Ofsted 2000 support and guidance available for pupils to help them improve their standardsthrough target gcse results are well above those for similar schools. http://www.cromerhigh.norfolk.sch.uk/high/Main/ofsted_2000.htm
Extractions: The following is the summary of the OFSTED inspection report as issued to all parents in the summer term 2000 and to prospective parents in October 2000. The School's full report can be found on the OFSTED website - You will need a copy of ADOBE acrobat reader to browse it. CROMER HIGH SCHOOL Cromer, Norfolk Head teacher: Mr B D Gransden Date of inspection: 8 12 May 2000 The school was inspected by 14 inspectors, led by Mr Ian Benson. This is a summary of the inspection report, which is available from the school. INFORMATION ABOUT THE SCHOOL This popular, mixed 11 to 16 Foundation school has 636 pupils on roll. Over 99 per cent of the pupils are white. There are 115 pupils on the register of special educational needs: an average number (24) have statements. The school is located in the north Norfolk coastal town of Cromer. It thaws its pupils mainly from the surrounding area, but some also come from beyond and this provides a balanced socio-economic mix. While attainment on entry varies each year it is about the average expected for similar-aged pupils nationally. An average proportion per cent) of pupils are eligible for free school meals.
Test Preparation Test preparation materials for teachers and students for standardized assessmentsin the ENI works with school districts to help increase test scores. http://www.ebroadcast.com.au/dir/Reference/Education/Products_and_Services/Test_
Extractions: FAHS Home Home Centre For Cross Curricular Initiatives Contacts and Locations ... Intrane t Introduction Partnership Schools Primary Partnership Schools Secondary Research ... Values, Vision and Mission Graduate Teacher Programme GTP Primary (ages 5-11 years) Please note that we have now filled all our places on this course for the September 2005 and January 2006 entry points. From December 2005, we shall be inviting applications for the September 2006 entry point. GTP Secondary Mathematics (ages 11-16 years) Places are available for this course commencing September 2005. The Education Department The Department of Education values and respects the diversity offered in a pluralistic society. We aim to provide a learning community that actively challenges inequality and injustice. For us this means: Actively opposing all forms of discrimination Recognising diversity of identities as enriching the learning and teaching experience and modeling this in our practice Working towards a more diverse staff and student body Providing a safe environment for staff and students to reflect and work on prejudices and stereotypes, including examining the use of inappropriate language
Extractions: Abstracts Alphabetical index Dr Mike Treadaway mtread@rmplc.co.uk Abstract This paper reports some of the results of the "Raising Standards in Numeracy" project which was funded by the Welsh Assembly during the period 1999/2000. Schools in which pupils achieved standards significantly higher than would have been expected from their prior attainment were identified using value-added analyses in order to explore factors and strategies which might contribute positively towards standards in mathematics. Two primary and two secondary schools were identified in each of five LEAs. Management strategies and processes which might contribute to high attainment were then explored through extended interviews with LEA advisors, head teachers and mathematics subject leaders. These factors were triangulated through extended interviews with classroom teachers and through participant observation in the classroom. This paper focuses on aspects of effective middle management. Introduction This paper describes some of the results of one strand of a collaborative project Setting Targets to Raise Standards . The project was funded by the Welsh Assembly, led by the Vale of Glamorgan and involves 5 Welsh LEAs and the University of Wales Swansea. The project was built around earlier work by the Vale of Glamorgan involving the development of value-added analyses linking National Curriculum data to prior attainment scores, and the development of an approach to target setting based on pupil level data. The project was multi-faceted and included strands, which are
Tameside College Initial guidance and Links with the Careers Service, Schools and Parents gcse Maths or English took the exemplar test Level 2 (Application of Number and http://www.lsda.org.uk/files/lsda/curriculum2000/html/tamesidecollege.htm
Extractions: Tameside College Support and Guidance for Curriculum 2000 Initial Guidance and Links with the Careers Service, Schools and Parents The College has an active school liaison section which works closely with local schools to ensure effective transition post-16. As part of the preparation for Curriculum 2000 the College hosted a conference on shared curriculum issues. This was well-attended and enabled issues and concerns to be discussed. The College is also part of the local Careers Discussion Group, which is made up of careers advisors from the careers company and teachers with a careers responsibility in local high schools. Sessions were organised for the group to raise understanding o new curriculum choices before implementation and share experience of issues once programmes were under way. Open Days have included talks about Curriculum 2000 for parents. Parents have also been encouraged to attend consultation and guidance sessions both before and after entry. The school liaison team gave presentations to all Year 11 students in local schools. They particularly focused on opportunities made possible through Curriculum 2000.
EAS : Study In The US : Overview Of School Study Parents should assess the guidance facilities at the local schools, The SecondarySchool Admissions Test (SSAT) Board CN5339 Princeton, NJ 08543, http://www.fulbright.co.uk/eas/studyus/schoolstudy/
Extractions: The authority over school education in the US rests with individual state departments of education; there is no form of Federal (central) Government control, although the Department of Education is responsible for maintaining educational standards. Each state is divided, at local level, into school districts that support their schools and pay their teachers through local taxation, state aid and Federal funds. Refer to the Department of Education for further information regarding specific state educational systems and procedures. The state board is responsible for setting policy relating to educational affairs, including allocation of state and Federal funds, teacher certification and determining/enforcing the ages of compulsory education (usually 6 - 16 years). Working within the policies established at the state level, school districts build school sites, determine instructional policies, employ teachers, purchase equipment, arrange dates of school terms/holidays and generally oversee the daily operation of the schools.
Extractions: Site search Search Prospective Students - Schools Mon 26th Sep Prospective Students Home Schools Applied Sciences Business ... The Arts Graduate Teacher Programme Information Welcome to the website for the Graduate Teacher Programme run by the Northamptonshire, Leicester and Milton Keynes (NLMK) Consortium Designated Recommending Body (DRB). Here you will find information about the programme and the appropriate application form for either primary or secondary GTP training. The form should be printed and returned to the Admissions Office at University College Northampton. If you have further queries, to which you cannot find the answers here, please direct them to: Peter Swatton DRB Manager ucndrb@northampton.ac.uk or Elaine Dawson DRB Administrator ucndrb@northampton.ac.uk Background The Graduate Teacher Programme (GTP) is a programme leading to the award of Qualified Teacher Status (QTS). It is an employment-based route into teaching that normally requires three academic terms to complete. Our partner schools employ teachers, on a supernumerary basis , who are not yet qualified and support them through an Individual Training Plan (ITP) that leads to Qualified Teacher Status. The NLMK consortium, working as a partnership, provides the training and assessment in line with the DfES/TTA
INCA - Special England 6.5 key stage 2, key stage 3, gcse, GCE A Level etc. dependent on the standardsat which they guidance to assist schools in doing this is available. http://www.inca.org.uk/display.asp?CountryID=en&TypeID=special&SectionID=6&SubSe
Extractions: The Code of Practice on the Identification and Assessment of Special Educational Needs has led to steady improvements in the way most schools manage SEN provision and the progress made by pupils has also improved. Schools have revised their SEN policies in line with the guidance in the Code, and have worked hard to identify and define pupils' learning and behaviour problems and write relevant Individual Education Plans (IEPs). The educational provision for pupils with statements of special educational need generally matches the requirements of the statement; but some statements are of poor quality and out of date or so general that schools find it difficult to use them to develop IEPs. A minority of schools have yet to come to grips with the full implications of the Code. In these cases the schools lack good leadership and management or do not recognise fully that they have pupils with special educational needs. The Code has helped to create a growing awareness that all teachers, not just the Special Needs Co-ordinator (SENCO), have a significant responsibility for managing SEN. In many schools the status of the SENCO has been raised, they have a more important part to play in assessment and curriculum planning and in some schools they are members of the senior management team. At best, SENCOs have worked with subject teachers or special support assistants in producing IEPs; these lead to better targeted support and clearer justifications for referrals to outside agencies, particularly where the arrangements for regular review are incorporated into the school's overall arrangements for assessment, recording and reporting for all pupils.
Cambridge Veterinary School: FAQs On Undergraduate Admission What grades do I need to achieve at gcse and GCE Alevel to be competitive Veterinary Schools must follow the RCVS s professional, prescribed standards, http://www.vet.cam.ac.uk/application/faq.html
Extractions: Department of Veterinary Medicine Applications These are the thirteen most frequently asked questions about applying to study Veterinary Medicine at Cambridge. More details can be found in the Veterinary School Undergraduate Brochure . Further enquiries about undergraduate admissions should be directed to the Admissions Officer (Telephone: 01223 330811). 1. Have the admission requirements for Medicine and Veterinary Medicine changed in the light of the A and AS examinations?
Test Preparation Reference, Directory FCATPrep Test preparation for Florida s standardized tests in reading American guidance Service Choose from several of AGS s test preparation materials. http://www.lila-ilab.org/bGlfOTYyOA==.aspx
Extractions: Tree Foundation Classes to prepare for a range of standarized international assessments. Also courses in computing and English. Information on how to approach computer-adaptive tests, exam dates and summer schools. Based in Athens, Greece. The Steppingstone Foundation Educational opportunity programs for students in Boston and Philadelphia, including programs preparing inner-city children for independent and public-exam schools. The Princeton Review Provider of SAT, ACT, PSAT, SAT II, GMAT, GRE, LSAT, MCAT, USMLE and TOEFL test preparation information and products. TestU TestU provides a series of standardized tests such as the FCAT, MCAS, TAAS, New York Regents, and Ohio Graduation Test, among others. TestTrade Test repository for universities in the United States. Option to upload your own tests or read those from other students. TestTools, Inc. - The FCAT Simulation Benchmark assessment and test simulation software for the Florida Comprehensive Test, FCAT and HSCT TestAssistance Practice multiple choice tests, sample syllabi, primary and secondary sources and media for the Advanced Placement Program.
Vindex - Zoekresultaten Voor Online testing and management systems for schools and organizations. Courses and online tutoring for major standardized tests. Located in East Lansing, http://www.vindex.nl/dmoz.jspx?topic_id=Top/Reference/Education/Products_and_Ser
National Assembly For Wales Learning Wales Another excellent year for Wales gcse and A/AS level students Response toConsultation on Draft guidance for Schools Requiring Special Measures http://www.learning.wales.gov.uk/scripts/fe/news_list_archive_bysubject.asp?CatI
GNN - Government News Network to achieve high or improved test results in 2002, school Standards Minister Key Stage test and gcse/GNVQ results do not provide reliable performance http://www.gnn.gov.uk/content/detail.asp?NewsAreaID=2&ReleaseID=83455
The Standards Site: What Is Target-setting? Further guidance Circular 11/98, TargetSetting in Schools pupils who willtake the National Curriculum tests or gcse examinations or equivalent http://www.standards.dfes.gov.uk/otherresources/target/index
Extractions: Standards Site areas: Pick an area Academies Advanced Skills Teachers Beacon Schools Education Action Zones Ethnic Minorities Excellence in Cities Federations Forums Freedoms and Flexibilities Gender and Achievement Gifted and Talented Homework Innovation Unit Key Stage 3 Leading Edge Literacy Local Authorities NTRP Numeracy Parental Involvement Personalised Learning Primary Strategy Pupil Achievement Tracker Research Schemes of Work School Diversity School Improvement SIE Specialist Schools Study Support Target Setting Thinking Skills Training Schools Search the Standards Site: Your path: Standards Site Home Other Resources Target-setting What is Target-setting? Overview What are the statutory requirements? Target-setting is an essential tool in school management. Pupil performance targets add clarity and focus to the school planning process. Head teachers can use pupil performance targets to underline priorities and serve as a reminder of where the school is heading. Target-setting can also aid school review. Pupil performance targets provides firm measures against which to judge recent progress. Head teachers and governing bodies can see more clearly whether they are achieving or falling short of their main goals. This should lead them to identify the approaches to improvement which work. From 1 September 1998, schools were required to set challenging targets for improving pupil performance. Schools are responsible for their own improvement, but they must also agree their targets with their LEA. Circular 11/98, 'Target-setting in schools', provide detailed information and practical guidelines on the new target-setting regulations.
Bexley Council - Schools - Glossary Usually taken one year after gcse. First half of A level course consists of threemodules. Initials stand for Office for Standards in Education. http://www.bexley.gov.uk/service/schools/glossary.html
Assessment And ICT Educational testing Service (ETS) in Nov 2004 launched an ETS ICT (Information and National Curriculum ICT Exemplification of Standards Site http://www.shambles.net/pages/staff/AssessIT/
Extractions: The Qualifications and Curriculum Authority (QCA) is developing an onscreen test to provide an independent measure of pupils' attainment in information and communication technology (ICT) at key stage 3 (years 7-9) for schools in England. The test will assess ICT capability across levels 3-8 of the national curriculum. It will be marked automatically and then verified by human markers. The 2006 national pilot will take place from 2 - 26 May 2006. In order to take part in the 2006 pilot, schools must complete an accreditation process to check their technical suitability to run the test. This process is open to schools with pupils who will be completing the KS3 ICT programme of study. Using Student Diaries for ICT Assessment
