development comprised the creation of 10 full-size third generation (3G) artificial grass football pitches and state of the art pavilions which include social space and changing areas. The sites were based at Community North Sports Complex (Downhill), Ford Quarry and Northern Area Playing Fields (Washington). Funded by the Premier League, The FA, the Government via Sport England and Sunderland City Council with the charity the Football Foundation, it is the first project of its kind in the region. Key objectives for the scheme included: • Engagement with local schools and the wider community • Work experience placements • Maximising local spend • Funding opportunities to local charitable organisations 3 Local schools received the Get into STEM programme 1 New initiative created, ‘Healthy Communities’ programme 3 Local community projects supported with donations 804 Students engaged in Stay Safe presentations 88% of sub-contractor spend within 35 miles of project 13 Building My Skills (BMS) Sunderland Schools engaged through Building My Skills Our established secondary school programme, Building My Skills, assists in supporting a successful transition from school to work through timetabled business engagement as part of 2,009 the curriculum. Students Engaged through Building My Skills Building My Skills is a free programme which provides students in Years 9 or above with a rounded introduction to the world of work.
    [Show full text]
  • Sports Facilities
    SUNDERLAND CITY COUNCIL INDOOR SPORTS FACILITIES ASSESSMENT REPORT DECEMBER 2015 Integrity, Innovation, Inspiration 1-2 Frecheville Court off Knowsley Street Bury BL9 0UF T 0161 764 7040 F 0161 764 7490 E [email protected] www.kkp.co.uk Quality assurance Name Date Report origination Clare MacLeod 5 August 2015 Quality control John Eady 6 August 2015 SUNDERLAND CITY COUNCIL BUILT LEISURE AND SPORTS ASSESSMENT REPORT EXECUTIVE SUMMARY ................................................................................................... i SECTION 1: INTRODUCTION.......................................................................................... 1 SECTION 2: BACKGROUND ........................................................................................... 6 SECTION 3: INDOOR SPORTS FACILITIES ASSESSMENT APPROACH ................... 23 PART 4: SPORTS HALLS .............................................................................................. 25 4.1 Sport England Facilities Planning Model (FPM) ..................................................... 25 4.2 Supply ................................................................................................................... 26 4.3 Demand ................................................................................................................ 37 4.4 Supply and demand analysis ................................................................................. 42 4.5 Summary of key facts and issues .......................................................................... 44
    [Show full text]
  • The Way of Learning
    1 JARROW TO DURHAM Introduction This guide describes the pilgrimage route between St Paul’s Church in Jarrow and Durham Cathedral. All the Northern Saints Trails use the same waymark shown on the left. The route also follows Bede’s Way from Jarrow to Monkwearmouth, The Weardale Way from New Lambton to Durham and Cuddy’s Corse from Chester-le-Street to Durham, so those way marks will also be helpful. The route is 61 kilometres or 38 miles. It is the most urban of the routes with two thirds of the route on minor roads or paved paths, but it is a route full of interest. I have divided the route into 5 sections of between 10 to 17 kms in length. Points of interest are described in red. The primary focus for the majority of pilgrims journeying to Durham Cathedral in the Middle Ages was the shrine of St Cuthbert, but the other most notable person, whose tomb is in the the Galilee Chapel in the cathedral, is the Venerable Bede. It is primarily because of him that this route is called The Way of Learning. He was indeed a man of great learning, who is probably best known for writing the first history of England. It was called An Ecclesiastical History of the English Speaking People. His other talents included the fact that was that he was an accomplished linguist, an astronomer and he also popularised measuring time from the birth of Christ. During his long life of extraordinary scholarship, he wrote 60 books. There are other connections with the theme of learning, apart from Bede, along the route.
    [Show full text]