...Question four Explain the strategic purpose of School governors Senior management team Other statutory roles e.g. SENCO Teachers Support staff roles Every school has a team of school governors they are responsible for running the school there would be at least one member of the school governors that is teaching staff and at least one parent. High level strategies, policies and decision making in schools tends to be made by committee. The governing body of a public school is responsible for the recruitment of staff and the management of the premises. School governors are volunteers who work in co-operation with the school and with all the staff to set aims and objectives develop policies and review progress regularly. They provide support and...
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...every child receives this before reaching school age. Early years provision is supporting young children. Learning through play is the key element and is used more in early years than a formal education. This is because play shows to be more helpful in a child’s early development. 1b) Explain the characteristics of the different types of school in relation to educational stages and governance. There are 4 types of mainstream state school community, foundation and trust, voluntary and specialist. These 4 types follow the national curriculum. Other types include Independent/Free schools and academies; these don’t have to follow the curriculum and are governed in different ways. Community schools Run and owned by local authorities and not by their governing body. The local authority will usually determine the admissions policy and support the school in looking at ways to develop links within the local community. They also provide support services to the school. Some community schools, local groups use school facilities to hold classes of their own. Foundation and trust schools Foundation schools are run by their own governing body, that decide on admissions policy following consultation with the local authority. Its land and all buildings are also owned by the governance or charitable foundation. A trust school is like a foundation school but has a charitable trust and outside partner like a business. It can only become a trust school with a decision from its governing body...
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...The setting I work in has the main points of its mission aims and values are clearly displayed in the entrance of the school they are displayed on the school website( which could use other languages for non English speaking family's) The school also uses social media to let parents/carers know what is going on in the school and about the pupils learning. School letters are regularly sent home, keeping parents/carers up to date with what is happening within the school. The school prospectus clearly states the school values and what is expected from staff, pupils, parents/carers. Parents evening is a good opportunity for parents/carers to see and hear about how the pupils are getting on in school and codes of practice also giving parents/carers...
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...pioneers to change course. This will be exhibited when we call upon the president of Pakistan to make a durable arrangement to bring millions into school. The adventure does not end there, but rather it is a significant stride towards progress There are tons of hash tags on the twitter on which people showed very effective and enormous response every single day but I picked up #IamMalala because I belong to...
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...learning experience of student nurses and identify the influencing factors. Methods: A case study approach was used. The single case being a Defence School of Health Care Studies (DSHCS) and the multiple units of analysis: student nurses, the lecturers and Student Standing Orders. An in depth three dimensional picture was achieved using multiple data collection methods: interview, survey, observation and document analysis. Findings: The findings suggest that the DSHCS is perceived to be a sub-culture within a dominant civilian learning culture. Generally, the students and staff believed that the DSHCS is an excellent learning environment and that the defence students overall are high achievers. The common themes that appeared from the data were image, ethos, environment, discipline, support, welfare and a civilian versus military way of thinking. Conclusion: The learning experience of defence student nurses is very positive and enhanced by the positive learning culture of the civilian Higher Educational Institution. The factors influencing a positive learning experience that can be impacted by the overarching culture are discipline, image, ethos of adult learning, support and welfare. © 2013 Elsevier Ltd. All rights reserved. Article history: Accepted 19 February 2013 Keywords: Learning Student Nurses Culture Introduction The Defence School of Health Care Studies (DSHCS) sits within a large civilian institution and the education offered is fully integrated...
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...3HRC Assessment The Purpose and Goals of the Diocese of Coventry Multi Academy Trust The Core Mission of the Diocese of Coventry Multi Academy Trust is to build a better future for all within our Academies who in turn will positively impact their communities. We are a self-governing non-profit charitable trust. Harris Church of England became a sponsored academy within this trust in 2014. Is a smaller than average secondary school. Entries have fallen since the school was placed in special measures by Ofsted in March 2013 but are now recovering in January 2014. Significant changes followed to senior leadership and governance. A new chaplain was appointed in 2016 as a shared arrangement with another diocesan school. Extra pupil premium funding is received for a third of entrants, which is above average. The proportion with special education needs is slightly below other schools. The commitment is that all Academies within the Diocese of Coventry Multi Academy Trust will be recognised for their distinctive and inclusive Christian ethos and for the impact that this has on raising educational standards. Each Academy will demonstrate its Christian distinctiveness by providing an inspirational and holistic education which enables all children and staff to develop and achieve to their full potential. We currently have 12 academies in our Trust. We will achieve our aims by ensuring that Academies within the Trust are: Transformational, Aspirational, Sustainable, Motivational...
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...CHAPTER – IV LEADERSHIP LEADERS ARE BORN & MADE…. Leadership is the ability to articulate a vision, embrace the values of the vision and nurture an environment where everyone can reach the organizations goal and their own personal needs. Leadership is an indescribable ability based on concrete principles and a tool that anyone can learn that helps guides an organization or group of people in a beneficial direction or to a valuable destination. The ability to get work done with and through others, while at the same time winning their confidence respect, loyalty and willing cooperation. Before we get started, let’s define leadership. Leadership is a complex process by which a person influences others to accomplish a mission, task, or objective and directs the organization in a way that makes it more cohesive and coherent. A person carries out this process by applying her leadership attributes (belief, values, ethics, character, knowledge, and skills). The complete definition highlights the difference between simply managing and being a leader. Good leaders are made not born. If you have the desire and will power, you can become an effective leader; Good leaders develop through a never-ending process of self-study, education, training and experience. There is very little evidence that the so-called “naturally born’ leader really exists. Continuing and ongoing studies are showing that the concept of a “natural born” leader has little merit. One reason for...
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...Task 1 : 2000 Words report to describe and evaluatehow the student in their professional role, support the ethos and mission statement of their school with particular regard to a specific whole school policy area. TITLE: A report to describe and evaluate how I , in my professional role, support the ethos and mission statement of my school with particular regard of the school’s Language policy. Mission Statement: To provide a rich academic programme A curriculum based on best research evidences and on successful teaching and learning strategies for teaching for children of diverse backgrounds and learning needs. To be a community school A vibrant center for educational, recreational, cultural and social programs for children and adults in an international community which draws upon and contributes to the vitality of the international community through an innovative and focused curriculum. To maintain a unique Professional Development Focus A culture of continuous professional growth for all staff and functions as a “hub” for educators throughout the region to engage them regularly in a wide range of learning opportunities that promote ongoing professional growth. IB LEARNER PROFILE Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiryand research and show independence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives. Knowledgeable They explore concepts,...
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...SAmbrose Saint Blessing and Official Opening of the New Building 8 October 2012 HEAD MASTER’S WELCOME "And if you have faith, everything you ask for in prayer you will receive." - Matthew 21:22 In June of 2006, after six fruitless years of campaigning for new buildings, Saint Ambrose College was selected to become a ‘One School Pathfinder’. This was to be an opportunity for the Local Authority and the College to set up and test a joint approach to educational transformation. The journey took longer than intended, six years instead of the allocated three; the Lord clearly wanted us to spend more time in the design and planning! The Celtic cross was chosen by Blessed Edmund Rice, our founder, to become a symbol of the Congregation of Christian Brothers. It is the cross which appears on the badges of all our schools and colleges. Now it carves out that shape in the Manchester landscape proclaiming our Faith to all. The interior of the building emphasises the religious community which is at the heart of our College. The learning wings provide enhanced teaching and sporting facilities and embrace the IT age like never before. We must always remember that this is not a new College, it is a new building. The College continues to be an amalgam of past and present students and staff whose shared commitment to Edmund Rice Education has made it unique. Edmund would be proud of what we have built but even prouder of how it will transform the lives and learning...
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...DIRECTORATE STRATEGY TO CHANGE CULTURE SCHOOL PARTNERSHIPS FOUNDATION LEARNING TIER ADDITIONAL LEARNING SUPPORT Contents Page College Vision, Mission and Values 3 Existing Cultures 4 Overarching College Priorities 4 Bringing about culture change 5 The 5 step journey 6 Roles & Responsibilities 8 Communication & embedding the values 9 Benchmarking 9 Training & Development needs 9 Significant barriers and overcoming them 10 Priorities 11 College Vision, Mission and Values The Strategic Vision For The Merged College Is: “An inspirational organisation that delivers excellence” Mission Statement: “To provide high-quality education and training that is inclusive, and which matches and supports the needs of our diverse learners and the local and regional economy” Corporate Values: ▪ Place learners at the heart of everything we do ▪ Promote a progressive, inspirational and dynamic approach to teaching and learning which responds to learners ▪ Create an environment and ethos which encourages learning and skills development ▪ Promote and provide opportunities for successful participation in education for people from all backgrounds and abilities ▪ Strive for excellence in all aspects of college business ▪ Encourage staff to embrace challenging professional standards and raise...
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...enduring national interests, and fulfill the Nation’s military responsibilities. FM 1 is one of the Army’s two capstone field manuals. It contains our vision for the Army. While the entire manual is important, I would direct your attention to four particular items. FM 1 establishes the fundamental principles for employing landpower. The most important of these are the Army’s operational concept and the fundamentals that support it. They form the foundation for all Army doctrine. All Soldiers should understand and internalize them. FM 1 describes the American profession of arms, the Army’s place in it, and what it means to be a professional Soldier. Central to this discussion are the Soldier’s Creed, Warrior Ethos, and Army Values. These three statements establish the guiding values and standards of the Army profession. To understand Soldiers, you must know about them. To be a Soldier, you must live them. FM 1 discusses Army contributions to the joint force. As the Armed Forces achieve even greater joint interdependence, the Army will depend more on the other Services and vice versa. For this reason, the Army is currently transforming its units and institutions to enhance our campaign qualities for sustained operations and to achieve greater expeditionary and joint capabilities. It is important for Soldiers and all who support or are associated with the Army to understand these contributions and how the Army is transforming to better meet its obligations to the other Services. Finally...
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...qualification to allow them access to further education in universities around the world. Beyond these very broad objectives the initial programme was based on three fundamental principles, which outlined the IB’s approach to learning: * to provide a broad education, establishing the basic knowledge and critical thinking skill * to develop international understanding and citizenship * to provide choice within a balanced curriculum to allow the students interests to be fulfilled (ibid). The aim as Peterson has suggested was to not to just provide a place for the ‘acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking’ (IBO 2012 p.4). This is expressed further in the IB’s Mission Statement which states its desire to create a better world through education, which it claims can best, be achieved through international-mindedness. It adds to this by stating that ‘the International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (ibid). As with the other programmes, the PYP and MYP, the DP ‘promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth’ (IBO 2008 p.2) which it claims would encourage the student to become an ‘active compassionate lifelong learner’ (IBO 2008). Thus, the education the IB gives can be seen as preparing...
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...source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation of the recommendations of the former ‘Life in the UK’ Advisory Group chaired by Sir Bernard Crick. Seema Sharma, is an Assistant Headteacher at Deptford Green School in South East London. She has been a teacher for 11 years, including Key Stage 3 Co-ordinator, Head of English, Ethnic Minority Achievement Strategy (EMAS) and Assessment Co-ordinator. Vision In five years, for all...
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...beverages, teas, pastries and confections had made Starbucks one of the greatest retailing stories of recent history and world’s biggest specialty coffee chain. In 2003, Starbucks made the fortune 500. II. Current Performance Starbucks has attracted the attention of many major companies around the world as it has done an eye catching performance in the recent years and the conditions has helped a lot to achieve its goals to become a major global player. Nowadays, many of the major global companies are interested in working with Starbucks in joint ventures which brings in good news for the company with a hope of further spreading its roots strongly in the world market, strengthening the aim of the company to become a leading coffee retailer in the world, which further strengthens the mission to become one of the leading specialty coffee retailers in the world. The Company is now aimed at becoming a major player in international market and the situations worldwide also seems to be in favor of the Starbuck’s business. The company sets its goals to changing...
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...renowned priest and perceptive, creative thinker of those times, initiated and shaped.The newspaper was initially printed on a crude, hand-made wooden press built by the legendary and far-sighted visionary Carmelite Monk, Fr. Kuriakose Elias Chavara (now Blessed Chavara) at Mannanam; a remote hamlet near the town of Kottayam in Central Kerela over a quarter century before then. This event further marked the epoch-making but humble dawn of organized, elite, free press journalism in Kerela. The Carmelites of Mary Immaculate (CMI) congregation managed the newspaper till 1989, when it was converted into a Limited Company with public participation named Rashtra Deepika Ltd.; with a view to giving it fresh impetus, added professionalism and new ethos. The newspaper's founders had high and noble ambitions for this unique project that served as a major milestone in the evolution and advancement of literacy in Kerela. Under the dynamic leadership of Fr. Emmanuel Nidhiri, (a versatile genius and renowned philosopher of those times) and his team of thinkers, Nazrani Deepika marched unflinchingly over the years into the 20th Century, growing in stature and spreading its wings further. The printing frequency gradually increased from weekly to twice a week and later thrice a week. Correspondents and contributors were from virtually all segments of society.On January 3, 1927, Nazrani Deepika was converted into a Daily, the first ever of the State, re-emphasizing the noble goals that...
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