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Reformed GCSE, AS and a Level Subjects
Reformed GCSE, AS and A level subject content Government consultation response January 2016 Contents Introduction 3 Overview of reforms 5 Summary of responses received and the Government’s response 7 Astronomy GCSE 8 Business GCSE 12 Economics GCSE 15 Engineering GCSE 17 Geology GCSE 20 Psychology GCSE 22 Sociology GCSE 26 Design and technology AS and A level 28 Environmental science AS and A level 32 History of art AS and A level 34 Music technology AS and A level 38 Philosophy AS and A level 41 Next steps 44 Annex: list of respondents to the consultation 45 2 Introduction On 16 July 2015 the Department for Education published a consultation on proposed content for GCSEs in astronomy, business, economics, engineering, geology, psychology and sociology, and AS and A levels in design and technology, environmental science, history of art, music technology and philosophy. The proposed GCSE subject content aims to provide students with more fulfilling and demanding courses of study; new A level content aims to encourage development of the knowledge and skills needed for progression to undergraduate study and employment. The consultation sought views on the following questions: • whether the revised GCSE content in each subject is appropriate: • whether there is a suitable level of challenge • whether the content reflects what students need to know in order to progress to further academic and vocational education • whether the revised AS and A level content in each subject is appropriate: • whether the content reflects what students need to -
Schools Forum Is Asked to Approve Annex F Which Is the Proposed Pro-Forma for Funding Schools in 2014-15
B Committee: School Forum Meeting Date: 18th October 2013 Title: Changes to the Schools block 2014-15 Author: Michael Quinton Decision making / Decision Making consultative / information: What is the Forum being asked to decide? 1. Schools Forum is asked to approve Annex F which is the proposed pro-forma for funding schools in 2014-15. Specifically: 1.1 The introduction of the sparsity factor which will be funded from reallocations within the Schools Block. 1.2 Redistribution of Deprivation funding from the higher bands of IDACI to a Free School Meal (FSM) band that is not directly linked to the cost of a FSM. 1.3 Removal of the mobility factor from the Suffolk formula. 1.4 Reducing the value per pupil element of the Secondary schools Low Cost High Incidence (LCHI) value due to the change in the proxy measure and more children being ‘picked up’. 1.5 Introduction of Rent as an exceptional factor. Reason for recommendation 2. Following on from the Government and Suffolk Schools Forum review of the formula the changes have been recommended: 2.1. The government have listened to school requests to have a factor that supports small rural schools. Suffolk County Council is committed to supporting small schools and it is in our interest to make use of this new Sparsity factor. This factor is aimed at smaller rural schools and we feel that introducing this factor will benefit Suffolk schools. By using this targeted funding it will ensure the long term viability of some of the schools as well as enabling those schools to look at other ways of working such as federations. -
Lt099 (998/999)
ROUTE: LT099 LT099B / 998 Effective from: 1st September 2020 Timetable and Additional Information Revised: 2nd November 2020 Name of company operating route: First in Norfolk and Suffolk Contact number for the company: 0345 646 0707 IMPORTANT INFORMATION 998 is a dedicated school bus routes on which only students with a valid pass or student fare payers may travel. 99 is part of a local public bus service available to members of the public. All students whether pass holders or fare payers who usually catch the 99 or 99B should travel on the 998. 998 Route Number: 99 99 (99B) Southwold, Station Road, Kings Head 0715 - - Reydon, Covert Road, Mount Pleasant 0720 - - Wangford, Church Street, Church 0727 - - Wrentham, A12 High Street, Palmers Lane 0734 - - Kessingland, Whites Lane, Suffolk Wildlife Park 0740 - 0800 Kessingland, Church Road, Church 0742 - 0802 Kessingland, Church Road, Sailors Home | 0800 | Kessingland, Wash Lane, Beaconsfield Road 0743 0803 0803 Kessingland, Wash Lane, Fisherman’s Way 0744 0804 0804 Kessingland, Field Lane, St Edmunds Crescent 0745 0805 0805 Kessingland, Field Lane, Lincoln Court 0745 0805 0805 Kessingland, London Road, Queens Terrace 0746 0806 0806 Kessingland, London Road, Pond Farm 0746 0806 0806 Kessingland, London Road, Heathland Beach Caravan Park 0747 0807 0807 Kessingland, London Road, Oaklands Terrace 0747 0807 0807 Pakefield, London Road, Holiday Village 0748 0808 0808 Pakefield, Tower Road, Morrisons 0750 | 0810 Pakefield, Pakefield High School (inside) | 0813 | Pakefield, London Road Pakefield, Pakefield Primary School 0753 - 0813 Pakefield, London Road Pakefield, Tramway Hotel 0755 - 0815 Lowestoft, Belvedere Road, ASDA 0802 - 0822 Lowestoft, Denmark Road, Rail Station 0804 - 0824 Lowestoft, Gordon Road, Bus Station - Stand 7 0810 - 0830 If the route operates as a dedicated school bus, then changes to the route and operating times may be made at short notice to accommodate new passengers or to improve punctuality. -
Great Finborough Newsletter
GREAT FINBOROUGH NEWSLETTER September 2017 ISSUE 481 VILLAGE DIARY – SEPTEMBER 1 4.10-4.30pm Mobile Library, Oak Close 4 1-2pm, 2-3pm Yoga, Pettiward Hall 11 7.30pm Parish Council, Pettiward Hall 12 9.30-11.30am Coffee Morning, Chestnut Horse 14 7.30pm Garden Club, Pettiward Hall 16 8am Men’s Breakfast, Pettiward Hall 18 1-2pm, 2-3pm Yoga, Pettiward Hall 21 8pm Quiz Night, Chestnut Horse 25 1-2pm, 2-3pm Yoga, Pettiward Hall 29 2.30-4.00pm Pop up Tea Room, Pettiward Hall 29 4.10-4.30pm Mobile Library, Oak Close VILLAGE DIARY – OCTOBER 9 7.30pm Parish Council, Pettiward Hall 10 9.30-11.30pm Coffee Morning Chestnut Horse 12 7.30pm Garden Club, Pettiward Hall 19 8pm Quiz Night, Chestnut Horse 27 4.10-4.30pm Mobile Library, Oak Close 28 TBC Autumn Supper, Pettiward Hall 28 7.30pm Buxhall quiz night, Buxhall village Hall PARISH COUNCIL MEETINGS 2017 11 September 9 October 7.30pm in Pettiward Hall The Newsletter is produced by Great Finborough Parish Council, printed by Gipping Press, and distributed to all households in the village free of charge. Claims made have not been verified. For these the newsletter disclaims responsibility. 2 Editorial Welcome back after the summer break and I hope all had a relaxing time, managing to catch some sunshine between the rain showers. The last two months have seen a flurry of activities in the village and surrounding areas. There was a very successful Open Gardens, a dosey doe of a Barn Dance, Garden Club trips and BBQ’s, Yoga Clubs, Pop up Tea Rooms, Buxhall Summer Fete and a host of coffee mornings to name but a few. -
Bury St Edmunds County Upper School Beetons Way, Bury St Edmunds, IP32 6RF
School report Bury St Edmunds County Upper School Beetons Way, Bury St Edmunds, IP32 6RF Inspection dates 18–19 September 2013 Previous inspection: Not previously inspected Overall effectiveness This inspection: Outstanding 1 Achievement of pupils Outstanding 1 Quality of teaching Outstanding 1 Behaviour and safety of pupils Outstanding 1 Leadership and management Outstanding 1 Summary of key findings for parents and pupils This is an outstanding school Students’ achievement is outstanding. Higher The curriculum is excellent and supports the ability students, those who speak English as outstanding spiritual, moral, social and cultural an additional language and those who have development of the students well. special educational needs all make rapid Leadership and management are outstanding, progress, regardless of their starting points driven by the dedicated and visionary and abilities. The gap between the headteacher. Skilled school leaders, recognised achievement of students supported by both locally and nationally for their expertise, additional government funding and others is support her. Together they have ensured that closing steadily. They are now less than a standards have continued to rise steadily. GCSE grade behind by the end of Year 11. Governors support and challenge the school The quality of teaching is outstanding. well, bringing a wide range of expertise to their Teachers have very high expectations and roles. They have a very good understanding of students rise to the challenge. No time is the school’s priorities. wasted and activities are imaginative, creative The sixth form is outstanding. Students’ and enjoyable. achievement is outstanding and the proportion Students’ behaviour is excellent, both in who gain places in sought-after universities is lessons and around the school. -
Public Consultation
PUBLIC CONSULTATION www.abbeygatesfc.ac.uk @abbeygatesfc /abbeygatesfc /abbeygatesfc Contents Introduction ............................................................................................................................... 3 The consultation ........................................................................................................................ 3 Why West Suffolk needs a new sixth form college ................................................................... 4 About Abbeygate Sixth Form College ........................................................................................ 5 The Principal ............................................................................................................................... 6 Curriculum offer ......................................................................................................................... 6 Beyond the curriculum .............................................................................................................. 6 Location ...................................................................................................................................... 7 Our vision and values ................................................................................................................. 8 Admissions policy ....................................................................................................................... 8 Introduction A new sixth form college is proposed for Bury St Edmunds, to open in September 2019. -
Paradigm Trust's Statement of Action September 2015 to January 2017
Paradigm Trust’s Statement of Action September 2015 to January 2017 Date: 27th November 2015 Version: Version 1 KEY ACTIONS BY PARADIGM TRUST 1. Release the Executive Principal to take on the Principal role at Ipswich Academy (IA) by: a. appointing an Interim Principal at Solebay Primary Academy leading to a substantive appointment; b. ensuring the Principals of the founding schools have the advice, support and development from the Link Directors, the Executive Principal, Central Services and Paradigm Trust’s network. 2. Establish an Interim Executive Board (IEB) to monitor and accelerate the removal of Ipswich Academy from special measures on or before 31st January 2017. 3. Ensure that the Directors are abreast of the priorities at IA through regular visits and reports. 4. Take bold measures to address the issues highlighted in the Ofsted section 5 inspection in January 2015 and any subsequent HMI monitoring visits in relation to the Sixth Form and Year 14 provision. 5. Continue to engage with the RSC and the DfE regarding the demands of school improvement work and the ensuing financial costs. Page 2 of 12 Version 1 27/11/2015 Key Issues: OFSTED findings (January 2015) Ref Section 5 finding (January 2015) Improve the quality of teaching, including in the sixth form, so that it is at least consistently good, by ensuring all teachers: • have strong subject knowledge and the skills to assess students’ progress accurately • have high expectations of what students can achieve and use assessment information to plan lessons effectively to meet the needs of the different groups of students • mark students’ work regularly and offer high quality feedback which helps students understand how they can improve their work • extend students’ understanding of their work by using effective questioning and verbal feedback and by setting appropriate homework • develop appropriate strategies in the classroom to increase the confidence and skills of students so they have a thirst for knowledge. -
Suffolk County Council Lake Lothing Third Crossing Application for Development Consent Order
Lake Lothing Third Crossing Consultation Report Document Reference: 5.1 The Lake Lothing (Lowestoft) Third Crossing Order 201[*] _________________________________________________________________________ _________________________________________________________________________ Document 5.2: Consultation Report Appendices Appendix 13 List of Non-statutory Consultees _________________________________________________________________________ Author: Suffolk County Council Lake Lothing Third Crossing Application for Development Consent Order Document Reference: 5.2 Consultation Report appendices THIS PAGE HAS INTENTIONALLY BEEN LEFT BLANK 2 Lake Lothing Third Crossing Application for Development Consent Order Document Reference: 5.2 Consultation Report Appendices Consultation Report Appendix 13 List of non-statutory consultees Lake Lothing Third Crossing Application for Development Consent Order Document Reference: 5.2 Consultation Report Appendices THIS PAGE HAS INTENTIONALLY BEEN LEFT BLANK Lake Lothing Third Crossing Application for Development Consent Order Document Reference: 5.2 Consultation Report Appendices All Saints and St Forestry Commission Suffolk Advanced Motorcyclists Nicholas, St Michael and St Peter South Elmham Parish Council Ashby, Herringfleet and Freestones Coaches Ltd Suffolk Amphibian & Reptile Group Somerleyton Parish Council Barnby Parish Council Freight Transport Suffolk Archaeology Association Barsham & Shipmeadow Friends of Nicholas Suffolk Biological Records Centre Parish Council Everitt Park Beccles Town Council -
Why Teach Japanese in Secondary Schools?
Why teach Japanese in secondary schools? This booklet contains information about the practicalities and benefits of teaching Japanese at several of the UK’s top Japanese-teaching secondary schools. All information has been provided by the schools named below and compiled by the Japan Foundation London. You can also find further detailed case studies on the Japan Foundation website: www.jpf.org.uk/language/listofschools.php#case1 - Bexley Grammar school - Hendon School - Bury St Edmunds County Upper School - St Bernard’s Catholic Grammar - Dartford Grammar school School Learning Japanese at Bexley Grammar School Stephen Elphick - Headteacher Background: Bexley Grammar School was awarded Language College status in 2002. Despite taking on specialisms in Science and Maths and Leading Edge, our Language Specialism has always been at the heart of our school and has increasingly defined our ethos and culture. All students take two modern foreign languages to GCSE level, a very unusual requirement in a UK school and yet a highly successful one. Students can choose from French, German, Spanish, Italian, Chinese, Japanese and Russian. The introduction of the International Baccalaureate Diploma Programme (IBDP) was a natural next step which we have run alongside A levels for well over a decade, providing access to Japanese in both pathways. Four years ago the school committed to going fully IB in the Sixth Form which we will do from September 2017, securing all seven of these languages at Standard and/or Higher level. Rationale: Our school ethos is encapsulated in the three words: intellect, empathy and courage, taken from the IB profile of a successful learner. -
Use of Contextual Data at the University of Warwick Please Use
Use of contextual data at the University of Warwick Please use the table below to check whether your school meets the eligibility criteria for a contextual offer. For more information about our contextual offer please visit our website or contact the Undergraduate Admissions Team. School Name School Postcode School Performance Free School Meals 'Y' indicates a school which meets the 'Y' indicates a school which meets the Free School Meal criteria. Schools are listed in alphabetical order. school performance citeria. 'N/A' indicates a school for which the data is not available. 6th Form at Swakeleys UB10 0EJ N Y Abbey College, Ramsey PE26 1DG Y N Abbey Court Community Special School ME2 3SP N Y Abbey Grange Church of England Academy LS16 5EA Y N Abbey Hill School and Performing Arts College ST2 8LG Y Y Abbey Hill School and Technology College, Stockton TS19 8BU Y Y Abbey School, Faversham ME13 8RZ Y Y Abbeyfield School, Northampton NN4 8BU Y Y Abbeywood Community School BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent DE15 0JL Y Y Abbot's Lea School, Liverpool L25 6EE Y Y Abbotsfield School UB10 0EX Y N Abbotsfield School, Uxbridge UB10 0EX Y N School Name School Postcode School Performance Free School Meals Abbs Cross School and Arts College RM12 4YQ Y N Abbs Cross School, Hornchurch RM12 4YB Y N Abingdon And Witney College OX14 1GG Y NA Abraham Darby Academy TF7 5HX Y Y Abraham Guest Academy WN5 0DQ Y Y Abraham Moss High School, Manchester M8 5UF Y Y Academy 360 SR4 9BA Y Y Accrington Academy BB5 4FF Y Y Acklam Grange -
Debenham High School Pathways Evening
Debenham High School Pathways Evening 28th September 2017 Tonight • Miss Upton - introduction • Mr Martin – what will we be doing in school? • Miss McBurney – what choices are there? • Mr Trevorrow • Mr Voller – careers, advice and guidance Learning Behaviour Grades • Change to a five point scale • New grade between Good and Inconsistent • Meeting Minimum Expectations Meeting Minimum Expectations Can work independently or in groups but can be a passive participant in their learning; homework is generally completed on time but often completed to the minimum standard expected for that student; correct equipment is usually brought; will take part in the learning activity but does not stretch or challenge themselves in their learning; able to complete tasks but does not show initiative in their learning; behaviour does not distract others from learning. What next? • Choices • Subject matters • How do I decide? Mr Martin How will we be helping the students prepare for the next step? The Home Straight • 25 weeks left. • 123 days. (This includes Mock Exams and other exam parts). Make the most of your time, it will be gone before you know it, Exams start before you leave. The first GCSE exam is in 104 school days. How can we help you? We want every student to leave DHS having fulfilled their potential, and with a clear idea of where they are going next and WHY. 1) Personal Tutoring. 2) Mentors 3) Parents evening (1st November) 4) Talk to us. Revision and Preparation • Use the sessions in school. • Start early make sure you understand not just remember • Use exam questions now, ask when you don’t get it. -
Claydon High School Church Lane, Claydon, Ipswich, IP6 0EG
School report Claydon High School Church Lane, Claydon, Ipswich, IP6 0EG Inspection dates 18–19 June 2014 Previous inspection: Requires improvement 3 Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a good school. The headteacher is an effective leader who The gap between the achievement of pupil has brought about rapid improvements in premium students and other students is both teaching and achievement since the last decreasing rapidly. Ofsted inspection. Senior leaders, including Students benefit from good teaching in most governors, share the headteacher’s ambition subjects. and drive. Students are proud of their school and behave Achievement is rising across all year groups. with respect and consideration towards each Students make good progress in most other. Relationships between students and subjects, including English and mathematics. staff are positive. Disabled students and those with special Behaviour is good and students feel safe in educational needs make good progress. school. It is not yet an outstanding school because Students make good rather than exceptional Teachers do not always check students’ progress. Some students of high ability do understanding of their learning sufficiently. not yet achieve enough higher grades in their Some teachers do not have high enough GCSE examinations. expectations of higher ability students and do Not enough teaching is outstanding. Teachers not always use questioning effectively to do not redesign planned activities quickly challenge them to do even better. enough when students find the work too hard Students’ enthusiasm for learning is not taken or too easy.