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(PDF) Understanding the Foundation Stage
Contents Introduction 1 The Rationale of the Foundation Stage • The Characteristics of the Foundation Stage 2 • The Aims of the Foundation Stage 3 • The Principles Underpinning the Foundation Stage 4 • The Curriculum in the Foundation Stage 5 Creating an Effective Learning Environment • The Approach to Learning and Teaching in the Foundation Stage 6 • Adults’ Role in Promoting Learning 7 • Learning Partnerships 7 • The Physical Environment 8 Learning, Teaching and Assessment • The Learning, Teaching and Assessment Cycle in the Foundation Stage 9 • Planning in the Foundation Stage 11 • Assessment for Learning in the Foundation Stage 13 • Observation and Assessment in the Foundation Stage 13 • The Pupil Profile in the Foundation Stage 15 Acknowledgements This material has been developed in collaboration with the Early Years Interboard Group. Understanding the Foundation Stage Introduction The Foundation Stage Years 1 & 2 in the primary school The purpose of this guidance is to provide information related to good practice in the Foundation Stage. It outlines the approach to learning, teaching and assessment and should be used to support the review, development and improvement of existing provision and practice. Young children come to school from a variety of different backgrounds, having had a range of diverse learning experiences at home and for most, some form of pre-school education. The Foundation Stage aims to build on these learning experiences by providing children with an appropriate learning programme to develop their dispositions to learn and to provide them with the skills and competencies they will need to succeed in school and future life. The Foundation Stage also endorses good early years practice where teachers have more flexibility in terms of what they teach. -
The Sciences at Key Stage 4: Time for a Re-Think? Why Key Stage 4 Is So Important, and Why Changes Are Needed
The sciences at key stage 4: time for a re-think? Why key stage 4 is so important, and why changes are needed Key stage 4 is a pivotal period of time in a student’s chemistry and biology are currently the preserve of school life; it is the point at which they make subject a minority. There is evidence that the existence of choices that define their future study, as well as their multiple routes through key stage 4 disadvantages a last experience of those subjects that they do not large number of students in both their experiences and choose to take further. The sciences are core subjects the choices that are taken away from them. For this to 16, yet multiple qualifications exist for students reason, the SCORE organisations are proposing that of this age. As this discussion paper documents, there should be a single route in the sciences for all evidence suggests that rich opportunities in physics, students up to the age of 16. SCORE’sSCORE’s proposal: proposal: a asingle single route route in in the the sciences sciences SCORE’sSCORE’s vision vision is thatis that opportunities opportunities for forhigh-quality high-quality studyexciting of the sciences and inspiring are available experience to all, of onthe an sciences, studyequitable of the sciencesbasis, and are we available believe thatto all, this on can an only be achievedproviding by the them creation with ofthe a skillssingle and route knowledge at key to equitablestage 4. basis, This singleand we route believe would that remove this can the only need for decisionssucceed to be in madetheir future at 14 endeavours,that could limit whether students’ or not be futureachieved choices, by the and creation give all of students a single routean authentic, at key excitingthey and decideinspiring to experience pursue the ofsciences the sciences, beyond 16. -
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. -
Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next. -
Press Release
PRESS RELEASE No: 644/2019 Date: 5th September 2019 University of Gibraltar and Huobi University Announce Plans to Collaborate on Blockchain Education and Research MOU signed in Beijing by Gibraltar’s Minister for Commerce Albert Isola MP and President of Huobi University Jianing Yu Gibraltar and Beijing, China – 5th September, 2019 – The University of Gibraltar and Huobi University, a leading blockchain technology and application education institution in China, have signed a Memorandum of Understanding to explore the development of blockchain education and research initiatives. Albert Isola MP, Gibraltar’s Minister for Commerce, formally exchanged the document on behalf of the University of Gibraltar along with Jianing Yu President of Huobi University, during his visit to Beijing this week. The agreement is geared towards promoting cooperation in education, academic research, the development and collaboration of academic programmes, and the creation and delivery of short courses in key areas including blockchain, cryptotechnology, and fintech. “We are very excited at the prospect of future collaborations between Huobi University and the University of Gibraltar, particularly as a means of accelerating the establishment of high quality blockchain-focused educational initiatives. Both parties share an ambition to promote high level academic research around the burgeoning DLT landscape, and I look forward to seeing this vision take shape.” President of Huobi University, Dr. Yu Jianing said, “The Huobi University is an education and research institution focusing on the frontier fields of new distributed business models, new applications of blockchain technology, and new digital finance systems. The goal is to cultivate top entrepreneurs and investors in the blockchain field. -
Particular Directions Under Section 46 Ln. 2019/206
This version is out of date Version: 25 Aug 2020 PARTICULAR DIRECTIONS UNDER SECTION 46 LN. 2019/206 Commencement 22.10.2019 Made under section 46(1) of the Gibraltar Constitution Order 2006 In exercise of the powers conferred on him by section 46(1) of the Constitution and of all other enabling powers, and acting in accordance with the advice of the Chief Minister, the Governor has charged the Ministers specified in the Schedule hereto with responsibility for the business of the Government specified in relation to those Ministers. MINISTER BUSINESS Chief Minister: The Economy The Hon Fabian Picardo Public Finance and the Treasury International representation of Gibraltar and its people International Treaties The child-friendly city Personal status including immigration, residence & adoption Taxation including Coordination of International Exchange of Information Elections Industrial Relations The Civil Service and the public sector as a whole, including state-owned enterprises Customs Matters related to Armed Forces Veterans and relationship with the MOD Chairman, inter-ministerial committee on the prevention of drugs misuse, including substance abuse and rehabilitation Chairman, Borders and Coastguard Agency Chairman, Gibraltar Development Corporation Chairman, Gibtelecom The administration of Government departments charged with the aforesaid, overall responsibility and supervision of Government departments and public administration. 1 Deputy Chief Minister: Working in close partnership with the Chief The Hon Dr Joseph Garcia Minister -
Press Release
PRESS RELEASE No: 501/2018 Date: 3rd September 2018 Local Writers for 6th Edition of the Literary Festival A total of eight writers from Gibraltar join the Festival line up for this year’s Gibunco Gibraltar International Literary festival. The Hon Prof John E Cortes MP, MBE, JP and Professor Clive Finlayson will be presenting a feature entitled, Recollections and Reflections of two Gibraltarian Naturalists. John Cortes is a Graduate of Royal Holloway College, University of London and Doctor of Philosophy at Magdalen College and the Animal Ecology Research Group, Oxford. He is Beacon professor of the University of Gibraltar and holds an Honorary Doctorate from the University of Kingston. In 2003 he was awarded an MBE for his services to Ecology. He was a founder of the Gibraltar Ornithological & Natural History Society and its General Secretary for thirty five years and was for twenty years Director of the Gibraltar Botanic Gardens. He was elected into Government and became Minister for Health and the Environment in H.M. Government of Gibraltar in December 2011. He is currently Minister for Education, Environment, Heritage, Energy and Climate Change in HM Government of Gibraltar. His current work includes the development of environmental legislation and governance in Gibraltar. He has worked as a field biologist in southern Europe and North Africa and has published and broadcast widely on natural history and ecology. Professor Clive Finlayson is the Director of the Gibraltar Museum and of the Gorham’s Cave Complex World Heritage Site. He is an evolutionary ecologist whose great passion is birds. He got involved in Neanderthal research after participating in the early excavations in Gorham’s Cave; he now co-directs the research programme in the caves. -
January 2017
January 2017 ROCK TALK Issue 12 1 Contents Editorials 2 Varied Career in Law in Gibraltar 18 Chairman‟s Letter 3 News from GHT 20 Diary of Society Events 2019 4 Witham‟s Cemetery 22 Report of Events 5 Devon to Gibraltar and back 24 Annual Friends‟ visit to Gibraltar 5 Nelson‟s Table – Fact or Fiction? 27 News from the Rock (Gibraltar House) 8 Gibraltar Street Names 28 London Talks 9 Gifts from the Friends 30 Annual Seminar and AGM 10 GGPE 60th Anniversary 30 Christmas Party report 13 Out and About in Gibraltar 31 Friends‟ Donations and Projects 14 Minutes of AGM 33 Membership Secretary‟s Jottings 15 Membership Form 35 My Rock Book 16 Editorials A belated Happy New year to all members and developments, and is an interesting read. readers of this edition of Rock Talk. We wish you a prosperous 2019, and hope to 2019 promises to be an interesting year in so see you in Gibraltar at some point over the many respects but one in particular sticks out like year. a 'sore thumb'. As we pen this editorial, the British Brian & Liz Gonzalez Parliament is in turmoil and this coming Tuesday will determine the future of the United Kingdom Another busy year for the society has come and Gibraltar vis a vis our future relationship with and gone, with the full range of events and Europe. By the time you read this we will be in a support for heritage projects in Gibraltar. better (or worse) position as to this 'relationship'. This issue hopes to update the membership We hope that politicians of all political colours on the various activities, and includes unite to deliver what is best for the United Kingdom and Gibraltar. -
The National Curriculum in England Key Stages 1 and 2 Framework Document
The national curriculum in England Key stages 1 and 2 framework document September 2013 Contents 1. Introduction 4 2. The school curriculum in England 5 3. The national curriculum in England 6 4. Inclusion 8 5. Numeracy and mathematics 9 6. Language and literacy 10 7. Programmes of study and attainment targets 12 English 13 Spoken language – years 1 to 6 17 Key stage 1 – year 1 19 Key stage 1 – year 2 26 Lower key stage 2 – years 3 and 4 33 Upper key stage 2 – years 5 and 6 41 English Appendix 1: Spelling 49 Spelling – work for year 1 50 Spelling – work for year 2 55 Spelling – work for years 3 and 4 59 Word list – years 3 and 4 64 Spelling – years 5 and 6 66 Word list – years 5 and 6 71 International Phonetic Alphabet (non-statutory) 73 English Appendix 2: Vocabulary, grammar and punctuation 74 Glossary for the programmes of study for English (non-statutory) 80 Mathematics 99 Key stage 1 – years 1 and 2 101 Year 1 programme of study 102 Year 2 programme of study 107 Lower key stage 2 – years 3 and 4 113 Year 3 programme of study 114 Year 4 programme of study 120 2 Upper key stage 2 – years 5 and 6 126 Year 5 programme of study 127 Year 6 programme of study 135 Mathematics Appendix 1: Examples of formal written methods for addition, subtraction, multiplication and division 142 Science 144 Key stage 1 146 Key stage 1 programme of study – years 1 and 2 147 Year 1 programme of study 148 Year 2 programme of study 151 Lower key stage 2 – years 3 and 4 154 Lower key stage 2 programme of study 155 Year 3 programme of study 157 Year 4 programme of study 161 Upper key stage 2 – years 5 and 6 165 Upper key stage 2 programme of study 166 Year 5 programme of study 168 Year 6 programme of study 172 Art and design 176 Computing 178 Design and technology 180 Geography 184 History 188 Languages 193 Music 196 Physical education 198 3 1. -
An Examination of the UK's Key Stage Tests' Reading Section Complexity
An Examination of the UK’s Key Stage Tests’ Reading Section Complexity Eleanor E. Sanford-Moore, Ph.D., Senior Vice President of Research; Heather Koons, Ph.D., Director of Research Services; and Laura Bush, Research Specialist The study examined the text complexity of the English reading The units of analysis in this study were the English reading pas- sections from Key Stage 1 and 2 tests from 2003 to 2016. The sages as presented in the reading section of the tests for (1) 2016 official sample sections from the Department for Educa- Key Stage 1, years 2003, 2004, and 2016 and (2) Key Stage 2 tion were also included. Three primary research questions were from years 2003 to 2016. Due to changes in test administration investigated: 1) How has the reading section text complexity through the years, the Key Stage 1 test was not administered changed over the years for Key Stage 1 and 2? 2) How closely for years 2005 through 2015. The study sample also includes aligned were the sample sections and administered sections DfE’s Key Stage 1 and Key Stage 2 sample reading sections for 2016? 3) Are the text complexity measures from the Key for 2016. The Key Stage 2 Levels 3-5 and 6 tests were discon- Stage 1 and 2 reading sections comparable to the median text tinued for 2016 and beyond. The final sample was comprised complexity measures from textbooks written for Years 2 and 6? of 77 reading passages. The results indicate that there has been little variation in the reading section complexity for Key Stage 1 through the three years of test administrations and that the text complexity of the 2016 reading section was closely aligned with that of the official Reading sections from each Key Stage 1 and 2 tests were sample section. -
General Assembly Distr.: General 7 March 2017
United Nations A/AC.109/2017/8 General Assembly Distr.: General 7 March 2017 Original: English Special Committee on the Situation with regard to the Implementation of the Declaration on the Granting of Independence to Colonial Countries and Peoples Gibraltar Working paper prepared by the Secretariat Contents Page I. General ....................................................................... 3 II. Constitutional, legal and political issues ............................................ 3 III. Budget ....................................................................... 5 IV. Economic conditions ............................................................ 5 A. General ................................................................... 5 B. Trade .................................................................... 6 C. Banking and financial services ............................................... 6 D. Transportation ............................................................. 7 E. Tourism .................................................................. 8 V. Social conditions ............................................................... 8 A. Labour ................................................................... 8 B. Social security and welfare .................................................. 9 Note: The information contained in the present working paper has been derived from information transmitted to the Secretary-General by the administering Power under Article 73 e of the Charter of the United Nations as well as information -
Pinkerton A, Benwell MC. Heritage, Strategic Narratives, and the Making of Geopolitical Pasts, Presents and Futures at Europa Point, Gibraltar
Pinkerton A, Benwell MC. Heritage, strategic narratives, and the making of geopolitical pasts, presents and futures at Europa Point, Gibraltar. Political Geography (2018) DOI link https://doi.org/10.1016/j.polgeo.2017.12.006 ePrints link http://eprint.ncl.ac.uk/245736 Date deposited 20/02/2018 Embargo release date 13/02/2020 Copyright © 2018. This manuscript version is made available under the CC-BY-NC-ND 4.0 license Licence This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence Newcastle University ePrints | eprint.ncl.ac.uk Heritage, strategic narratives, and the making of geopolitical pasts, presents and futures at Europa Point, Gibraltar. Alasdair Pinkerton (Royal Holloway, University of London) Matthew C. Benwell (Newcastle University) In June 2016, the United Kingdom voted to leave the European Union. Perhaps the most memorable result was the first to be declared – not only because of the enormity of the consensus expressed, but also because, somewhat counter intuitively, the result came from outside the United Kingdom altogether. Voters in the British Overseas Territory of Gibraltar—a rocky Mediterranean promontory, ceded to Great Britain by Spain in 1713— expressed an overwhelming 96% support for remaining within the European Union; the single largest majority of any of the returning areas in the EU referendum (Garcia, 2016). The Gibraltar result was a direct reflection of the critical importance of the EU for the lives, livelihoods and future prosperity of Gibraltar’s