Learning. Good-practice guidance. February 2015

Size: px
Start display at page:

Download "Learning. Good-practice guidance. February 2015"

Transcription

1 Learning Good-practice guidance February 2015 If you require a copy of this guidance in an alternative format (large print, Braille or audio version), or if your first language is not English, we can provide it in the appropriate format or language if you ask us. It is also available in Welsh.

2 Contents 1. What is this guidance about? What do we mean by learning? Putting the learner at the heart of your work Good practice when working with schools Staffing Partnerships Budgeting and business planning Improvements to learning spaces Digital engagement Evaluation and sharing learning Planning learning activities in your project a checklist

3 1. What is this guidance about? This guidance is designed to help you think about an application to Heritage Lottery Fund (HLF) for a project that seeks to achieve our learning outcome: as a result of our investment people will have learnt about heritage. This outcome means that individuals will have developed their knowledge and understanding of heritage as a result of opportunities you have given them to experience heritage in ways that meet their needs and interests. The learning outcome has a unique place in our assessment framework as it is the only one weighted across all of our grant programmes. The good practice in this guidance document is drawn from the experience of HLF-funded projects and others. It is particularly designed to help those applicants and grantees who are not experienced in delivering learning activities to understand more about learning and what factors contribute to creating high-quality learning experiences. 2. What do we mean by learning? A well-planned learning resource or activity can be a powerful tool to help people discover and engage with the heritage around them. Learning is not just about schools, or children; it is about offering opportunities for everyone to develop their understanding of heritage in an active way. To achieve our learning outcome, you will need to plan proactively: you will need to consider who will learn, and what specific activities or resources will enable them to learn about heritage for example, you will need to go beyond assuming that people will learn simply as a result of the information you provide in exhibitions, websites or leaflets. We commonly refer to formal and informal learning. Formal learning is usually linked to a taught curriculum in schools, colleges or universities, including adult education courses. An example of this would be a heritage fieldwork programme for further education students. Informal learning might include weekend open days and special events to encourage families to learn together, a series of workshops giving adults with disabilities a safe environment to learn about a collection, or a programme of evening activity leading to a youth award. In planning your learning activities you should think about: Who is the target audience and how do they like to learn? What do they need and want in order to have a positive learning experience? What will you provide to meet their needs? What help do you need to deliver your learning activities? How will you know if you have met the needs of your learners and provided them with a positive experience? 3. Putting the learner at the heart of your work Before developing a learning programme you need to be clear about why you are doing it and who you are doing it for. You may want to start by developing a learning policy for your organisation (or reviewing it if it already exists) to ensure your staff and volunteers understand what you are trying to achieve and how standards will be met. You will need to be aware of your 3

4 responsibilities around the protection of children and vulnerable adults, depending on which groups you decide to work with. Projects that deliver the highest quality learning are those where the needs of the learner are put first, with a bespoke programme designed to meet these needs. Such projects build on good practice tested in other heritage and cultural settings. They are planned in consultation with partners such as adult education lecturers, teachers or play specialists, or with representatives of the learner group, to make sure the activity and resources will be appropriate. Different groups of learners will have their own needs and the activities and resources you provide should vary depending on who you are trying to reach with your project. For school children, for example, you might choose to link your activities to national curricula and pay attention that the language you use in resources is age-appropriate. When organising events that will be accessible to people with hearing impairments you might need to consider fitting an induction loop and providing some events with British Sign Language interpretation. For more information about meeting the needs of disabled people, see our guidance Making your project accessible for disabled people. It is useful to bear in mind at the start of your project that different people learn in different ways. For example, some people have a preference for visual learning. They will often think in pictures and learn best from visual displays including diagrams, illustrated text books, videos, flipcharts and hand-outs. Others learn best through verbal interactions talking things through and listening to what others have to say. For these people, written information may have little meaning until it is heard and they often benefit from reading text aloud and using audio guides. Some people prefer tactile or what is known as kinaesthetic learning; they learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. You may want to think about the range of learning activities and resources you offer in order to appeal to different learning styles. 4. Good practice when working with schools There are more than 30,000 schools and colleges in the UK and they provide an obvious audience for heritage organisations. Research conducted by HLF and other heritage and cultural organisations has highlighted a number of common factors that lead to high-quality learning in projects involving schools and colleges. The key ones, which might help inform how you plan and cost your project, are: A strong idea that provides both a focus for project organisers and a clear link between the heritage resources and the appropriate national curricula or programme of study. Collaborative partnerships where heritage professionals and school teachers work together to plan, develop and deliver learning activities using heritage sites and resources. Heritage education specialists who possess high-quality skills, knowledge and enthusiasm that is not readily available in schools. The role of the heritage staff member as a professional but not as a teacher has proved important in unlocking interest and enthusiasm in pupils. Continuous Professional Development (CPD) for school staff where school teachers work alongside heritage professionals learning from experience rather than attending formal CPD courses. 4

5 Learning that involves pupils in hands-on activities and uses a range of creative approaches to explore heritage. Suggested pre- and post-visit activities to help pupils get the most out of their visit. Support from heads of departments in schools and head teachers that encourages teachers to participate and to share their experiences with other colleagues. Monitoring and evaluation, which is undertaken jointly by teachers and heritage staff, using agreed indicators of success or learning outcomes. There are lots of pressures on the school timetable and you will find it easier to work with schools if what you are offering is planned well in advance and is tailored to meet the needs of classroom teachers. Look for opportunities where schools and your organisation might work together. The websites of organisations such as The Council for Learning Outside the Classroom, Historic Scotland, Cadw or your local museum or wildlife trust might provide inspiration. In some areas, there may be existing partnerships bringing together schools and local providers. For example, in England, Bridge organisations, funded by Arts Council England, have a remit to connect children and young people with cultural and heritage learning opportunities, through supporting local cultural education partnerships. Depending on the scale of your project it might be worth familiarising yourself with the national curricula. For example, in Scotland schools follow Curriculum for Excellence, which has its own website. From September 2014, local authority-maintained schools in England have been working to a new national curriculum, which sets out the purpose of study, aims and subject content for each curriculum area. There is an opportunity for heritage organisations to work with teachers providing support and expertise as they adapt to the new curriculum and seek new resources and ideas. Academies and free-schools are able to follow their own programme of study, which is independent, although some will choose to follow the national curriculum too. Heritage projects can support learning across a variety of curriculum areas, though teachers might assume your work has a history focus if you are a museum or historic site. Consider the potential of your project to provide learning opportunities in the STEM subjects (science, technology, engineering and maths), even if you re not a natural heritage organisation. Teachers may be interested in projects that make connections between curriculum areas ( cross-curricular ), bring together different year groups, or involve parents and the wider community in the life of the school. They may be interested in learning activity that helps them meet external standards the Quality Mark for History or Arts Award, for example. When developing resources, work with teachers to ensure what you are creating is genuinely useful (a schools pack might not always be what is needed). The TES Connect website is a good place to start if you want to find out what learning resources teachers typically use; you can also upload any resources you produce here so that they are widely shared and used. 5. Staffing It is important that learning activities and resources are developed and delivered by people with the right skills and experience; you should work with a specialist to design learning opportunities just as you would work with an architect to design a building. Depending on the scale of your 5

6 project, there are different ways of securing this expertise. You may already have specialist learning staff in your organisation, or you may decide to employ a new member of staff to deliver your learning activities. You might decide to hire freelance educators to develop or deliver activities, or to train volunteers to run learning sessions. All these options require adequate financial resource, and we expect to see this reflected in your project budget. Make sure you are offering a fair salary or fee to ensure you will attract someone with the right skills to provide quality work. Websites such as the National Union of Teachers can provide up-to-date teacher salary scales and regional weightings to help you judge costing for educational expertise. The Museums Association provides salary guidance for collections and learning roles based on generic job profiles. Freelancers and consultants can add value to your work, especially if you do not have the skills and expertise in-house or though project partners. For example, you may feel that you need extra capacity in your organisation or an impartial external voice to help you consult with your audiences and develop learning activities. Before contracting a consultant you should agree a clear summary of the skills and knowledge you require with your staff and project partners. There are no hard and fast rules about what a standard day rate or contact fee should be. Ask around to get an idea of what fees are being offered for similar types of work and ensure the fee you are offering is realistic for the work you want to commission. Ensure the fee along with a realistic timetable is set out in an agreement that both parties sign. The website of GEM, the Group for Education in Museums, has a section on freelancers and can help you find someone with experience of delivering a wide range of heritage projects, not only those in museums. 6. Partnerships Partnerships can play a vital role in delivering learning. Professionals who are already working with the groups you want to target, for example older people or people with learning disabilities, may be trained learning specialists and will also be expert in understanding these groups needs. They will often appreciate the opportunity to introduce the people they work with to new sites, collections, environments and to different expertise. Working with these experts, and with your target learners, to design and test activities and resources is a good way to ensure what you are developing will be high quality, useful and accessible. Explore the opportunities that might exist for you to work together with other heritage organisations and to share learning resources and expertise, or to offer targeted groups the opportunity to visit two sites in one day. Such initiatives can lead to savings on marketing costs and can make travelling to sites more appealing. You might also consider delivering learning activities in partnership with another organisation. Many heritage organisations, especially small voluntary groups, cannot draw on the expertise of in-house specialists to devise and deliver learning programmes. If there is not someone in your organisation with the knowledge and confidence to develop learning activities, you could consider working with a suitable partner. Voluntary and community groups may seek to work in partnership with a museum, for example, where learning experience already exists. It is important to ensure all partners have a shared understanding of the aims of the project, their role and what they are bringing to the partnership. This is usually achieved through partnership meetings, perhaps resulting in a written statement of agreed expectations, and regular communication throughout the life of the project. 6

7 7. Budgeting and business planning You will need to think about the costs associated with delivering your proposed learning activity and build these into your project planning. Remember that any staff or partners you bring in to deliver your learning activities will need a budget to deliver their programme, at least in the early stages of the project, before they start to generate any income anticipated by your business plan. In our application forms we invite you to think about activity, travel and training costs relating to individuals involved in delivering your project. You should also think about costs associated with creating resources, equipment and materials, and costs associated with reducing any barriers to accessing your activities. For example, these could include transport costs for specific target audiences if consultation suggests that travel costs represent a significant barrier for them. If you are building or making changes to a learning space as part of your project this will impact significantly on your project planning and budgeting see section 8. As well as considering project costs, you should think about opportunities for income generation associated with your learning activities. A strategy to sustain your learning offer and resources after the project ends, particularly if you are asking for a Heritage Grant, will be important. We frequently fund learning activity when an organisation is developing or expanding a service or wants to trial work with a new audience, but in the longer term you should think about how to create a sustainable business model. While we ask that any digital resources created using our funding should be free to users, this does not need to be the case with other resources and services. Learning activities should be accessible, however; so if you decide to charge, think carefully about how you can ensure your pricing structure does not become a barrier for target participants. If your activities are planned in consultation with partners to meet identified needs, they will offer a service that some audiences, for example schools, may be prepared to pay for. As in other areas of your business planning, you should think about the size of the potential market for your learning offer. Consider whether anyone else offers a similar service locally and what they charge for it, and consult with your target audience to find out what they might be willing and able to pay. Work out what it would cost to sustain your service after HLF project funding ends, and plan how you might embed these costs in organisational budget planning. This might include identifying realistic income targets for your learning offer, to be achieved through a mixture of charging for services and additional external fundraising. For more on business planning to make your offer sustainable, see our Project Business Plan guidance. 8. Improvements to learning spaces By learning spaces we mean classrooms, flexible workshop spaces, film theatres and outdoor learning facilities such as pond-dipping platforms. You should discuss the design of any new indoor learning space carefully with your architect. It is a good idea to arrange to visit existing learning spaces and find out about how they work in practice and what might work for you and your visitors. Consider whether the size of the space can accommodate the maximum number of people you will work with. Research into learning spaces recommends 2.8m 2 per person. For approximately 30 children and helpers, for example, this suggests a space of around 100m 2. Consider issues such as: Is there sufficient storage space? For example, for materials, coats and bags, and for buggies if you plan to do work with families. 7

8 Do you have provisions and supplies for a range of activities, including access to drinking water? What technology do you need in the space? Do you need access to Wi-Fi? Are there toilet facilities near by? Is the space accessible enough to meet the needs of a wide range of people? What does the location of the space say about the importance you place on people learning about heritage? Is it hidden in a basement, or at the heart of your building? How close is it to the heritage people will be learning about? Do you need a highly specialised space (such as a lab or digital learning suite), or will a flexible space better meet your needs? You might find it helpful to read Space for Learning, which provides advice on developing effective learning spaces. It is helpful to think about how the use of your learning space will be planned and managed. Flexible spaces might have more than one use within your organisation s business plan - for example, a learning space might provide opportunities to generate income through external hire. Where this is the case, you will need to put processes in place to ensure that enough time is ring-fenced for learning activity. 9. Digital engagement Delivering learning through the use of digital technology is becoming common place, opening up learning opportunities to wider audiences in creative ways. Learning using digital technology is often more effective when people are engaged in an activity rather than when they are just reading information. Our research Digital Participation and Learning: 22 Case Studies 2011 highlights some of the motivators for people seeking to learn through digital activity. Digital technology changes fast and it is important to seek up-to-date advice, but also to remember that the same principles apply to planning quality digital learning as any other learning activity or resource. Start with your audience and their needs, and with the heritage you want to share, and then find the digital solution that will work best. Consult your target audience to find the best way to deliver your digital learning activity and talk to others who have done it. Previous projects have: used mobile applications to encourage families to discover and discuss the heritage they find on a trail; developed an online learning resource linked to a curriculum topic that has enabled young people to explore heritage in the classroom before a visit; or provided opportunities for learners to connect with experts, such as curators and archivists, through podcasts, webinars or chat rooms. Different groups will respond to different technologies. Some people may feel excluded by digital technology if they feel they don t have the skills or equipment needed to engage. You should make sure that by using digital technology you are not excluding people from your work. This includes making sure digital resources meet accessibility standards (for example the Shaw Trust s website accessibility accreditation). The Jodi Mattes Trust for accessible digital culture has resources on its website to encourage best practice in this area. For further advice see our good practice guidance Using digital technology in heritage projects. 8

9 10. Evaluation and sharing learning Before you start your project, think about how you will evaluate your activities, and share lessons learnt with others: What difference do you want your learning activities to make to people? How might you measure this difference so that you can describe it to us and to others? How will you know if what you did was really successful or not quite right? How will you ensure evaluation takes place throughout your project and not only at the end? What information will you need to collect at the start of the project in order to understand what change takes place as a result of the activities? Do your evaluation strategies use an appropriate range of quantitative and qualitative methods? Are they accessible to the learners you plan to work with? How will your project be monitored? What information do you need to collect from partners and participants to help you understand what your project has achieved? Will everyone involved in the project (partners and participants) be included in its evaluation? How will you ensure the results of any evaluation feed into future practice? How will people find out about the learning from the project? Think about how you can embed evaluation activities and reflection into the delivery of the project activities, gathering participants experience of the project as you deliver it.. Checking on learning during activities, and encouraging participants to reflect on what they have learnt, can play an active part in the process of learning. Monitoring and evaluation could be carried out jointly by teachers or group leaders and heritage staff using agreed indicators of success or learning outcomes. For projects with schools, this could show how the project has impacted on knowledge or behaviour. There are various evaluation frameworks which you may find helpful when considering how to measure the impact of learning activities, including the Inspiring Learning for All framework (which though dated is still used and valued in the sector). Think about how others will learn from your project. For example, publishing case studies, making material available on your website, presenting at seminars or conferences, offering mentoring or shadowing, or contributing to practitioner networks (including HLF s online community). For further advice please refer to our Evaluation guidance 11. Planning learning activities in your project a checklist The questions on the next page may help you when thinking about making an application to us. 9

10 Where does learning sit within your organisation s current strategic vision? Do you have a learning or education policy that your HLF project helps to deliver? Have you looked at other examples of good practice to help you plan your project? How will the project make a difference to people: providing a service that is not currently provided or targeting under-represented groups or new audiences? How do you plan to consult the groups and organisations you want to work with? Do your proposals offer content, activities, teaching and learning methods appropriate to the needs and abilities of the people you want to reach? How will participants increase their understanding of heritage? Have you considered potential barriers for people accessing your activities, and identified ways to minimise these (for example, by offering some free activities if financial charges are a barrier)? How will your project tackle issues related to different audiences? For example, social exclusion, diverse cultures, additional educational needs, if appropriate? In planning formal education work with schools, are you clear about how the project links to the curriculum or programme of study? Have you already, or do you plan to, talk to teachers about their needs before planning resources or activities? Have you developed a realistic timetable and budget? Will staff be suitably qualified, experienced and rewarded? Will staff or volunteers need any training to deliver the planned activities? Are they aware of the child protection policies and procedures of your organisation? How will you draw on up-to-date expertise in learning, for example through partnerships or other links with learning professionals or an advisory group. If you are creating a new staff post have you discussed this with other project partners where applicable? Who will manage the new post and how will they fit into overall management structure? Is the space you will use for learning activity fit for purpose? How will you monitor the targets you have set yourself in your planning? For example, how will you know if you have reached new target groups or if learning has taken place? How will your project secure lasting benefits? How will you measure success for you and your partner organisations? How will you ensure that evaluation takes place throughout your project not only at the end? How will you share learning from the project? 10

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

Woodhouse Primary School Sports Spending

Woodhouse Primary School Sports Spending Woodhouse Primary School Sports Spending 2016-17 PE and Sports Grant 2016-2017 The government is providing additional funding of 150 million per annum to improve provision of physical education (PE) and

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

BILD Physical Intervention Training Accreditation Scheme

BILD Physical Intervention Training Accreditation Scheme BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing

More information

Job Description Head of Religious, Moral and Philosophical Studies (RMPS)

Job Description Head of Religious, Moral and Philosophical Studies (RMPS) Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post

More information

I set out below my response to the Report s individual recommendations.

I set out below my response to the Report s individual recommendations. Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

Using research in your school and your teaching Research-engaged professional practice TPLF06

Using research in your school and your teaching Research-engaged professional practice TPLF06 Using research in your school and your teaching Research-engaged professional practice TPLF06 What is research-engaged professional practice? The great educationalist Lawrence Stenhouse defined research

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

THE QUEEN S SCHOOL Whole School Pay Policy

THE QUEEN S SCHOOL Whole School Pay Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

Exam Centre Contingency and Adverse Effects Policy

Exam Centre Contingency and Adverse Effects Policy Exam Centre Contingency and Adverse Effects Policy Contents 1. Aims of the Joint Contingency Plan 2. Communications 3. Background and ownership 4. Disruption of teaching time centre is closed for an extended

More information

Briefing document CII Continuing Professional Development (CPD) scheme.

Briefing document CII Continuing Professional Development (CPD) scheme. Briefing document CII Continuing Professional Development (CPD) scheme www.thepfs.org 2 Contents 3 What is Continuing Professional Development > 4 Who needs to complete the CII CPD scheme > 5 What does

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

Teacher of Art & Design (Maternity Cover)

Teacher of Art & Design (Maternity Cover) Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:

More information

St Philip Howard Catholic School

St Philip Howard Catholic School School report St Philip Howard Catholic School St Mary's Road, Glossop, SK13 8DR Inspection dates 4 November 1 December 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

DICE - Final Report. Project Information Project Acronym DICE Project Title

DICE - Final Report. Project Information Project Acronym DICE Project Title DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and

More information

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS St. Boniface Catholic College Boniface Lane Plymouth Devon PL5 3AG URN 113558 Head Teacher: Mr Frank Ashcroft Chair of Governors:

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

Principles, theories and practices of learning and development

Principles, theories and practices of learning and development Principles, theories and practices of learning and development UV40800 D/502/9542 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary

More information

Exclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy

Exclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy Exclusions Policy Policy reviewed: May 2016 Policy review date: May 2018 OAT Model Policy 1 Contents Action to be invoked by Senior Staff in Serious Disciplinary Matters 1. When a serious incident occurs,

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS

29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS 29 th April 2016 Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS Assessment Date: 19 th & 20 th April 2016 Summary Bursted Wood Primary School is very

More information

University of Plymouth. Community Engagement Strategy

University of Plymouth. Community Engagement Strategy University of Plymouth Community Engagement Strategy 2009 2012 The University is at the top spot in the national People and Planet green university league table. The Active in Communities project has run

More information

David Livingstone Centre. Job Description. Project Documentation Officer

David Livingstone Centre. Job Description. Project Documentation Officer David Livingstone Centre Job Description Project Documentation Officer Location: Reporting to: Responsible for: David Livingstone Centre, Blantyre Learning Officer / Centre Manager Volunteers, student

More information

Alternative education: Filling the gap in emergency and post-conflict situations

Alternative education: Filling the gap in emergency and post-conflict situations 2009 Alternative education: Filling the gap in emergency and post-conflict situations Overview Children and youth have a wide range of educational needs in emergency situations, especially when affected

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

Special Educational Needs and Disabilities

Special Educational Needs and Disabilities Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

Leisure and Tourism. Content

Leisure and Tourism. Content Leisure and Tourism The National Railway Museum is part of a family of museums called the Science Museum Group (SMG) that includes: Science Museum, London Museum of Science and Industry, Manchester National

More information

Director, Intelligent Mobility Design Centre

Director, Intelligent Mobility Design Centre ROYAL COLLEGE OF ART ROLE DESCRIPTION Post: Department: Senior Research Fellow Intelligent Mobility Design Centre Grade: 10 Responsible to: Director, Intelligent Mobility Design Centre Background The Royal

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

Teacher of English. MPS/UPS Information for Applicants

Teacher of English. MPS/UPS Information for Applicants Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in

More information

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013

POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification

More information

EDUCATION AND TRAINING (QCF) Qualification Specification

EDUCATION AND TRAINING (QCF) Qualification Specification Level 3 Award in EDUCATION AND TRAINING (QCF) Qualification Specification Qualification Recognition Number: 601/0129/5 Qualification Reference: L3AET This document is copyright under the Berne Convention.

More information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY

More information

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014

You said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014 You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

SEN INFORMATION REPORT

SEN INFORMATION REPORT SEN INFORMATION REPORT Kinds of special educational needs Hinchingbrooke is an Academy school. We have the provision to meet the needs of students with moderate learning difficulties, dyslexia and dyspraxia,

More information

Cambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE

Cambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE Cambridge NATIONALS Creative imedia Level 1/2 UNIT R081 - Pre-Production Skills VERSION 1 APRIL 2013 INDEX Introduction Page 3 Unit R081 - Pre-Production Skills Page 4 Learning Outcome 1 - Understand the

More information

Pentyrch Primary School Ysgol Gynradd Pentyrch

Pentyrch Primary School Ysgol Gynradd Pentyrch Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY

More information

Biomedical Sciences (BC98)

Biomedical Sciences (BC98) Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

Programme Specification

Programme Specification Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)

More information

Fulltime MSc Real Estate and MSc Real Estate Finance Programmes: An Introduction

Fulltime MSc Real Estate and MSc Real Estate Finance Programmes: An Introduction Real Estate & Planning Fulltime MSc Real Estate and MSc Real Estate Finance Programmes: An Introduction 04 February 2013 Henley Business School 2008 www.henley.reading.ac.uk Why Study Real Estate at Reading?

More information

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist

PAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon

More information

School Experience Reflective Portfolio

School Experience Reflective Portfolio School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set

More information

Bold resourcefulness: redefining employability and entrepreneurial learning

Bold resourcefulness: redefining employability and entrepreneurial learning Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:

More information

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching

More information

Classroom Teacher Primary Setting Job Description

Classroom Teacher Primary Setting Job Description Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

Video Marketing Strategy

Video Marketing Strategy Video Marketing Strategy Econsultancy training taster session Marketing Week Live 2017 Simon Crofts @simoncrofts E: training@econsultancy.com T: +44 (0)20 7970 4167 1 A UNIQUE COMBINATION FOR SUCCESS Achieve

More information

St Matthew s RC High School

St Matthew s RC High School St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified

More information

An APEL Framework for the East of England

An APEL Framework for the East of England T H E L I F E L O N G L E A R N I N G N E T W O R K F O R T H E E A S T O F E N G L A N D An APEL Framework for the East of England Developing core principles and best practice Part of the Regional Credit

More information

Eduroam Support Clinics What are they?

Eduroam Support Clinics What are they? Eduroam Support Clinics What are they? Moderator: Welcome to the Jisc podcast. Eduroam allows users to seaming less and automatically connect to the internet through a single Wi Fi profile in participating

More information

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

A review of UK libraries in A guide for delivering sustainable, community-centric services

A review of UK libraries in A guide for delivering sustainable, community-centric services A review of UK libraries in 2017 A guide for delivering sustainable, community-centric services Foreword Nick Poole Chief Executive of CILIP, The Library and Information Association @NickPoole1 I would

More information

TOPIC VN7 PAINTING AND DECORATING

TOPIC VN7 PAINTING AND DECORATING TOPIC VN7 PAINTING AND DECORATING THEME: EDUCATION & TRAINING LEVELS 1 & 2 ISSUED 2013 L E V E L 2 ESSENTIAL SKILLS INSTRUCTIONS WHAT DO I DO? L Theme E V E Template L 2 Use this to help you: plan an Action-based

More information

Head of Maths Application Pack

Head of Maths Application Pack Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths

More information

Tradeshow 102: Attracting Visitors. Dr. Amy Brown Wednesday, January 27, 2016

Tradeshow 102: Attracting Visitors. Dr. Amy Brown Wednesday, January 27, 2016 Tradeshow 102: Attracting Visitors Dr. Amy Brown Wednesday, January 27, 2016 This is more than just a beautiful pen. Overview Review: Preparation and goals Attracting visitors Principles of engagement

More information

A LIBRARY STRATEGY FOR SUTTON 2015 TO 2019

A LIBRARY STRATEGY FOR SUTTON 2015 TO 2019 A LIBRARY STRATEGY FOR SUTTON 2015 TO 2019 Page 15 Agenda Item 4 INTRODUCTION AND SUMMARY Library services provided in the London Borough of Sutton have been at the forefront of innovative and customer

More information

STUDENT AND ACADEMIC SERVICES

STUDENT AND ACADEMIC SERVICES STUDENT AND ACADEMIC SERVICES Admissions Division International Admissions Administrator (3 posts available) Full Time, Fixed Term for 12 months Grade D: 21,220-25,298 per annum De Montfort University

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

Pharmaceutical Medicine

Pharmaceutical Medicine Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR) Pharmaceutical

More information

Charging and Remissions Policy. The Axholme Academy. October 2016

Charging and Remissions Policy. The Axholme Academy. October 2016 Charging and Remissions Policy The Axholme Academy October 2016 Review date: October 2017 Reviewed: Autumn 2016 Next review: Autumn 2017 2 CHARGING AND REMISSIONS POLICY 1. Introduction This policy has

More information

This Access Agreement covers all relevant University provision delivered on-campus or in our UK partner institutions.

This Access Agreement covers all relevant University provision delivered on-campus or in our UK partner institutions. UNIVERSITY OF HERTFORDSHIRE ACCESS AGREEMENT 2011/12 1 Overview The University of Hertfordshire has a strong track record of success in raising aspirations and thus in widening participation. This is amply

More information

Programme Specification

Programme Specification Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance

More information

Fair Measures. Newcastle University Job Grading Structure SUMMARY

Fair Measures. Newcastle University Job Grading Structure SUMMARY Outline Level I Roles in this family are wholly or mainly focused on research and teaching. They may combine elements or research, teaching or management, but the relative emphasis on these elements and

More information

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017

Horizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017 Horizon Community College SEND Policy Amended: June 2017 Ratified: July 2017 1 SEND POLICY C O N T E N T S Section 1 Mission Statement 3 Section 2 Objectives 4 Section 3 Identifying Special Educational

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.

SEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate. SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information

Evidence into Practice: An International Perspective. CMHO Conference, Toronto, November 2008

Evidence into Practice: An International Perspective. CMHO Conference, Toronto, November 2008 Evidence into Practice: An International Perspective CMHO Conference, Toronto, November 2008 Child and Youth Mental Health Information Network Partners Child and Youth Mental Health Information Network

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

More information

Regional Bureau for Education in Africa (BREDA)

Regional Bureau for Education in Africa (BREDA) United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory

More information

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION Paston Sixth Form College and City College Norwich Vision for the future of outstanding Post-16 Education in North East Norfolk Date of Issue: 22 September

More information

Senior Research Fellow, Intelligent Mobility Design Centre

Senior Research Fellow, Intelligent Mobility Design Centre ROYAL COLLEGE OF ART JOB DESCRIPTION Post: Department: Post-doctoral Research Associate Intelligent Mobility Design Centre Grade: 7 Responsible to: Senior Research Fellow, Intelligent Mobility Design Centre

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009

VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications

More information

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making

More information

Apprenticeships in. Teaching Support

Apprenticeships in. Teaching Support Apprenticeships in Teaching Support Apprentices: a class act Apprentices can make a real difference in educational settings. College has been winning top marks for its approach to training a new generation

More information

TEACHER OF MATHEMATICS (Maternity Full time or Part time from January 2018)

TEACHER OF MATHEMATICS (Maternity Full time or Part time from January 2018) TEACHER OF MATHEMATICS (Maternity Full time or Part time from January 2018) MILLFIELD Millfield is one of the largest co educational boarding school in the UK with over 1200 pupils, aged 13 18. The pupil

More information

Newlands Girls School

Newlands Girls School School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of

More information

Peterborough Eco Framework

Peterborough Eco Framework We would expect you to carry out an review at the start of each year to allow you to assess what progress has been made and decide which area or areas you would like to focus on. It is up to you how you

More information

Report of External Evaluation and Review

Report of External Evaluation and Review Report of External Evaluation and Review Ashton Warner Nanny Academy Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 15 August 2014 Contents

More information

Services for Children and Young People

Services for Children and Young People Services for Children and Young People Learning Difficulties and Disabilities Team TITLE: Services for Young People s Preparing for Adulthood Strategy for Young People with High Needs (14-25) PUBLICATION

More information

Fearless Change -- Patterns for Introducing New Ideas

Fearless Change -- Patterns for Introducing New Ideas Ask for Help Since the task of introducing a new idea into an organization is a big job, look for people and resources to help your efforts. The job of introducing a new idea into an organization is too

More information

Oasis Academy Coulsdon

Oasis Academy Coulsdon School report Oasis Academy Coulsdon Homefield Road, Old Coulsdon, Croydon, CR5 1ES Inspection dates 4-5 March 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership

More information

ASHMOLE ACADEMY. Admissions Appeals Booklet

ASHMOLE ACADEMY. Admissions Appeals Booklet ASHMOLE ACADEMY Admissions Appeals Booklet 2017 Ashmole Academy is its own Admissions Authority. Appeals are, therefore, made directly to the school. This booklet explains how you can make an appeal if

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information