The Tragedy of State Education in England: Reluctance, Compromise and Muddle— a System in Disarray
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KS5 Transition Information Thinking Beyond Bonus Pastor: a Student Guide
Name: ____________________ KS5 Transition Information Thinking Beyond Bonus Pastor: A Student Guide Ms Hill – Leader of CEIAG and KS5 Transition [email protected] Today you have taken part in a KS5 Transition Meeting which I hope that you found interesting and insightful. The aim of this meeting was to get you thinking beyond Bonus Pastor. You will receive a copy of the Personal Action Plan that we created together in the meeting. Keep this together with the attached information, and use it to help guide you through the KS5 Transition process. If you or your parents/carers have any questions at any time, please email me – no question is a silly question! Qualifications Explained – What Can I Apply For? You are currently studying for GCSEs which are Level 1 or 2 qualifications, depending on what grades you achieve at the end of Year 11. Generally speaking: if you are forecast to achieve GCSEs at grades 1 - 4 then you can apply for Level 1 or 2 BTEC courses or an intermediate level apprenticeship. Once you have completed this you can progress to Level 3 courses. if you are forecast to achieve GCSEs at grades 4 or above then you can apply to study A Levels, Level 3 BTEC courses, or intermediate level or advanced level apprenticeships. (Most A Level courses will require you to have at least a grade 5 or 6 in the subjects you wish to study.) However if you are applying for a vocational trade-based course such as Hair and Beauty, Motor Vehicle Mechanics or Electrical Installation, all courses start at Level 1 and then progress up to Level 2 and 3 courses. -
England LEA/School Code School Name Town 330/6092 Abbey
England LEA/School Code School Name Town 330/6092 Abbey College Birmingham 873/4603 Abbey College, Ramsey Ramsey 865/4000 Abbeyfield School Chippenham 803/4000 Abbeywood Community School Bristol 860/4500 Abbot Beyne School Burton-on-Trent 312/5409 Abbotsfield School Uxbridge 894/6906 Abraham Darby Academy Telford 202/4285 Acland Burghley School London 931/8004 Activate Learning Oxford 307/4035 Acton High School London 919/4029 Adeyfield School Hemel Hempstead 825/6015 Akeley Wood Senior School Buckingham 935/4059 Alde Valley School Leiston 919/6003 Aldenham School Borehamwood 891/4117 Alderman White School and Language College Nottingham 307/6905 Alec Reed Academy Northolt 830/4001 Alfreton Grange Arts College Alfreton 823/6905 All Saints Academy Dunstable Dunstable 916/6905 All Saints' Academy, Cheltenham Cheltenham 340/4615 All Saints Catholic High School Knowsley 341/4421 Alsop High School Technology & Applied Learning Specialist College Liverpool 358/4024 Altrincham College of Arts Altrincham 868/4506 Altwood CofE Secondary School Maidenhead 825/4095 Amersham School Amersham 380/6907 Appleton Academy Bradford 330/4804 Archbishop Ilsley Catholic School Birmingham 810/6905 Archbishop Sentamu Academy Hull 208/5403 Archbishop Tenison's School London 916/4032 Archway School Stroud 845/4003 ARK William Parker Academy Hastings 371/4021 Armthorpe Academy Doncaster 885/4008 Arrow Vale RSA Academy Redditch 937/5401 Ash Green School Coventry 371/4000 Ash Hill Academy Doncaster 891/4009 Ashfield Comprehensive School Nottingham 801/4030 Ashton -
Approaches to Student Leadership
Volume 40 May 2008 www.agsa.org.au in alliance in this issue Approaches to Student Leadership Choosing a Career at MLC, Melbourne The Alliance of Girls’ Schools GPO Box 55 From the President... Hobart Tas 7001 Australia Executive Officer Susan Just Jan Butler T: +61 3 6234 2114 F: +61 3 6234 2115 M: 0417 962 466 E: [email protected] I would like to extend an invitation to staff at member attributes of leadership. While the percentage of President schools to attend the annual Alliance of Girls’ Schools women in significant leadership roles remains low in Susan Just Conference to be held in Canberra from 20 June 2008. Australian society, it is imperative that Girls’ Schools Canberra Girls’ Our keynote speakers will challenge our thinking and provide opportunities for young women to learn and Grammar School, ACT we have included additional workshop opportunities demonstrate leadership. Executive so that we can share and communicate with our Within this edition of in Alliance, you will learn about Beth Blackwood colleagues. Transport to and from the conference the importance of leadership density in schools and Presbyterian Ladies’ venue has been arranged in order to maximize your the models that schools use to provide guidance to College, WA time at the conference and allow you time to enjoy the students as they learn to lead. It is only through such Kitty Guerin crisp Canberra winter. Our Lady of Mercy programs that our students will become confident and College, NSW A letter of congratulations has been sent on behalf capable leaders. Our students will have an opportunity of the Alliance of Girls’ Schools to Quentin Bryce. -
Transition Y6 to Y7
Transition Year 6 into Year 7 May 2020 Lancashire Secondary Consultant Team [email protected] 1 Contents Page 2 Rationale and Communication 4 Things to Consider 5 Mathematics- Additional Information 9 Science- Additional Information 11 English- Additional Information 18 Appendices 1 Rationale and Communication Smooth transition from Year 6 to Year 7 is especially important during these difficult times. This document refers to curriculum transition, and aims to provide schools with prompts for consideration when planning and reviewing the curriculum in the core subjects. For support and ideas on emotional preparedness for transition see the guidance document: Guidance to Promote Positive Emotional Wellbeing and Mental Health during Coronavirus Pandemic and planning for schools to re-open. In the case of curricular transition, secondary colleagues should also consider the information and strategies in the two documents below: Gap Minimising During School Closures Closing Gaps It is more important than ever that communication between primary and secondary schools be as strong as possible. The usual information sharing should take place, but there may be additional things to consider as regression and gaps are likely to be a greater issue than in a 'normal' year. Please note: relevant information should only be shared with appropriate organisations. Specific information about student X should only be shared with student X's secondary school and only if it is appropriate to do so to ease X's transition to secondary school. 2 Approach to Remote Learning As a result of school closure and a move to remote learning, schools have opted for a variety of approaches to best serve their students. -
Year Seven Self-Evaluation Report to Be Submitted to the Northwest Commission on Colleges and Universities
Year Seven Self-Evaluation Report To be Submitted to the Northwest Commission on Colleges and Universities AS APPROVED BY THE BOARD OF REGENTS, MAY 2017 Contents Contents Institutional Overview .................................................................................................................................9 Institutional Data Form ..............................................................................................................................12 Preface ......................................................................................................................................................35 Brief Update on Institutional Changes since the Institution’s Last Report ...............................................36 Assessment of Changes and Actions Implemented ................................................................................43 Response to Recommendation One: Assessment of Learning Outcomes Including Online Programs and Courses (Standard 2.C.5) ...........................................................................................44 Response to Recommendation Two: Incorporation of Student Learning Outcomes Information into Evaluation of Mission Fulfillment (Standard 1.B.2) .....................................................................53 Chapter 1: Mission, Core Themes, and Expectations .................................................................................65 Executive Summary of Eligibility Requirements 2 and 3 .........................................................................66 -
Item No. 15 Report Title SEDGEHILL SCHOOL and ADJOINING LAND
- 134 - Committee PLANNING COMMITTEE ( C) Item No . 15 Report Title SEDGEHILL SCHOOL AND ADJOINING LAND, SEDGEHILL ROAD SE6 Ward Bellingham Contributors Geoff Whitington / John Mathieson Class PART 1 Date 12 APRIL 2007 Reg.No s. DC/06/64389 and DC/06/6 4389A Application dated 18.12.06 revised 12.3.07 Applicant Atkins Limited on behalf of Learning 21 Proposal Demolition of existing buildings and the construction of a new build school in a campus style group of five buildings (gross floor area 15,818 sq m) together with landscaping, including play areas, sports pitches, provision of cycle and car parking spaces and the diversion of a footpath. Applicant’s Plan Nos. 3799 -PA -S-A(0)1001 A, 100 2B, 1003 B, 10 04 B, 10 05 B, 10 06 B, 10 07 B, 100 8B, 1009 B, 10 10 B, 10 11 B, 10 12 B, TLP -06404 - S-PA01 A, 06404 -S-PA07, Planning Statement December 2006 Revised Design and Access Statement (March 2007) , Extended Phase I Habitat Survey Report November 2006 , Landscape and Visual Assessment Report December 2006 , Report on Renewable En ergy December 2006 , Ther mal Analysis Report , BREEM Pre A ssessment Estimator December 2006 , Sedgehill School Specification, Transport Statement December 2005 updated 2 March 2006 , Generic Heads of Terms Tr avel Plan December 2005 , Report on Environmental Mod elling December 2006, Mechanical & Electrical Services Technical Specification December 2006 Background Papers (1) Case File - LE/237/C/TP (2) Adopted Unitary Development Plan (July 2004) (3) The London Plan (2004 ) (4) PPS1: Delivering Sustainable Dev elopment (5) PPG2: Green Belts (6) PPG13: Transport Zoning UDP Metropolitan Open Land, Green Chain Area, Site Proposal 33 - 135 - 1.0 Property/Site Description 1.1 The application site is situated to the north of Beckenham Hill Road and is bounded to the north by Sedgehill Road comprising mainly two -storey houses which run continuously opposite to the school . -
6Th Form and College Open Days 2020.21 PDF File
6th Form and College OPEN DAYS 2020/21 • PLEASE CONFIRM DETAILS WITH THE 6th FORM OR COLLEGE BEFORE ATTENDING (and register if required) • PLEASE ATTEND WITH A PARENT, CARER OR RESPONSIBLE ADULT Access Creative College Virtual Meet and Greet, Open Days and Taster Days: 0800 28 18 42 www.accesscreative.ac.uk Book time slot online: www.accesscreative.ac.uk/open-events/ (Specialist Courses: Event Production, Film/Video & Photography, Games Art/Technology, Graphic Digital Open Day: 27 October 2020 Design, Music Performance/Production, Studio + Live Sound, Vocal Artist) Archbishop Tenison’s CE High School October 2020, details to be confirmed; for details, email 0208 688 4014 www.archten.croydon.sch.uk [email protected] Ark Globe Academy Virtual Open Event planned; for further details check 0207 407 6877 www.arkglobe.org webpage: www.arkglobe.org/sixth-form/how-apply Ark Walworth Academy Will be an online event. 0207 450 9570 www.walworthacademy.org Check website at start of October for details Ashcroft Technology Academy Open Mornings, to be confirmed: check sixth form page 0208 877 0357 Open Forum for International Baccalaureate: www.atacademy.org.uk To express your interest, email [email protected] Attlee A Level Academy (New City College) Register online for virtual open day, details to be 0207 510 7510 confirmed: www.ncclondon.ac.uk/a-level-academy www.ncclondon.ac.uk/open Bacon’s College Register interest for Sixth Form admissions and Open 0207 237 1928 www.baconscollege.co.uk Events: www.baconscollege.co.uk/sixth-form/apply/ -
Sedgehill School Sedgehill Road, London SE6 3QW
School report Sedgehill School Sedgehill Road, London SE6 3QW Inspection dates 21–22 March 2018 Overall effectiveness Requires improvement Effectiveness of leadership and management Good Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for pupils Requires improvement 16 to 19 study programmes Requires improvement Overall effectiveness at previous inspection Inadequate Summary of key findings for parents and pupils This is a school that requires improvement The quality of teaching across the school is not The sixth form requires significant development yet consistently good. Consequently, some in order for it to be good. Students’ outcomes pupils are still not making the progress of in the sixth form are still too low. which they are capable. While attendance overall has improved, the Pupils in key stage 4 have gaps in their attendance of some groups of pupils is still too learning and need to make accelerated low. progress in order to catch up with pupils Pupils’ conduct around the school has nationally. improved. However, it still relies too heavily on Pupils who have special educational needs staff supervision, direction and procedures. (SEN) and/or disabilities do not routinely make Pupils’ outcomes over time have remained good progress. This is also the case for stubbornly below national averages. disadvantaged pupils. The school has the following strengths The new executive headteacher and The interim executive board (IEB) provides headteacher have made rapid improvements robust challenge and support to school leaders. that have had a significant impact on the Leaders have instigated an effective, quality of education provided. -
Ofsted Slate Wiped Clean for 700 Schools
WHO BLOWS THE mehwash kauser: world class? WHISTLE ON OPENING DOORs FOR Not quite, says ACADEMIES? MUSLIM GIRLS Becky Allen page 7 page 16 page 18 SCHOOLSWEEK.CO.UK FRIDAY, JULY 7, 2017 | EDITION 110 THE RISE OF HOME EDUCATION PAGES 8 & 9 Ofsted slate PA/WIRE wiped clean for 700 schools WHO GOT Rise in rebrokered academies skews trust league tables WHAT BRIEF IN GREENING’S ‘Dropping failing academies minimises damage to the brand’ TOP TEAM Exclusive BILLY CAMDEN | @BILLYCAMDEN PAGE 2 PAGE 3 JO BS FIND YOUR NEXT DREAM EDUCATION JOB. educationweekjobs.co.uk | @EduWeekJobs 2 @SCHOOLSWEEK SCHOOLS WEEK FRIDAY, JULY 7 2017 EDITION 110 NEWS SCHOOLS WEEK TEAM Ofsted ratings ‘wiped clean’ in 700 schools Editor: Laura McInerney BILLY CAMDEN CONTINUED found 718 sponsored academies yet to year. Features editor: Cath Murray @BILLYCAMDEN FROM FRONT have Ofsted visits after having their past Eight of the trust’s schools were Head designer: Nicky Phillips inspection records wiped clean. rebrokered between December 2014 and The Ofsted ratings of more than 700 schools The data does not include figures for how April 2015 after government intervention. Designer: Matthew Willsone have been wiped clean after becoming an many pupils are in each of these schools. Ten academies under the E-ACT Sub editor: Jill Craven academy or rebrokering, a Schools Week But based on average school sizes, we trust were rebrokered in 2014 after Chief reporter: John Dickens analysis reveals. calculate they could be teaching more than Ofsted inspectors raised concerns over Political reporter: Freddie Whittaker There are hundreds of thousands of pupils 300,000 young people – or about 4 per performance. -
The British International School Istanbul Curriculum Policy BISI
The British International School Istanbul Curriculum Policy BISI aims to provide a curriculum for all its students, offering breadth, balance, coherence, differentiation and progression. The curriculum is designed to help all students fulfil their individual academic potential, exploit their talents to the full, and appreciate through study the wealth of human achievement. This policy at BISI is underpinned by the School’s Guiding Statements, our definition of Interculturalism, Internationalism, and our definition of High Quality Learning: Vision and Mission The British International School Istanbul provides a caring international environment, fostering cultural diversity. Individual students achieve their full academic potential, inspired to become lifelong learners and responsible citizens of the global community. Definition of Internationalism/Interculturalism We aim to develop understanding and mutual respect within our community, allowing us to explore the beliefs, circumstances and values of all members; nationalities and cultures. We believe our internationalism provides better learning, acceptance, and a holistic acknowledgement that wonder and greatness comes from the diversity of difference. Definition of High Quality Learning Students can articulate their learning journey, accurately reflect upon their progress within an engaging enrichment programme, and successfully manage, synthesize and interpret new concepts at a high standard. The BISI Curriculum The BISI curriculum will: ● Follow a modified version of the National Curriculum for England from EYFS to the end of Key Stage Three. ● Follow Cambridge Assessment International Education IGCSE in Key Stage Four. ● Follow the International Baccalaureate Diploma Programme in Key Stage Five. ● Seek to offer appropriate experiences beyond the statutory requirement that reflect the broader curriculum. ● Allow students to acquire and develop skills in all areas of learning ● Recognise our cultural diversity and utilise Turkey’s distinctive geography and rich history as a resource for learning. -
DOCUMENT RESUME ED 266 525 EA 018 003 Seven-Year
DOCUMENT RESUME ED 266 525 EA 018 003 TITLE Seven-Year Curriculum Development Plan. DS Manual 2000.5. INSTITUTION Dependents Schools (DOD), Washington, D.C. PUB DATE Aug 84 NOTE 71p. PUB TYPE Legal/Legislative/Regulatory Materials (090)-- Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage, DESCRIPTORS Behavioral Objectives; *Curriculum Design; Curriculum Development; Curriculum Evaluation; *Educational Objectives; Educational Planniag; Elementary Secondary Education; Evaluation Criteria; Inservice Education; Instructional :Materials; *Master Plans; Media Selection; Needs ..Jsessment; Program Evaluation; Scheduling; Task Analysis; Teaching Methods IDENTIFIERS *Dependents Schools ABSTRACT This document presents the Uni.ted StatesDepartment of Defense Dependents Schools' (DoDDS) framework for developingand evaluating curriculum. The primary innovation described isa 7-year cycle, aidopted to make curriculum evaluationmore flexible and less costly than under the existing 5-year cycle. Seven high-priority subject areas (science, mathematics, health and physicaleducation, social studies, reading, career education, andlanguage arts) are identified for regular review, each starting ata specific year in the cycle; lower-priority areas will be reviewedas needed. Further passages explain the composition of the DoDDS Curriculum Committee and task groups for the several disciplines, and provideguidelines for the tasks associated with the Curriculum DevelopmentPlan. Tasks are classified as focusing on (1) objectives or functions, (2) -
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