The document is a brochure for The Crossley Heath School that provides information about the school. It welcomes readers and emphasizes that the school aims to provide a world-class education while building on tradition and looking to the future. It highlights the school's strong community support and focus on helping each student achieve excellence through developing their talents. The school has a history of outstanding academic and extracurricular successes as well as recognition for its inclusive environment and support for students.
Ms. Perret plays a leadership role in assisting administrators with developing and implementing a new instructional coaching model. Her involvement has helped make this a positive change. She has strong character, work ethic, and technology, data analysis, and leadership skills that will guarantee her success in educational roles.
This document outlines the challenges, supports, and partnerships of a large school serving military students and families with diverse learning needs. The school addresses challenges through professional development for staff, a positive school climate with programs like morning meetings and character education, and communication/partnership programs including a PTA, student advisory council, and connections with military command units.
Turnaround for Children partners with high-poverty schools to help transform them. The document outlines:
1) High-poverty schools often struggle due to the adversity faced by students and lack of alignment between schools and social services.
2) Turnaround for Children's intervention includes rigorous academic development, behavioral support, and building the school's organizational capacity.
3) Successful transformations are expected to result in improved student academic performance and socio-behavioral functioning, stronger classroom and school environments, and enhanced professional capacity.
Daretown School has undergone a significant transformation over the past 13 years. When the new principal was hired in 2001, the school had a tense atmosphere, dismal instruction, and was struggling to educate students. Since then, Daretown has implemented numerous positive changes including reducing class sizes, increasing instructional time, improving the curriculum, strengthening staff collaboration, and establishing systems to support continued growth. As a result, student attendance, behavior, and academics have greatly improved. The comprehensive changes have transformed Daretown from a dysfunctional school into a nurturing learning environment where students and staff can thrive.
This document discusses a large school that serves military families and students with diverse learning needs. It outlines the school's challenges in these areas but also its strengths in supporting students through professional development for teachers, positive school climate programs, and partnerships with parents and community groups. Communication between the school and families takes place through various digital and in-person means.
Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be “hidden” to those new to or outside of the school community.
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
A description of the Great Oakland Public Schools Effective Teaching Campaign. To get involved or learn more, reach out to Marc Tafolla at marc@gopublicschools.org.
Ms. Perret plays a leadership role in assisting administrators with developing and implementing a new instructional coaching model. Her involvement has helped make this a positive change. She has strong character, work ethic, and technology, data analysis, and leadership skills that will guarantee her success in educational roles.
This document outlines the challenges, supports, and partnerships of a large school serving military students and families with diverse learning needs. The school addresses challenges through professional development for staff, a positive school climate with programs like morning meetings and character education, and communication/partnership programs including a PTA, student advisory council, and connections with military command units.
Turnaround for Children partners with high-poverty schools to help transform them. The document outlines:
1) High-poverty schools often struggle due to the adversity faced by students and lack of alignment between schools and social services.
2) Turnaround for Children's intervention includes rigorous academic development, behavioral support, and building the school's organizational capacity.
3) Successful transformations are expected to result in improved student academic performance and socio-behavioral functioning, stronger classroom and school environments, and enhanced professional capacity.
Daretown School has undergone a significant transformation over the past 13 years. When the new principal was hired in 2001, the school had a tense atmosphere, dismal instruction, and was struggling to educate students. Since then, Daretown has implemented numerous positive changes including reducing class sizes, increasing instructional time, improving the curriculum, strengthening staff collaboration, and establishing systems to support continued growth. As a result, student attendance, behavior, and academics have greatly improved. The comprehensive changes have transformed Daretown from a dysfunctional school into a nurturing learning environment where students and staff can thrive.
This document discusses a large school that serves military families and students with diverse learning needs. It outlines the school's challenges in these areas but also its strengths in supporting students through professional development for teachers, positive school climate programs, and partnerships with parents and community groups. Communication between the school and families takes place through various digital and in-person means.
Culture is the most powerful source of leverage for bringing about change in a school – or any organization, for that matter.School Culture is often majority driven (staff), intangible, hard to describe, and difficult to positively impact, or change in a systemic way. The attitudes, beliefs, and values may often be “hidden” to those new to or outside of the school community.
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
A description of the Great Oakland Public Schools Effective Teaching Campaign. To get involved or learn more, reach out to Marc Tafolla at marc@gopublicschools.org.
Sheldon Berman: Shaping the Way We Learn, Teach, and LeadSheldon Berman
The vision, mission and instructional strategies implemented in the Jefferson County Public Schools while Dr. Sheldon Berman served as superintendent from 2007 to 2011 embody this educational philosophy. The administrative leadership in JCPS created "Shaping the Way We Learn, Teach and Lead" in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.
San Jose-Edison Academy opened in 1998 in West Covina, California as a charter school with 71% of students reading below grade level. The school partnered with EdisonLearning using their School Designs model focused on talent, culture, instruction, and data-driven management. This partnership helped the school improve reading levels to only 20% below grade level. It became the highest performing school in the district and was recognized as a National Blue Ribbon School for academic excellence. Through EdisonLearning's support, the school established a positive culture and increased test proficiency in English and math from 42% to over 78%.
Glocal School of Education was established with the aim of bringing dignity, social recognition and rewards to the profession of teaching, so as to attract, over time, best of the university graduates to the teaching profession and to empower Teachers; professionally and personally.
The document outlines the vision and values of The Badhani School in Dalhousie, India. The school's vision is to provide a value-centric education that prepares students for the future. Key values discussed include fostering respect between students and teachers, developing well-rounded students open to multiple careers, involving parents, and expressing passion to ignite a love of learning in students. The school aims to blend traditional wisdom with modern desires to help students bloom. It also discusses incorporating technologies like smart classes to ensure future readiness.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
The document discusses problems with the current education system and proposes an alternative "Canvas School" approach. It outlines the Canvas School's environmental focus, diversified curriculum, and goal of improving education quality. Details provided include the school's objectives, educational process, business benefits, project timeline and budget, personnel plan, and eco-focused activities. The school aims to teach children to live sustainably and increase local environmental awareness.
SRS International School aims to nurture children's potential and develop extraordinary young leaders through a world-class education system combining global standards with strong values and character development. The founders, who are highly educated professionals themselves, believe this approach can create not just successful individuals but good people who contribute to society. The school provides a comprehensive education focusing on academics, co-curricular activities, sports, and life skills to help students become well-rounded and capable of making a positive impact.
Bungaree College is a public secondary school located in Melbourne, Australia with 1250 students. It was founded in 2007 based on developing students' character and responsibility. The school aims to help students seek knowledge, engage in their education, and achieve their goals.
The school's design is based around a central Wellness Centre and interconnected learning centers for subjects like English, math, and science. Outdoor learning zones are connected to provide a link between mind, body and the natural environment. The design aims to give students the best learning experience through an open and collaborative space that brings people together.
School-based consultation and collaboration has been used since the 1920s in various forms to address the mental health and instructional needs of students. The practice has grown in importance due to legal and educational reforms that have increased focus on students' well-being. Consultants provide services through collaborating with school administrators, teachers, parents, and external agencies to establish interventions and determine support for students struggling academically or behaviorally. The relationships formed must maintain high ethical standards of confidentiality and consent.
The document describes the design of the Achievement First Greenfield School model. It aims to develop students' academic and character skills to graduate from top colleges and become future leaders through an innovative learning approach. This approach leverages new technologies, research on learning, and higher academic standards to personalized learning and maximize each student's potential through accelerated academics, developing habits of success, excellence in enrichment activities, and building a supportive community. The school design focuses on goal setting, self-directed learning, small/large group instruction, expeditions beyond the classroom, community engagement, and ensuring student well-being to support intrinsic motivation and high achievement.
This document outlines a structured teaching programme focused on building positive relationships and behaviors to support the school culture. It includes school-wide approaches like respect, positive relationships, and a behavior management system. The goal is to reward students who set and achieve learning goals through a weekly privilege programme. Students who do not meet goals complete tasks during the privilege hour. Warnings and consequences are outlined for misbehavior, with an focus on behavior recovery and developing intelligent behaviors. The overall aim is to build consistency, self-management, and a positive school community.
MM School Brochure | International School in ChhattisgarhMM School
MM School is an establishment that spotlights on building up the fundamental aptitudes and demeanor required in the present century. The school intensely holds onto innovation as an indispensable piece of scholastic practices and makes a benchmark in innovation empowered learning background.
The document discusses inclusion in early childhood education from multiple perspectives. It outlines key principles of inclusion according to the New Zealand early childhood curriculum Te Whariki, including valuing relationships and diversity. Barriers to inclusion are explored from the viewpoints of families, disabled children and teachers. Effective collaboration among professionals, families and educators is highlighted as important for supporting inclusion.
Chirec International School is an international baccalaureate affiliated and CBSE accredited school located in Hyderabad, India previously known as Chirec Public School. Chirec International School provides IGCSE and CBSE syllabi. In grades 9 and 10, the students take the International General Certificate of Secondary Education (IGCSE) course and the school also offers checkpoints for grades 7 and 8 which are conducted by the University of Cambridge International Examinations - CIE.
This document summarizes information presented at a Year 11 Information Evening for parents. It provides results from Year 11 and Year 10 exams, showing improvements over previous years. Targets were set for students using FFT data. Key dates are given for assessments, exams and events. Support for students and opportunities for leadership and enrichment are also mentioned.
The document summarizes information presented at an induction for Year 12 students at Crossley Heath School, covering expectations for their most demanding year of study, advice on developing good study habits to ensure success, and the various support systems available to them. Key points emphasized are that Year 12 is crucial for determining predicted grades and university options, students should aim to continue 4 subjects to A2, and regular progress updates and parental communication will help monitor achievement and provide guidance.
- The document provides statistics on higher education in the UK, including that over 50,000 higher education courses are listed on UCAS, there are over 300 higher education institutions, and in 2010 over 697,000 people applied for higher education with 487,000 getting places.
- It discusses reasons for choosing higher education such as improved career prospects, higher average starting salary of £25,000 for graduates, transferable skills, and social opportunities.
- The document gives an overview of the university application process through UCAS, student funding options including tuition fees, loans, grants and scholarship schemes, and advice for choosing the right course and university.
The document discusses the potential for Crossley Heath School to gain academy status. Some key points include:
1) Academy status would provide increased funding and autonomy over budgets in the short term which could help mitigate cuts and allow spending decisions to be made locally.
2) There would need to be consultation with stakeholders on the proposed changes. Legal agreements and staff transfers would also need to be arranged.
3) Maintaining the status quo is not seen as a viable long term option as most other local schools will likely become academies. Academy status could help protect the school's inclusive values and collaborative approach.
The document summarizes an open evening event at The Crossley Heath School. It introduces the school staff and provides an overview of the school's academics, extracurricular opportunities, facilities, admissions process, and goals of developing well-rounded students. Refreshments were available and attendees could learn about the school directly from staff, students, and governors.
The school aims to provide all students an educational experience to achieve academic success and develop confidence and leadership skills. It strives to maintain a supportive environment where students are encouraged to pursue their talents and aspirations. The school prides itself on outstanding relationships between staff and students, and utilizes a house system to foster healthy competition across year groups in various activities. Former students credit their time at the school with giving them confidence and high aspirations for their contributions.
This document provides information for parents of new Year 7 students at Crossley Heath school. It introduces key staff members and their roles. It outlines expectations for students and parents regarding communication, attendance, uniform, and participation in school activities. Parents are encouraged to get involved and support their child's transition to secondary school.
The document summarizes information presented at a KS4 Information Evening for parents and students. It provides an overview of the KS4 curriculum and support systems in place. Key points include results and achievement trends being on the rise. Targets are set using FFT data and monitored through regular assessments. Students are supported by their form tutor, head of house, and various staff. The careers coordinator outlines options for work experience and advice. Important dates are also listed.
Sheldon Berman: Shaping the Way We Learn, Teach, and LeadSheldon Berman
The vision, mission and instructional strategies implemented in the Jefferson County Public Schools while Dr. Sheldon Berman served as superintendent from 2007 to 2011 embody this educational philosophy. The administrative leadership in JCPS created "Shaping the Way We Learn, Teach and Lead" in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.
San Jose-Edison Academy opened in 1998 in West Covina, California as a charter school with 71% of students reading below grade level. The school partnered with EdisonLearning using their School Designs model focused on talent, culture, instruction, and data-driven management. This partnership helped the school improve reading levels to only 20% below grade level. It became the highest performing school in the district and was recognized as a National Blue Ribbon School for academic excellence. Through EdisonLearning's support, the school established a positive culture and increased test proficiency in English and math from 42% to over 78%.
Glocal School of Education was established with the aim of bringing dignity, social recognition and rewards to the profession of teaching, so as to attract, over time, best of the university graduates to the teaching profession and to empower Teachers; professionally and personally.
The document outlines the vision and values of The Badhani School in Dalhousie, India. The school's vision is to provide a value-centric education that prepares students for the future. Key values discussed include fostering respect between students and teachers, developing well-rounded students open to multiple careers, involving parents, and expressing passion to ignite a love of learning in students. The school aims to blend traditional wisdom with modern desires to help students bloom. It also discusses incorporating technologies like smart classes to ensure future readiness.
Inculcating values in students at technical education is a challenge. This presentation talks about the means of implementing Value Based Education in Technical Institutions.
The document discusses problems with the current education system and proposes an alternative "Canvas School" approach. It outlines the Canvas School's environmental focus, diversified curriculum, and goal of improving education quality. Details provided include the school's objectives, educational process, business benefits, project timeline and budget, personnel plan, and eco-focused activities. The school aims to teach children to live sustainably and increase local environmental awareness.
SRS International School aims to nurture children's potential and develop extraordinary young leaders through a world-class education system combining global standards with strong values and character development. The founders, who are highly educated professionals themselves, believe this approach can create not just successful individuals but good people who contribute to society. The school provides a comprehensive education focusing on academics, co-curricular activities, sports, and life skills to help students become well-rounded and capable of making a positive impact.
Bungaree College is a public secondary school located in Melbourne, Australia with 1250 students. It was founded in 2007 based on developing students' character and responsibility. The school aims to help students seek knowledge, engage in their education, and achieve their goals.
The school's design is based around a central Wellness Centre and interconnected learning centers for subjects like English, math, and science. Outdoor learning zones are connected to provide a link between mind, body and the natural environment. The design aims to give students the best learning experience through an open and collaborative space that brings people together.
School-based consultation and collaboration has been used since the 1920s in various forms to address the mental health and instructional needs of students. The practice has grown in importance due to legal and educational reforms that have increased focus on students' well-being. Consultants provide services through collaborating with school administrators, teachers, parents, and external agencies to establish interventions and determine support for students struggling academically or behaviorally. The relationships formed must maintain high ethical standards of confidentiality and consent.
The document describes the design of the Achievement First Greenfield School model. It aims to develop students' academic and character skills to graduate from top colleges and become future leaders through an innovative learning approach. This approach leverages new technologies, research on learning, and higher academic standards to personalized learning and maximize each student's potential through accelerated academics, developing habits of success, excellence in enrichment activities, and building a supportive community. The school design focuses on goal setting, self-directed learning, small/large group instruction, expeditions beyond the classroom, community engagement, and ensuring student well-being to support intrinsic motivation and high achievement.
This document outlines a structured teaching programme focused on building positive relationships and behaviors to support the school culture. It includes school-wide approaches like respect, positive relationships, and a behavior management system. The goal is to reward students who set and achieve learning goals through a weekly privilege programme. Students who do not meet goals complete tasks during the privilege hour. Warnings and consequences are outlined for misbehavior, with an focus on behavior recovery and developing intelligent behaviors. The overall aim is to build consistency, self-management, and a positive school community.
MM School Brochure | International School in ChhattisgarhMM School
MM School is an establishment that spotlights on building up the fundamental aptitudes and demeanor required in the present century. The school intensely holds onto innovation as an indispensable piece of scholastic practices and makes a benchmark in innovation empowered learning background.
The document discusses inclusion in early childhood education from multiple perspectives. It outlines key principles of inclusion according to the New Zealand early childhood curriculum Te Whariki, including valuing relationships and diversity. Barriers to inclusion are explored from the viewpoints of families, disabled children and teachers. Effective collaboration among professionals, families and educators is highlighted as important for supporting inclusion.
Chirec International School is an international baccalaureate affiliated and CBSE accredited school located in Hyderabad, India previously known as Chirec Public School. Chirec International School provides IGCSE and CBSE syllabi. In grades 9 and 10, the students take the International General Certificate of Secondary Education (IGCSE) course and the school also offers checkpoints for grades 7 and 8 which are conducted by the University of Cambridge International Examinations - CIE.
This document summarizes information presented at a Year 11 Information Evening for parents. It provides results from Year 11 and Year 10 exams, showing improvements over previous years. Targets were set for students using FFT data. Key dates are given for assessments, exams and events. Support for students and opportunities for leadership and enrichment are also mentioned.
The document summarizes information presented at an induction for Year 12 students at Crossley Heath School, covering expectations for their most demanding year of study, advice on developing good study habits to ensure success, and the various support systems available to them. Key points emphasized are that Year 12 is crucial for determining predicted grades and university options, students should aim to continue 4 subjects to A2, and regular progress updates and parental communication will help monitor achievement and provide guidance.
- The document provides statistics on higher education in the UK, including that over 50,000 higher education courses are listed on UCAS, there are over 300 higher education institutions, and in 2010 over 697,000 people applied for higher education with 487,000 getting places.
- It discusses reasons for choosing higher education such as improved career prospects, higher average starting salary of £25,000 for graduates, transferable skills, and social opportunities.
- The document gives an overview of the university application process through UCAS, student funding options including tuition fees, loans, grants and scholarship schemes, and advice for choosing the right course and university.
The document discusses the potential for Crossley Heath School to gain academy status. Some key points include:
1) Academy status would provide increased funding and autonomy over budgets in the short term which could help mitigate cuts and allow spending decisions to be made locally.
2) There would need to be consultation with stakeholders on the proposed changes. Legal agreements and staff transfers would also need to be arranged.
3) Maintaining the status quo is not seen as a viable long term option as most other local schools will likely become academies. Academy status could help protect the school's inclusive values and collaborative approach.
The document summarizes an open evening event at The Crossley Heath School. It introduces the school staff and provides an overview of the school's academics, extracurricular opportunities, facilities, admissions process, and goals of developing well-rounded students. Refreshments were available and attendees could learn about the school directly from staff, students, and governors.
The school aims to provide all students an educational experience to achieve academic success and develop confidence and leadership skills. It strives to maintain a supportive environment where students are encouraged to pursue their talents and aspirations. The school prides itself on outstanding relationships between staff and students, and utilizes a house system to foster healthy competition across year groups in various activities. Former students credit their time at the school with giving them confidence and high aspirations for their contributions.
This document provides information for parents of new Year 7 students at Crossley Heath school. It introduces key staff members and their roles. It outlines expectations for students and parents regarding communication, attendance, uniform, and participation in school activities. Parents are encouraged to get involved and support their child's transition to secondary school.
The document summarizes information presented at a KS4 Information Evening for parents and students. It provides an overview of the KS4 curriculum and support systems in place. Key points include results and achievement trends being on the rise. Targets are set using FFT data and monitored through regular assessments. Students are supported by their form tutor, head of house, and various staff. The careers coordinator outlines options for work experience and advice. Important dates are also listed.
This document provides an overview of Crossley Heath School, a selective 11-18 academy in Halifax, West Yorkshire, United Kingdom. It introduces the school leadership and provides a brief history of the school dating back to its founding in 1864. It highlights the school's academic excellence, opportunities for leadership, extracurricular activities, and community involvement. The document also provides information for prospective parents and students on the school admissions process.
This document summarizes information from a Year 10 Information Evening for parents. It provides details on student results which showed improvements from previous years. Targets based on prior test scores were set to challenge students. The document outlines the assessment schedule and exams for the year. Key dates for parents are highlighted. Support for students and opportunities for leadership, enrichment, and social events are also mentioned.
This document provides information for parents and students about starting at Crossley Heath school. It introduces key staff members and their roles. It outlines expectations for students in their first year, including registration procedures, uniform guidelines, and academic support. It also details social and team building activities to help with the transition to secondary school and provides points of contact for parents if they have any questions or concerns.
The school aims to provide all students an educational experience to achieve academic success and grow in confidence and leadership. It strives to maintain a supportive environment where students are encouraged to pursue their talents and aspirations. Relationships between students and staff are outstanding, and the school works to ensure each student is known individually and supported.
This document provides information for new Year 7 students and their parents about The Crossley Heath School. It introduces the school leadership team and Year 7 staff. It outlines the Year 7 curriculum, homework expectations, and pastoral care system. It describes registration procedures, uniform standards, and the role of form tutors. It provides details about transition day and the start of term events. It also introduces the Crossley Heath Association parental group and encourages parental involvement.
The document introduces the Duke of Edinburgh's Award program for 14-24 year olds. It can be completed at Bronze, Silver, or Gold levels by completing activities in four sections: volunteering, physical, skills, and expedition. The expedition section involves planning and completing an adventurous multi-day journey. Choosing activities for each section is flexible as long as it is legal and acceptable. Completing the Bronze level takes a minimum of 6 months and involves a 2 day, 1 night qualifying expedition.
EdisonLearning aims to provide innovative, world-class education to all students based on research-driven principles. It was founded over 20 years ago to create unique, holistic learning environments and has since expanded its services. EdisonLearning works with schools and educators to establish rigorous curricula, improve teacher effectiveness, use data to inform instruction, turn around underperforming schools, and ensure students are college and career ready. It is committed to educating the whole child and promoting eight core values to encourage positive learning cultures.
This document discusses the importance of effective communication between teachers and parents to support student success. It states that parent involvement is no longer optional and that schools must figure out how to best communicate with families. The document argues that implementing effective parent-teacher communication can help prevent classroom issues, solve problems, and transform education. Finally, it discusses different perspectives on school improvement and correlates of effective schools, including clear mission, high expectations, student time on task, monitoring progress, and positive home-school relations.
How Boarding School Plays a Life-Changing Role in Reshaping Your Kid’s Future...dooninternationschoo
Boarding schools have always been an enigma to many people, with a mysterious reputation surrounding them. However, the truth is that they offer a unique and life-changing experience to students who attend them. In recent years, the CBSE boarding school in Dehradun has become increasingly popular due to its excellent education system and holistic development approach. In this blog post, we will discuss how boarding schools play a life-changing role in reshaping your kid's future.
Unlocking Success_ Finding the Perfect Residential School in Dehradun.pdfKasiga School
Education plays a crucial role in shaping the future of a child. For parents seeking a holistic educational experience for their children, residential schools have emerged as a popular choice. Among the plethora of options available, Dehradun, the capital city of Uttarakhand in India, stands out as a hub for exceptional residential schools. Known for its serene environment, excellent infrastructure, and emphasis on academic and personal growth, Dehradun offers a conducive environment for students to unlock their potential and achieve success. In this article, we will explore the key factors to consider when searching for the best residential school in Dehradun.
Westfall Local School District Strategic PlanJD Williamson
The strategic plan outlines the mission, objectives, parameters, and strategies of the Westfall Local School District. The mission is to produce well-rounded students who are academically and technically proficient, as well as career or college ready. Objectives include having 100% of students performing at or above grade level and being responsible community members. Parameters state unsafe, insecure, or unhealthy behavior or employees will not be tolerated. Strategies involve partnering with the community, aligning PreK-12 instruction, effective communication, and developing student health and life skills.
The document proposes a tutoring program partnership between East Tech High School, Lighthouse Inc., and Sylvan Learning to address low graduation rates in Cleveland. Each student would receive individual assessments to evaluate their learning style, grade level, and study skills. They would then receive one-on-one tutoring with a trained volunteer tutor based on an individualized lesson plan. The goal of the program is to advance students two grade levels each year to help them catch up and increase graduation rates.
This chapter discusses factors to consider when locating, designing, and constructing child-friendly schools. It emphasizes that child-friendly schools should reflect the local culture and environment while also incorporating universal design principles. The key objectives of location, design, and construction are to attract students, improve attendance and learning outcomes, and create safe, inclusive environments. Community participation is important in planning schools to give them a sense of belonging. Design should prioritize the needs of children and harmonize the school with its surroundings.
Olney Adventist Preparatory School is a Christian K-8 school that helps students achieve their potential. It emphasizes treating each child as an individual and encouraging them to excel in their areas of strength. The school aims to develop students' minds, bodies, and spirits from a biblical perspective. It offers a rigorous academic program with small class sizes and individualized instruction. Students consistently score in the top percentages nationally on standardized tests. The school also provides opportunities for music, languages, athletics, and community service.
This reflection summarizes the student's personal and professional growth over the course of the educational leadership program. The student found that they became not only a better principal candidate but also a stronger teacher. The religious elements of the program helped the student develop more compassion and understanding as a future leader. The student saw differences in Christian and non-Christian leaders and aims to treat staff with respect, kindness, patience and fairness as a reflection of Christian ideals. The program emphasized considering personal challenges staff may face outside of work.
St. Margaret School was founded in 1972 in Delhi and has since expanded. The director's message discusses the school's growth over the years through the dedication of teachers and parents. It aims to provide students with strong moral values and an education that will help them succeed and contribute to society. The school has various facilities like computer labs, a library, science labs, and supports a house system to develop students holistically through academics and extracurricular activities.
Jhunjhunu, a city known for its rich cultural heritage, is home to several esteemed educational institutions. Among them, Divine International School shines as a beacon of academic excellence and holistic development. With its tie-up with Career Point, the best IIT and NEET coaching institute in Rajasthan, Divine International School has garnered a reputation for providing comprehensive education and preparing students for competitive exams. In this article, we will explore eight compelling reasons why Divine International School stands out as the best school in Jhunjhunu.
Welcome to our heartwarming marketing campaign, "Every Child is Gold," where we celebrate the brilliance of every student at Saluja Gold School. We believe that each child is a precious gem, brimming with unique talents and potential, and our campaign is a testament to our commitment to nurturing their individual brilliance.
At Saluja Gold School, we embrace the diversity of our students and recognize that every child possesses a unique set of strengths and abilities. Through our "Every Child is Gold" campaign, we celebrate the journey of each student, acknowledging their achievements and encouraging their growth in a supportive and inclusive learning environment.
Our campaign emphasizes holistic development, ensuring that our students' intellectual, emotional, and social growth is nurtured equally. We provide a well-rounded educational experience, empowering students to shine not only in academics but also in extracurricular activities, sports, arts, and community service.
"Every Child is Gold" is more than just a campaign; it is our guiding philosophy that shapes our approach to education. We believe in fostering confidence and self-esteem in our students, empowering them to believe in themselves and their capabilities.
Through our campaign, we aim to inspire students to explore their creativity, think critically, and develop a strong sense of self-worth. We understand that each child learns uniquely, and our dedicated teachers personalize learning experiences to cater to individual needs and learning styles.
Join us in celebrating the brilliance of every child at Saluja Gold School. Our "Every Child is Gold" campaign is a celebration of diversity, compassion, and the belief that each student is destined to make a positive impact on the world.
Discover the transformational journey of our students as they shine brightly and become confident, compassionate, and successful individuals. At Saluja Gold School, we believe that with the right nurturing, every child is truly golden.
#EveryChildIsGold #SalujaGoldSchool #BrilliantStudents #InclusiveLearning #HolisticDevelopment #ConfidentIndividuals #ShiningBright #NurturingPotential #BelieveInYourself #EmpoweringEducation
Mary Wilson develops students' skills to work and live productively and respectfully with others from diverse backgrounds through inclusive education. She ensures all students are included equally in all aspects of school life and addresses their diverse needs. The United Nations Educational, Scientific and Cultural Organization developed a framework for inclusive education as a global response. Wilson builds communities that value and celebrate diversity by increasing participation in learning and reducing exclusion.
SIRS is a residential school that aims to provide a holistic education through rigorous academics, extracurricular activities, and character development. The school follows the CBSE curriculum but also offers specialized courses to broaden students' knowledge. It uses innovative teaching methods and regularly updates teachers' skills. Beyond the classroom, students participate in music, arts, leadership activities, and sports. The school provides academic support and encourages creativity, critical thinking, and problem-solving skills to prepare students for life outside of school.
M.P.S.Public School, Ghaziabad, PPT made by Vansh Sirohi Class 9Vansh Sirohi
The document provides information about M.P.S. Public School in Ghaziabad, India. It summarizes that the school was founded in 2007 with a vision of providing quality education and helping students grow into well-rounded individuals. The school aims to encourage intellectual and emotional growth, excellence in academics, sports and other activities, and strong ethical values in a nurturing environment. It offers various facilities like libraries, science and computer labs, a music room, playground, smart classes, discipline and security through CCTV cameras.
In the vibrant tapestry of Rajasthan, where culture, history, and tradition converge, the decision to choose a boarding school for your daughter is a pivotal moment. Rajasthan, with its rich heritage and dynamic ethos, offers an array of options for girls boarding school in Rajasthan, each promising a unique educational journey. As a parent, navigating this landscape requires careful consideration and a thorough understanding of what makes a boarding school stand out.
Dynamic education focuses on recognizing each student's unique gifts and adapting to meet changing needs and diversity. It encourages thinking outside the box and anticipating the future. Traditional schools provide structured learning divided into grades but may lack student motivation and restrict other activities. Both approaches have strengths - dynamic schools embrace change while traditional schools build responsibility - and weaknesses to consider.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
2011 2012 brochure-complete
1. The Crossley Heath School
2011-2012
Providing a World Class Education
Building on Tradition
Looking to the Future
The Crossley Heath School
Savile Park, Halifax HX3 0HG
Telephone: 01422 360272 • Fax: 01422 349099
email: admin@crossleyheath.org.uk
website: www.crossleyheath.calderdale.sch.uk
2. welcome
We would like to extend a very warm welcome to you
and hope that, on reading this brochure, you begin to feel
some of the warmth and friendliness you are bound to
experience on a personal visit to our school.
At Crossley Heath we have tremendous ambition for
everyone who learns here. With staff, students, parents,
governors and the wider community supporting one
another, we are confident that the wide range of
opportunities on offer encourages the achievement of
both individual and collective goals.
The school holds an important place in this community.
We are proud of our strong traditions and values, which
we strive to maintain. However, do not let the School’s
19th century external façade fool you. We are forward
looking, innovative, creative, constantly evolving and
provide first class 21st century education. We have the
highest aspirations for our students and aim to equip
them with the personal skills they will need in order to be
successful in a rapidly changing global environment.
The aims of the school may be summed up in the single
phrase ‘World Class Education’. Being a selective school,
we recruit young people who have already demonstrated
success in terms of academic achievement. We strive to
maintain an ethos in which every individual is encouraged
to develop his or her particular talents in a caring and
supportive environment and to enjoy himself or herself at
the same time.
The Crossley Heath School continues to go from strength
to strength, annually receiving public recognition for
the outstanding performance of its students on a range
of fronts including academic, sporting, music, debating,
enterprise, student voice and so on. Ofsted judged the
school to be outstanding in just about every aspect in
February 2011. However, we are already focussing on
improving provision even further.
Other than outstanding inspection reports, our various
successes have included the School’s selection as a High
Performing Specialist School (June 2007); the Sports
Council’s prestigious ‘Sportsmark’, achieved in 1998, 2001
and 2004; the Artsmark award gained in 2005 and 2009;
the Healthy Schools and International Schools awards
in 2007; the Gold Cultural Diversity Award in 2009; the
Careers Education, Information and Guidance Award in
2010, the Careers Information Standard in 2009 and 2011,
Gold Inclusion Award and repeated Investor in People
Awards. A second specialism in Leadership Development
was awarded to the school in April 2007 and we are one
of a small number of schools with a specific focus on
leadership development for staff and students at every
level. This year we have been invited to become a Leading
Edge school.
However, the positive and unique atmosphere of Crossley
Heath is best experienced first hand.Visitors to the school
are often heard to comment ‘It just feels right’! We do
hope you will come and visit us soon.
3. Supporting
Care, guidance and support of students is
of paramount importance to us. The school
fosters an atmosphere in which staff, students
and parents work together to ensure students
receive an excellent educational experience.
The school’s ethos is one of inclusion. Students
feel valued and supported in developing the
confidence, talents and skills to reach their
full potential and achieve excellence within
and beyond the classroom. The Gold Inclusion
Quality Mark reflects our commitment
to providing for individual needs within a
supportive and yet challenging environment.
When students enter our school they are
placed in a house tutor group under the care
of a tutor who will remain with them as they
progress through school. This pastoral system
supports excellent relationships between
students, staff and parents, providing support,
care and guidance to all individuals within the
group.
All students are members of one of four
Houses (Kings, Queens, Porter and Savile).
Ofsted 2011
Alongside the Tutor, a House Achievement
“Very positive relationships between staff and students are evident.”
Leader cares for the welfare of the students as
well as monitoring their academic progress, and
introducing strategies for intervention where
appropriate.
Our safe-guarding procedures are rigorous and
effective and we prioritise the safety of your
child by monitoring attendance and contacting
parents in cases of uninformed absences. All
staff are thoroughly trained in safe-guarding and
child protection matters.
Within school we foster a
culture of respect for each
other. Students support one
another and, consequently,
incidents of bullying are rare.
However, we recognise that
young people can, and do, face
issues which make life tough
for them; our level of support
is outstanding and we always
go the extra mile for all our
students.
4. Developing Contributing
The Crossley Heath School is a healthy school and Students are encouraged to make a positive
we develop student confidence in making healthy contribution to charitable events of a local, national
lifestyle choices. We promote healthy eating and and international nature. Last year, for example, they
support this in the dining room by offering a range include local charities such as the Laura Crane and
of healthy options – pasta, jacket potatoes, salads Forget Me Not Trusts to raising money for LEPRA,
and fruit. All dietary needs are catered for. Operational Christmas Child and Jeans for Genes
Day, along with contributing to the earthquake
We have a school nurse who provides day to day fund in Japan. The Committee raised over £6000
support for our students in addition to a Primary for charity last year. An East meets West Fashion
Care Trust nurse offering weekly confidential drop- Show held last year brought many members of the
in sessions for students needing advice. community together to raise money for Haiti.
Students are offered a wide range of sporting Our students contribute to the local community
activities both in the curriculum and out of school in a variety of ways from enrichment activities,
hours. The House System is particularly strong volunteering in the local community, to taking part
within the school providing challenge throughout in the Junior Sports Leader Award and helping in
the year in a series of competitions for all age the local primary schools. The School Ambassadors
groups. These include: Drama, Music, Swimming, represent the school at many events and annually
Debating, Hockey, Netball, Rugby, Cricket, Tennis, take part in the national Holocaust Memorial
Athletics and also effort in the classroom. Students’ event, sharing their experiences from their visit to
contributions are recognised by the award of House Auschwitz.
points and colours.
Students contribute actively to the external
Healthy lifestyles are promoted through the PHSCE community including participation in the LA plan for
programme and we deliver an informative Summer Schools, completion of a high profile Urban
and sensitive SRE programme. Community Leadership Scheme, standing for Youth
Parliament, taking part in the Model United Nations
The opening of a new sports hall in 2010 event and contributing to the planning of the new
has enabled pupils to take part in an even library in King Cross.
greater range of sporting activities with
options such as cheerleading, dodgeball and The school values
indoor cricket nets being offered as extra- students’ contribution
curricular sports. to school life. Students
take an active part in staff
As a reflection to our commitment interviews, submission
in promoting healthy choices, we are of awards and bids,
designated as a ‘Healthy School’. welcome special guests
and assist with the smooth
running of all school
events generally. Student
committees help develop
the success of our school
VLE (now recognised
nationally as being one of
the best in the country)
and The Zone, which is the
Work Related Learning/
Careers site for students.
Ofsted 2011
“Students show initiative, accept responsibility
and understand and respect each other’s differences.”
5. Discovering
We aim to prepare our students for adult life
in the business and commercial world. Our
Careers Co-ordinator works closely with the
Connexions Advisor who provides individual
careers interviews and guidance. Throughout
Key Stages 3 and 4 there is a comprehensive
programme of careers guidance. Pupils are
encouraged to develop their enterprise skills
through the curriculum and the various extra-
curricular activities they engage in. There is
a dedicated area of the Learning Resources
Centre where students can access careers
information and students also have access to
‘The Zone’ which is an area of the VLE aimed
at providing information on Higher Education,
Careers and Work Experience as well as
providing very useful links to other valuable
resources. All students in Year 11 enjoy work
experience for one week in an establishment
of their choice, for which help and support
is offered. We also have an active programme
of guest speakers and employers visiting the
school to talk to students in all key stages. The
school has gained both the Quality Information
and Quality Standards Awards for Careers
Education in recognition of the high standard Ofsted 2011
of information, advice and guidance available “The outstanding curriculum
for our students. makes a significant contribution
to students’ attainment and their
All year 9 students undertake an Entry Level personal outcomes.”
Business Enterprise course which culminates in
an Enterprise Day in June. Enterprise Days are
also offered to year 10 and 12 students.
Students of Business Studies take part in the
Young Enterprise Scheme, running their own
companies. The wide range of activities also
includes putting on events such as plays or
concerts in aid of charity.
Students are encouraged to develop the
skills which will contribute to their success
in the global world of the 21st century both
within the classroom and beyond. The school
provides opportunities for international
experiences through its rich menu of trips
and visits; enables students to reach out into
the surrounding community through its school
events, to forge links with businesses, other
schools and local groups and develop their
personal, academic and leadership potential.
6. Leading
Crossley Heath is a Leadership Partner School and a National Support School. We are firmly
committed to raising student achievement through development of high quality leadership in staff
and students.
Students are encouraged to develop their leadership skills by taking on one of the many positions of
responsibility within school – these include School Officials, Charity Representatives, Ambassadors,
Student Voice Co-ordinators and Zone Committee members to name a few.
Student Voice is strong within the school. Students observe lessons and give feedback to teachers,
lead in assemblies and participate in Governor meetings, committees and working groups. Students
are also learning partners for departments, working closely with the department leader to offer
feedback on lessons from a student perspective.
There is a very active Student Council within school comprising of student representatives from all
year groups. We also organize an annual Student Voice Conference hosted by Huddersfield University
which provides a showcase of excellent student voice work in Crossley Heath and our partner
school.
Raising achievement is at the heart of everything we do. Every one of our students is unique and has
individual needs and talents. We actively encourage them to have the highest aspirations and develop
self-confidence in order to be successful and realise their hopes, dreams and ambitions.
Our curriculum enables all students to develop academic, aesthetic, cultural and sporting interests,
an appreciation of global issues and the capacity to contribute to the development of society.
We provide a learning environment and opportunities for personal and professional development,
which allow and encourage all staff to make a full contribution to the school.
‘Our overall aim is to provide a
WORLD CLASS education’
W e offer a wealth of opportunities and experiences through local and international partnerships.
O ur students, given ownership and responsibility, become leaders.
R espect for the value and worth of each person is at the heart of all that we do.
L earning and personalisation underpin the curriculum, which is designed to optimise individual...
D evelopment and Achievement
C lear vision and effective collaboration...
L eads to high quality leadership and ever increasing levels of...
A ttainment and rates of progress resulting...
S uccess for ALL in a...
Ofsted 2011
S chool which is OUTSTANDING (Ofsted: February 2011) “Students have very positive attitudes to school
and to their work and their excellent behaviour is
a key factor in their successful learning.”
7. Achieving
We believe that students who are happy at school
will be successful in the widest sense of the term.
At Crossley Heath we aim to provide our students
with a broad curriculum which will stimulate
and challenge all students to achieve to their full
potential. With the introduction of more personal
pathways through the curriculum from Year 8, all
students will follow a programme tailored to their
needs. For some this will mean early entry to
examination courses.
Academic standards are high. In 2010 the proportion
of Year 11 students achieving five or more GCSE
grades A*-C was 98% with 62% of all grades being A
or A*. Results at A level are amongst the best in the
country. Further data can be found in the inserts in
this prospectus.
Nearly every area of curriculum activity is
reflected in the school’s range of extra-curricular
opportunities. The school operates teams at all
age levels in Rugby Union, Cross Country, Cricket,
Athletics, Hockey and Netball. Rugby tours to Wales
are an annual event and trips are arranged further
afield such as Canada and Australia and for Netball
as far as Gibraltar. There is also the opportunity
for students to take part in the Duke of Edinburgh
Award at Bronze, Silver and Gold level.
Musical activities include choirs, an orchestra, a wind
band and smaller ensembles, all of which perform
in and outside of school. A range of individual
instrumental tuition is also
available. Other opportunities
for creative and expressive arts
permeate the curriculum and the
annual Arts Evening is a perfect
showcase for the range of talent
and skill within school.
The school provides ample
opportunity for all students
to participate in a very active
programme of trips, visits and
exchanges. More information
can be found in the inserts in
this prospectus. The fostering
of international awareness Ofsted 2011
supported by the extensive range
“The Crossley Heath School is an outstanding school. Achievement
of tours abroad is recognised
within the International Schools is excellent and students are provided with outstanding care, guidance
Award. and support which gives a very secure foundation for their academic
and personal development.”
8. Language College
Our Language specialism enables us to work extensively with DVD to share practice across Calderdale. In addition the school
the local community. The Languages Centre provides language regularly opens its doors to budding linguists through its Year 5
learning opportunities for students, adults and families Fun with Languages Day and Languages Summer School.
from the local community outside of normal school hours. With regard to our own students, they have access to a
Furthermore, the Modern Foreign Languages Department has wider choice of languages to study. Spanish, French and German
taken a leading role in implementing the National Strategy are all embedded on the timetable. Chinese, Italian and Urdu are
for Languages with its extensive work with primary partner also available as enrichment subjects. We have established new
schools. Crossley Heath teachers (and students) work international links and there are now many opportunities to visit
alongside colleagues and pupils in primary schools to support different countries and experience different cultures. Students
language learning at Key Stage 2. Alongside this Crossley Heath also have the benefit of native-speaking assistants from France,
has delivered school-based training sessions and produced a Germany, Spain and China.