1 Lefèvre Trust & Charles de Gaulle Trust A guide to the programme
2 Contents Page 1. Introduction to the programme 3 2. Planning partnership activity 8 3. Using the partnership progression framework Partnership visits 13 Appendix 1: Important definitions 18 Further reading on our website: Partnership case study Examples of day plans for partnership visits
3 1. Introduction to the programme This programme from the Lefèvre Trust and Charles de Gaulle Trust supports collaboration between the UK and France on educational opportunities that prepare young people to become global citizens. By supporting partnerships between schools in the UK and France, the programme aims to give more young people the knowledge, skills and understanding to work not only bilaterally but in a global context - and contribute responsibly to society locally and globally. It recognises that young people require high-quality education and international opportunities, and that countries that provide these are more likely to offer stable societies and economic opportunity. The British Council administers the distribution of grant funding from the Lefèvre Trust and Charles de Gaulle Trust on behalf of the trustees. 1.1 What does the programme include? The programme offers grant funding to enable reciprocal visits between young people and educators from schools in the UK and France that are working together in sustainable, curriculum-based partnerships. Such visits allow young people to experience the culture and language of another country and give educators opportunities to learn from different education practices; this leads to improvements in teaching and improved learning outcomes for young people. The programme focuses on two main areas: partnerships between schools (based on collaborative projects ) mobility (for young people and educators) The two strands 1) Partnerships between schools The programme supports long-term, sustainable and curriculum-based partnerships between schools in the UK and France that contribute to young people s development as global citizens. International partnerships between schools have positive educational benefits for young people wherever they live. By collaborating on curriculum-based projects
4 A guide to the programmes 4 with peers in another country, young people gain a fuller understanding of other countries, cultures and languages, as well as their own. By exploring global themes together, such as rights and responsibilities, fairness and equality, they gain a critical understanding of issues that resonate at local, national and international levels and develop the skills and qualities needed to live and work in a globalised context. This is an important outcome of young people s education and will ultimately help them to develop into informed, responsible global citizens. For educators, international partnerships provide opportunities to share best practice and to learn from education systems and approaches in other countries. This is an important part of continuing professional development and can lead to improvements in teaching and learning. To benefit from this programme, linked schools in the UK and France are expected to demonstrate a commitment to the progression of their partnership in three key areas that deliver benefits for both young people and educators: 1. Increasing global citizenship 2. Enriching education and attainment 3. Developing an equitable and sustainable partnership This progression is described in more detail in the partnership progression framework further on in this document. 2) Mobility (for young people and educators) The trusts offer grants to enable young people and educators from linked schools to visit their partners. Visits help to sustain and strengthen partnerships, giving all participants invaluable opportunities to meet their counterparts face-to-face and to experience directly, and learn from, the culture and education system of the other country. For educators they also offer the chance to work together to review the progress of their partnership and plan future collaborative projects. Visits are most productive when they are just one element of broader collaborative activities between linked schools and contribute to the progression of the partnership. To ensure greatest impact and value for money, they should be designed to benefit not only those who travel but also a wider pool of young people and educators in each school.
5 A guide to the programmes 5 Schools in the UK and France that are already in a partnership can apply together to this programme for: a one-off grant of 5,000 per school from the Charles de Gaulle Trust to enable individual students (minimum of 3 participants) aged between 17 and 19, and one or more educators, from each school to arrange two-week study visits with their partner school in France/the UK, working specifically on projects which can demonstrate a link to their school syllabus; or, a one-off grant of 5,000 per school from the Lefèvre Trust to enable groups of young people aged between 11 and 19, and one or more educators, from each school to visit their partner school in France/the UK Although there is a more limited age range for grants from the Charles de Gaulle Trust, we recommend that institutions that also cater for younger students consider ways to extend the impact of the Charles de Gaulle visits to benefit more young people in the school. For details on specific project ideas for Charles de Gaulle, please refer to the guidance notes to apply for this scheme and the case study available to download on our website. Language (or work in the context of language) is a theme that runs throughout the core of all the programmes 1.2 Get involved How to apply for funding Read this document carefully and download the application form and guidance documents from the Lefèvre and Charles de Gaulle Trust pages on the British Council Schools Online website. (See Useful links below.) Upcoming application deadlines are also published on this website. Your school must be in the UK or France and have a partnership with a school in the other country to be eligible to apply for grant funding. Institutions catering for young people from years old are eligible to apply, including schools, sixth form colleges and comparable institutions providing fulltime general, vocational, technical or special needs education. Both private and government institutions can apply.
6 A guide to the programmes 6 Full details of all eligibility criteria are provided in A guide to applying for grants for each individual scheme. Not ready to apply yet? If you do not have a link with a school in France/the UK but are interested in forming a partnership or doing international projects in your school, visit the British Council Schools Online website to help you. This website provides a wealth of support and information about developing international partnerships and global learning in a school. It includes a database of many schools in France and the UK that are looking for partners (and over 30,000 schools in 178 countries that are looking for partners too), as well as advice on how to find the right partner school and get started. You will also find online courses and information about other opportunities to enhance your professional development with an international dimension, as well as teaching resources and project templates to encourage active global citizenship, and information about the International School Award accreditation scheme ISA (ISA Currently available for UK Schools only) Contact us If you are in the UK, please us at (for queries regarding the Lefevre Trust programme) or (for queries regarding the Charles de Gaulle Trust programme). If you are in France, or another country outside of the UK, please contact your local British Council office or DAREIC (see Useful links below). 1.3 Useful links Visit British Council Schools Online and sign up for the newsletter Find out more about the Lefèvre Trust and Charles de Gaulle Trust programme
7 A guide to the programmes 7 Find out about the International School Award and how it is run in your country Find the British Council office in your country Background information about the trusts Lefèvre Trust The Lefèvre Trust was set up to enable groups of young people aged 11 to 19 from the UK and France to work together on joint projects. Charles de Gaulle Trust The Charles de Gaulle Trust is designed to provide support for study visits for individual students aged 17 to 19 (minimum of 3 participants per school) from the UK and France working on projects linked to their school syllabus. Both trusts are independent of the governments in the UK and France. Trust resources can be used flexibly and are not dependent on financial years. Both trusts can allow expenditure in either country. Both trusts cover the whole of the UK and all regions in France.
8 A guide to the programmes 8 2. Planning partnership activity If you would like to apply for a grant you should plan your partnership activity around these three objectives, aiming to make progress in each area as outlined in the partnership progression framework further on in this document. 2.1 Objective 1: Establishing a UK-France link and increasing global citizenship Global citizens have the knowledge, skills and understanding to work in a global context and contribute responsibly to society locally and globally. To guide you through this process and help you to plan partnership activities that will support young people to become global citizens, we have developed a set of global themes, skills and outlooks. Global themes Global skills Global outlooks Conflict and peace Self-awareness Positive sense of identity Sustainable living Conflict resolution Sense of interdependence Rights and responsibilities Empathy Commitment to rights and responsibilities Fairness and equality Creative thinking Desire to make a difference Identity and belonging Critical thinking Open to new ideas Collaborating Communicating Taking action Commitment to justice Commitment to peace Commitment to sustainability Within your partnership, you can help young people in the UK and France to develop these global skills and outlooks by: setting up collaborative curriculum-based projects between the young people in each school that require them to work together and share ideas introducing the global themes above into collaborative projects and the wider curriculum, prompting young people to examine these universal issues
9 A guide to the programmes 9 in relation to their local/national context, and their partner school s context, and to reflect on the similarities, differences and links between the two expanding on this to explore the same global themes in the context of other countries and at a global level; this will give young people a critical understanding of issues that resonate locally, nationally and internationally. When you apply for your grant you will be asked to show how your partnership activities address these themes, skills and outlooks and to describe how your partnership will progress in these areas. For more information on the global themes, skills and outlooks, please refer to A guide to global citizenship. 2.2 Objective 2: Enriching education and attainment International school partnerships provide a valuable opportunity for schools to work together to enrich education practice and improve educational outcomes for young people. To help you to develop this strand of your partnership, we have developed a set of common educational areas that educators in both schools can choose to address together. Area Subjects and curriculum Core skills Teaching styles Assessment Classroom and behaviour management Inclusion Promoting well-being Definition The content you teach to young people Young people s achievement in language, numeracy and IT The methods you use to teach young people How you measure young people's progress How you guide young people's conduct Catering for additional learning, physical and emotional needs Encouraging young people to live healthily.
10 A guide to the programmes Objective 3: Developing an equitable and sustainable partnership Successful international partnerships should benefit all schools equally and be sustainable (with or without grant funding) in the future. In order to meet these aims, we recommend that you: make long-term plans to commit time and resources to the partnership make sure partners in each country contribute equally (to both planning activities and participating in them) agree shared goals and make sure that your partnership activities are linked to the curriculum in each school involve more educators and young people as the partnership progresses involve people from each school s wider community, e.g. parents, local authorities, local businesses, charities, community groups. In the grant application you will be asked to describe what you have done so far to make your partnership equitable and sustainable, and what you plan to do over the next year. 3. Using the partnership progression framework The framework on page 12 presents four stages of development against each objective and is designed to help you and your partner school assess and plan progress as your partnership develops. To be eligible for funding you must already be working at the Preparation for partnership level for each of the three objectives (see the left hand column of the framework). In addition, you must demonstrate that after one year you will progress to the next level for each objective. For example, if you are working at the Preparation stage for Increasing global citizenship, you must plan to reach the Developing stage after the next year of activity. You can be at a different level for each objective, provided that in each case you demonstrate progression from one level to the next. The framework is intended as a guide for planning activity. It is not meant to be prescriptive, but provides a vision for achievement in the three objectives which the grant supports.
11 A guide to the programmes 11 We encourage a diverse range of activities and your plans may include elements from each level of progression. There is nothing wrong with this approach; your grant application will be assessed at whichever level it most consistently demonstrates.
12 Developing an equitable and sustainable partnership Enriching education practice Increasing global citizenship Partnership progression framework Preparation for partnership Developing the partnership Embedding the partnership Expanding the partnership Young people and educators build awareness of global issues: schools run activities which introduce global themes to young people young people share information about their local context with the partner school(s) educators reflect on current levels of global awareness and decide how to move forward. Young people and educators reflect critically on global issues: schools run collaborative curriculum projects which enable reflective learning on global issues and facilitate the development of global skills and outlook young people discuss global issues with their partner school(s) educators are able to develop global citizenship issues in teaching. Young people and educators take action to tackle global issues: schools run collaborative curriculum projects which facilitate young people taking positive social action on a shared global issue young people participate in collaborative activities which address shared global issues, skills and outlook educators are able to embed global citizenship issues in teaching. Young people and educators disseminate their approach and learning: schools run collaborative projects which engage the wider community in a shared global issue young people actively share their knowledge and activities with their peers and communities educators lead others in the teaching of global citizenship. Educators build awareness of practices in their partner school: Educators reflect critically on their own practice: Educators take action to improve their teaching and curriculum: Educators disseminate their approach and learning: educators identify priority areas of practice to improve educators share information about education practice with the partner school(s). educators critically research their own practice educators run collaborative studies of education practices with the partner school(s) educators exchange education practices during reciprocal visits. educators implement useful changes to their teaching and curriculum based on collaborative learning educators refine education practices during reciprocal visits. educators share their approach and revised practices with others in their education community educators promote refined education practices during reciprocal visits. Schools prepare for an equitable and sustainable partnership: Schools develop an equitable and sustainable partnership: Schools embed their equitable and sustainable partnership: Schools expand their equitable and sustainable partnership: schools prepare to develop plans for a long-term partnership partnership co-ordinator identified with head teacher support young people and educators are aware of the partnership needs of all partner schools are identified and discussed schools consider the significance of the partnership in their local context. schools develop plans for a longterm partnership partnership co-ordinators set up partnership committees and head teachers commit resources to the partnership young people and educators are involved in partnership activity planned activities address the needs of all schools equally schools identify groups in the wider community to engage in the partnership. schools take steps to embed the partnership on an equitable and long-term basis partnership committees extend activities across the school more young people and educators than previously are involved in partnership activity planned activities meet the needs of all schools equally schools engage groups in the wider community in partnership activity. schools make plans to sustain the partnership on an equitable and long-term basis partnership committees share practice with the wider education community whole school/department/ year involvement relative to size of school planned activities designed to meet the needs of the wider community active participation of wider community in partnership activity.
13 A guide to the programme Partnership visits If you are successful in your application, your schools will receive 5,000 each to pay for a partnership visit (in line with the allocation you applied for). Visits to partner schools can, if well planned and approached with an open mind-set, inspire new approaches to learning and global awareness. At their most successful, visits challenge both hosts and visitors to consider new principles, ideas and philosophies and involve in-depth discussion about educational challenges. Refer back to the partnership progression framework (page 12) to help you and your partner to assess and plan your progression. If your application is successful, your funding will go towards a reciprocal visit that has the potential to open your eyes to new approaches and practices and to enrich educational practice in your school profoundly. This section of the guide will help you to get the most out of the time you spend with your partner. On our website, you will find specific information relating to a one-day planning visit that you may wish to incorporate into your partnership management process. 4.1 The challenges Many educators enjoy finding out about alternative approaches to education and sharing best practice. However, it is not always easy to translate the experience into concrete action in the home school or country. The ultimate aims are improved outcomes for young people and sustained improvement for all participating schools. Here are the four main challenges you will need to tackle: Plan for deeper learning There is often an expectation that learning from the host school will just present itself to visitors. As a result, inadequate thought can go into the development of a clear focus and how to draw out deeper understanding and learning from the visit See beyond the surface There is often too much focus on the implementation of ideas rather than on first principles or the ideas themselves. 4.1.Develop common practices and methods How many times did you hear: This will never work in our school? You will need to go beyond what we do here and what they do there to find ways to work together and develop common methods and practices in order to prevent local contexts from limiting what can be learnt from visits.
14 A guide to the programme Build relationships In order to frankly and openly exchange ideas to achieve genuine understanding, it is necessary to create relationships built on trust and reciprocity, in which hierarchy does not play a part. 4.2 Plan and run a successful visit Some key principles will help you to design and lead successful partnership visits. All participants - both visitors and hosts - should approach the visit with open minds, a willingness to consider ideas and solutions beyond their own understanding of how things are done, and a desire to understand why different methods are effective Shared focus Develop a very clear focus for your visit with a defined aim of how to enrich education. All stakeholders in the partnership need to share a vision for success. Focus the visit on key areas that the visitors have identified as being in need of improvement or support; this will engender openness to new ideas. Provide examples of questions that will develop understanding about the principles behind different approaches undertaken by your hosts. Try to provide opportunities to practise this kind of questioning before the visit. Give participants a varied experience of the focus of the visit so that they hear about it, watch it, feel it and see it from multiple points of view. This will help to overcome tacit knowledge about the visit context and stimulate thoughts and ideas. Before the visit takes place provide background information about the host school and its approach. Concentrate on why certain approaches are taken, rather than on what they are and how they are implemented. If possible, provide some thought-provoking pre-reading about the focus chosen for the visit. Ensure there are opportunities for young people participating in the visit to use both English and French in order to communicate.
15 A guide to the programme Build relationships Think carefully about who the most suitable people are to participate in the visit. Make sure you have identified what the focus of the visit will be for the young people taking part. How will they play a key role in the collaborative work on their return? How you can develop their ambassadorial role when they return? If at all possible, try to build a relationship with people at the school before the visit takes place. This will encourage a level of trust allowing for more frank and open discussion True collaboration Arrange to work through enquiries together with your hosts rather than just having simple question and answer sessions; actually co-construct some ideas to take back to your own school and be creative in your approach to the development of joint practice. The more both parties can contribute their experiences and ideas, the more everybody will be challenged to think differently. 4.3 After the visit Hopefully, you will return home with ideas that can be used immediately. But if you are going to bring about lasting change and improvement, you will need to build on the principles and ideas that you witnessed and worked on during your visit. To ensure the best possible chance of long-term change you will need to keep up this creative momentum. Here are some suggestions: Recommend that participants keep individual journals during the visits. It might help to structure your thoughts in later discussions and will allow you to record ideas and principles to refer to once you get home. Plan follow-up sessions at the same time as planning the learning visit itself. Follow-up sessions should be seen as part of the same overall process of development of ideas and improvement. Develop formal project plans with the young people for the implementation of ideas resulting from their visits and ensure project leaders are accountable for delivery. Plan follow-up discussions with host school colleagues to report and receive feedback on ideas and plans developed since the visits. Develop professional development sessions on the same topic as the visit to continue to give the theme prominence.
16 A guide to the programme A framework for visits A week-long visit, with at least four days of work in school (two-week study visits for the Charles de Gaulle Trusts) needs careful planning. The following threestage framework will help you to plan a visit that allows all participants to develop new insights, understanding and ideas. Think about each stage in relation to: The three partnership objectives and how to progress in each area, i.e. increasing global citizenship, enriching education, developing an equitable and sustainable partnership. The partnership progression framework level that you have reached, i.e. Preparation, Developing, Embedding, Expanding Stage 1: Preparation and context setting During the early stages of a visit try to develop a plan that allows you to: develop a common vision for a successful visit and ensure all participants are supportive of that vision provide context for the visit and build positive relationships between hosts and visitors ground the visit in the reality of the school / school system for young people and establish a focus for the trip as a whole based on improving outcomes for young people support participants to develop an open, inquisitive mind-set and sense of possibility required for a successful visit Stage 2: Stimulating thought and learning During the main part of the visit work on creating opportunities that: provide a wide range of stimuli to develop thinking about the focus of the visit, some of which should relate directly to education; others could be from a related field outside education allow meaningful, direct interaction with host professionals and young people give participants an opportunity to have first-hand experience and a range of perspectives of the host school Stage 3: Co-constructing ideas Towards the end of the visit develop activities that allow you to: provide an opportunity for hosts and visitors to co-construct ideas and to move beyond description of practice in their own school / country to create something together
17 A guide to the programme 17 capture and build on participants previous positive experiences lay the foundations for further progress on return to the home country / school. Your notes
18 A guide to the programme 18 Appendix 1: Important definitions Young people: are up to 19 years old. They participate in activities which are led or facilitated by educators. Educator: someone working in education. Educators include head teachers, teachers and teaching support staff. Grant application: the process of completing the grant application form to apply for grant funding for your partnership. Partnership: one school in the UK and one school in France that are working together. Partnership visits: an essential part of the grant application. For applications for funding from the Lefèvre Trust or Charles de Gaulle Trust, your activity plan should include proposals for a group of young people, and one or more educators, from each school to visit their partners in France/the UK. Visits should last approximately one week and include at least four days of work for the Lefèvre Trust. For the Charles de Gaulle Trust, it is recommended that study visits last approximately two weeks. Visits can be individual (minimum of 3 participants per country) or in small groups (up to 10 students). One-day planning visit: organising a successful partnership visit can be challenging. It is possible to consider a day visit to prepare the way or a pre-visit training day. Up to of your grant can be put towards this.
Lefèvre Trust Application Guidance Notes SECTION A : PROGRAMME INFORMATION 1. Introduction to the Lefèvre Trust: aims & objectives 2. Who can apply? 3. What are the programme criteria? 4. How much funding
Charles de Gaulle Trust Application Guidance Notes SECTION A: PROGRAMME INFORMATION 1. Introduction to the Charles de Gaulle Trust: aims & objectives 2. Who can apply? 3. What are the programme selection
HOW TO COMPLETE THE ONLINE APPLICATION FORM Before you begin, please be aware of the following: Any school in the partnership can start and submit the application but they must be registered on Schools
Application Guidance: British Council International School Award What is the British Council International School Award? The British Council International School Award champions and supports international
National Occupational Standards National Occupational Standards for Youth Work Contents Introduction 5 Section 1 S1.1.1 Enable young people to use their learning to enhance their future development 6 S1.1.2
JOB DESCRIPTION Job Title: Reports to: Principal Board of Governors Main Purpose of the Job Leadership: Provide vision, leadership and direction for the college. Learning: Create and maintain a productive
Religious and moral education Principles and practice Why is religious and moral education important for all children and young people? 1 What do children and young people achieve through learning in religious
Australian Government Department of Education and Training More Support for Students with Disabilities 2012-2014 Evaluation Case Study Leadership development in special schools Output 7: Supporting school
Ryde Secondary College School Plan 2015-17 ] School background 2015-2017 School vision statement School context School planning process Our students, our future. Confident, compassionate and successful.
GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY 2014-15 1. Introduction Glasgow Kelvin College strives to provide learning which is inclusive, respects learners, is
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
Role Profile Job Title Project Manager Schools Ref no: Directorate or Region Wider South Asia Department/Country Education & Society, Nepal Location of post Kathmandu Pay Band Band G / 6 (Country Appointed)
Cuckoo Ensemble, For the Birds 2015, Jony Easterby (image: Giles W Bennett) Arts Grants for Creative Professionals Getting Started January 2016 The Arts Council of Wales is committed to making information
Politics and Society Curriculum Specification Leaving Certificate Ordinary and Higher Level Contents Senior cycle... 3 The experience of senior cycle... 4 Politics and Society... 7 Rationale... 7 Aim...
QUALITY ASSURANCE IN INITIAL TEACHER EDUCATION BENCHMARK INFORMATION ON THE STANDARD for INITIAL TEACHER EDUCATION IN SCOTLAND CONSULTATION DOCUMENT April 2000 This document has been produced under the
Curriculum Policy March 2016 POLICY 1. Our School Vision For every child to say that this is the best school they ever attended; every staff member that it is the best place they have ever worked and every
The big picture About British Council We are a cultural relations organisation of the UK with presence in over 100 countries We work in mutually beneficial partnerships with institutions and systems We
Crossfields Institute Learning, Teaching and Assessment Strategy Were all instructors to realise that the quality of the mental process not the production of correct answers, is the measure of educative
Civil Service 2012-2017 Level 3 HEO and SEO or equivalent Level 3 I n s p i r i n g E m p o w e r i n g C o n fi d e n t About this framework The Civil Service competency framework supports the Civil Service
Higher Education Teaching, Learning, Assessment and Scholarship Strategy April 2015 Version 4 1 Introduction This Higher Education Teaching, Learning, Assessment and Scholarship strategy sets out the key
Patient and Public Involvement (PPI) Strategy 2014-2017 1 Contents Executive Summary 3 1. Introduction 4 2. Why a Patient Experience and Involvement Strategy 4 3. Engagement and Experience The National
14.15 14.45 How Do I bring the world into my classroom Vicky Gough, Adviser, British Council How do I bring the world into my classroom www.britishcouncil.org 2 British Council Schools ENRICHED EDUCATION
Funding guidelines April 2014 March 2015 Supporting positive change in communities Tudor makes grants to smaller community-led groups which are supporting people at the margins of society. Tudor s trustees
Special Educational Needs Policy including other Vulnerable Groups The Education Act 1996 says that a child has special educational needs (SEN) if they have a learning difficulty which calls for special
Internationalising the Curriculum: Global perspectives audit tool What is an internationalised curriculum? Internationalisation of the curriculum (IoC) is the incorporation of an international and intercultural
Job Title: Lead Practitioner Science KS4 Salary: L3 L7 Position Overview Responsible to: Director of Science. Teacher of Science Key purposes: a) To carry out the professional duties of a teacher as described
Teaching the core skills Professional development for teachers https://schoolsonline.britishcouncil.org/teaching-core-skills 1 CORE SKILLS AND THE RAPIDLY CHANGING WORLD We need to educate our children
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The
Curriculum and Assessment at Sybil Elgar School Sybil Elgar School Curriculum At the Sybil Elgar School we are committed to ensuring that every pupil and student has equal rights and opportunities to access
THE SHORT COURSE IN JUNIOR CYCLE Draft Short Course Writing Guidelines Level 3 GETTING STARTED LEVEL 3 Introduction Welcome to Short Course Development. The short course is a new curriculum component in
The partnerships analysis tool For partners in health promotion Supporting partnerships Based on the evaluation of a range of initiatives undertaken to promote mental health and wellbeing, John McLeod,
University Strategy 2015/16 to 2020/21 OUR VISION We will deliver transformational education, research and innovation by... Recognising and sustaining our strengths in undergraduate education and growing
The Partnerships Analysis Tool For Partners in Health Promotion Supporting partnerships Based on the evaluation of a range of initiatives undertaken to promote mental health and wellbeing, John McLeod,
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
The National College for Leadership of Schools and Children s Services is committed to excellence and dedicated to inclusiveness. We exist to develop and inspire great leaders of schools, early years settings
2008-2009 Creating a Curriculum for Excellence Part 1: 3-18 Curriculum Framework 1 Introduction 1 This paper is the first in a series of 5 papers which, when taken together, outline Education & Children
Director General s C l a s s r o o m F i r s t S t r a t e g y Director General s Classroom First strategy Our goal is a strong public school system a public school system that earns the respect of the
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
COMHAIRLE NAN EILEAN SIAR Roinn an Fhoghlaim is Seirbheisean Chloinne Education and Children s Services Department Professional Review and Development for Teachers: Self-Evaluation: The Standard for Leadership
Key skills for developing employability First published 2001 6.00 Qualifications and Curriculum Authority 2001 ISBN 1 85838 481 8 Reproduction, storage, adaption or translation, in any form or by any means,
AITSL is funded by the Australian Government Australian Professional Standard for Principals and the Leadership Profiles 2014 Education Services Australia as the legal entity for the Standing Council on
Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to
Blended Learning CPD for Vocational Teachers Commissioning brief December 2014 Blended Learning CPD for Vocational Teachers 1 Introduction UFI Charitable Trust was set up to improve access to vocational
LLAWN03, Llandudno (image: Paul Sampson) Arts Grants for Organisations Getting Started January 2016 The Arts Council of Wales is committed to making information available in large print, Braille, British
Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted
The Early Years Learning Framework in Practice A HANDBOOK FOR EDUCATORS AND PARENTS Bridie Raban Kay Margetts Amelia Church Jan Deans Contents About this book 5 Ideas for using this book 5 Early childhood
Qualification and Assessment Specification NOCN Level 3 Award in Education and Training (QCF) Qualification No: 601/0619/0 Operational Start Date: 1 st September 2013 Version Number: 1.1 Date of Issue:
Business Plan 2014-2016 Our Vision Through teamwork our school community will provide a challenging, innovative and caring environment that empowers and motivates all to achieve their potential. School
Fffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff Growing social capital A social return on investment analysis of the impact of voluntary and community sector activities
Developing a strategic plan Cloud 10 work in progress... What is our current position? Our school is a place where our children and young people feel included, valued, respected and safe. Our children,
Commissioning Strategy This Commissioning Strategy sets out the mechanics of how Orkney Alcohol and Drugs Partnership (ADP) will implement its strategic aims as outlined in the ADP Strategy. Ensuring that
Job Description for the role of KS1 Class Teacher To carry out the duties of the Teacher in accordance with the Teachers Pay and Conditions Document 2009. To implement and deliver an appropriately broad,
Benefits of critical reflection Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in teaching, and improved educational outcomes for all children.
NSW DEPARTMENT OF EDUCATION & TRAINING Our Young Learners: giving them the best possible start An Education Strategy for the Early Years from Kindergarten to Year 4, 2006-2009 Introduction We are committed
Working with us Support and benefits for authorised centres Helping you serve your customers better Cambridge English exams are delivered by 2,800 exam centres in more than 130 countries. We put our centres
The Australian Government is seeking views from a wide range of people organisations and sectors on the National Cultural Policy especially on the proposed goals and strategies. You can contribute to the
Job description - Media Strategy and Planning Manager Main purpose of job Design, develop and maintain a strategic, planned and proactive media approach across Alzheimer s Society, aligned to organisational
Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the
Religious and Moral Education - a portrait of current practice in Scottish secondary schools Contents 1. Introduction 2. Improving Scottish Education 3. A portrait of current practice in teaching for effective
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the
Practical guide for using the Continuous Learning Framework and the Changing Lives leadership model to develop leadership in social services 1 Introduction Changing Lives 1, the Report of the 21 st Century
Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading
Business Plan 2015-2017 COMET BAY COLLEGE Our Business Plan 2015-2017 Our Vision To seek excellence in all that we do. We will:» Promote equity and excellence» Ensure that all students become successful
IMPROVING QUALITY Quality criteria for global education school visits Organisations that have worked on these quality criteria: Pro Ethical Trade Finland Kepa Service Centre for Development Cooperation
KS2 Phase Lead Oasis Academy Don Valley Oasis Oasis was established in 1985 and has now grown into a group of charities working to deliver housing, training, youth work, health care, family support and
INTERMEDIATE APPLICATION FORM Step 1 Your details ABOUT YOUR SCHOOL: School name*: Athlone Academy Type of school*: Nursery (ages 0-5) Primary (ages 5-11) Secondary (ages 11-18) Vocational/Technical College
The Family School s aims and objectives The Family School aims to foster the development of self-confidence, self-reliance and sound judgement, coupled with well developed social and citizenship skills
EVERY LEARNER MATTERS BOLTON COLLEGE HIGHER EDUCATION LEARNING, TEACHING AND ASSESSMENT STRATEGY 2013-2016 1 CONTENTS PAGE NO 1 Context 3 2 Underpinning principles 3 3 Bolton College HE learning, teaching
VACANCY NOTICE Job Summary Director of International Student Recruitment (Ref C46714) International Office Robert Gordon University has a track record of dynamic leadership and a reputation as an innovative
Strategy Mission s mission is to educate leaders and professionals for the global marketplace. Through our teaching, our research and our engagement with industry, we proactively contribute to the development
The URBACT III Programme Guide to URBACT Action Planning Networks March 2015 1 FOREWORD The present Guide aims to introduce potential partners into the world of URBACT Action Planning Networks. It will
Programme Specification MSc Human Resource Management Valid from: September 2015 Faculty of Business SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme
SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY Approved: December 2014 Review Date: December 2017 Page 1 of 11 SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY This policy has been written with guidance
Qualification Handbook Level 4 Certificate in Education and Training Qualification Handbook SFJ Awards Level 4 Certificate in Education and Training Qualification Number: 601/2040/X Version 4 2 Contents
CROFTON ACADEMY JOB DESCRIPTION Job Title: SECOND IN PE (with responsibility for Boys PE) Grade: MAIN PAY SCALE WITH TLR Reporting to: HEAD OF PE/HEADTEACHER Location: CROFTON ACADEMY Key Outcomes/Activities:
Brief guidance on how to apply for a grant from the Joseph Rowntree Charitable Trust (JRCT) What we fund The information below provides a brief overview of JRCT s five grants programmes. Before you apply,
Join the Teaching Leaders Primary coaching team Teaching Leaders and TL Primary programme overview Teaching Leaders is an education charity, specifically focused on developing outstanding middle leaders.
Earley St. Peter s C of E Primary School Founded 1848 Policy for the teaching of Modern Foreign Languages (MFL) March 2011 EARLEY ST. PETER S C of E PRIMARY SCHOOL MODERN FOREIGN LANGUAGES POLICY (MFL)
MTP Quality Marist Teacher Project If your actions create a legacy that inspires others to dream more, learn more, do more and become more, then, you are an excellent leader. John Quincy Adams MARIST COLLEGE
Mission The NWFED is an independent membership body, bringing museum people together across the North West region. NWFED Business Plan 2015-18 The NWFED supports professionals, volunteers and people who
ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole
- IVO4ALL - INTERNATIONAL VOLUNTEERING OPPORTUNITIES FOR ALL Newsletter 1 Summer 2015 After a year of preparation, the IVO4ALL project has officially started in February 2015. It aims at increasing the
Participate: Strategic Planning Partnership Working Partnership working is a potentially powerful tool for tackling difficult policy and operational problems that different organisations working in similar
Internal Mediation Services Surrey County Council in partnership with South East Employers Introduction and Summary Surrey County Council s cultural strategy is clear it wants to create a coaching culture
Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts The work in progress on Significant Aspects of Learning was reviewed in June and July
Rationale: As the UK is becoming an increasingly multicultural society, we have a duty to provide our children with an understanding of other cultures and languages. From September 2014 all KS2 children
Stepping up to the place: Integration self-assessment tool Introduction Bringing together health and social care to provide high-quality and sustainable services to improve health and wellbeing outcomes
Parent Guide to Assessment, Evaluation and Reporting Kindergarten to Grade 8 Let s talk about: Assessment Evaluation Reporting Important Documents and Information Report Cards and Grades Learning Skills
Your consent to our cookies if you continue to use this website.