Queen Elizabeth Sixth Form College serves a diverse population in South West Durham, North Yorkshire, and Teesside. The college offers mainly AS and A-level courses to nearly 2,000 students aged 16-18. While most students take 4 AS-levels in the first year and 3 A-levels in the second year, some take enrichment courses to enhance their learning. Under new government guidelines for study programs, the college aims to ensure all students complete at least 540 hours of study per year through coursework, tutorials, and additional qualifications in study skills and languages. Work experience is also offered but not formally incorporated into all students' study programs.
Bachelor of Education at Glendon | Baccalauréat en éducationGlendonCampus
Information for future teachers interested in direct-entry teaching programs at both campuses.
De l’information pour les futurs enseignants intéressés par les programmes d’éducation avec admission directe offert sur les deux campus.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
Bachelor of Education at Glendon | Baccalauréat en éducationGlendonCampus
Information for future teachers interested in direct-entry teaching programs at both campuses.
De l’information pour les futurs enseignants intéressés par les programmes d’éducation avec admission directe offert sur les deux campus.
Oxford Area School District and Cecil College, in partnership, established an Early College Academy that enables students the opportunity to receive a high school diploma and an associate degree concurrently. Students, through a cohort approach, are scheduled for courses that fulfill the requirements of both the high school and the college. Attendees received an overview of the Early College Academy program including how students are provided with career awareness, college level study, and community support while they pursue the initial steps of their post-secondary education before high school completion. In addition, presenters detailed a cost effective plan for students, progressively rigorous curriculum, and implemented student supports that allow students to be competitive after high school.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. “As a successful Sixth Form College which is also inclusive, it is
essential that we ensure that students acquire the study skills needed
for achievement of their A levels within their Study Programmes. This
can be done through enrichment activities.”
Steve Hunnisett, Vice Principal.
About the College
Queen Elizabeth Sixth Form College (QE) serves a diverse community attracting students from
South West Durham, North Yorkshire and Teesside as well as from the Borough of Darlington
itself. The College is the major provider of GCE AS and A-level courses for young people in the
area, enrolling nearly 2000 full time students. The vast majority of students are aged 16 to 18 and
are following advanced-level programmes, although part-time adult provision has increased and
Art Foundation courses are also provided successfully.
Partnership work is seen as particularly strong and has contributed significantly to raising
aspirations in the area and ensuring students are on the correct courses. The College’s
progression to HE is exemplified by its ranking of 15th out of all sixth form Colleges nationally in
the Sutton Trust’s recent survey of students accepted at university. This is notable given the
inclusive nature of the College; the majority of students come from backgrounds without prior
experience of HE.
A wide variety of extra-curricular activity is undertaken and volunteering is a strength of the
College. Support is provided for disadvantaged people in the local community but volunteers have
also travelled to Romania to assist a Roma group there. 1
The President of the College’s Student
Association came up with the idea of Project 450 to mark QE’s 450th anniversary. Wishing to
promote the benefits of voluntary work, a target was set for students to carry out 450 acts of
volunteering and to record these on an online portal. The target was very quickly exceeded.
As well as benefiting disadvantaged communities, volunteering is seen as enhancing students’
work related skills and employability.
A concern for this College and similar 6th Form Colleges with a predominantly AS and A level
curriculum is the volume of activity to be provided and funded as Study Programmes become
operational. This is exemplified by the AS level cohort of students, the majority of whom take 4 AS
courses in their first year at the College. About 10% of first year students, the highest achievers,
also take a 5th AS level in Critical Thinking as a ‘stretch and challenge’ option. In addition many
students take part in supplementary studies such as a certificate in a modern language, first aid,
sport awards such as community sport leader, cabin crew awards and similar activities.
Almost all second year students take 3 A2 levels but about 40% also take an additional
enrichment option, including an Extended Project or AS levels in Critical Thinking, Science in
Society, Citizenship or World Development. These enrichment options are generally delivered in
2 or 2.5 hours per week (72 – 90 hours per year). Many second year students also take part in
Supplementary Programme courses and each year a few second year students take 4 A2 levels,
1 http://www.qeliz.ac.uk/latest-news/project-450-volunteering-awards
Study Programmes - Building from A-Levels
3. or 3 A2 levels plus an additional AS level. This may be because their career choice has changed
and an AS level in a new subject will help their progression. In addition, any student taking a
Modern Foreign Language at AS or A2 has an hour per week of conversation classes with a native
speaker.
With regard to English and Maths GCSE, all students who have not gained a grade C previously
are required to enrol on resit GCSE courses, supported by Functional Skills. These re-sit courses
have high A*-C success rates - almost no students at QE progress from the College without
having achieved a grade C in English and Maths.
Enrichment activities are offered to all students within a flexible timetable and are taken up by
many. However, within the Study Programme context one issue will be ensuring that the hours
necessary to complete the whole programme are made up by each and every student.
In this educational context, matching hours of study for students on personalised timetables with
the sustainable resources necessary to monitor and support progression and achievement is a
challenge. It is expected that many first year students will have planned hours well in excess of
600 but the College is not at this point intending to put a cap on total student hours. It has a very
strong principle which underpins all student guidance: each student’s programme of study should
be the most appropriate programme for them as an individual, to enable them to achieve their
potential and move on to the next stage in their lives. However, over the next two years, as funding
protection is removed, the larger programmes will require reconsideration for their affordability.
Scheduling Study Programmes in 2013-14
The college welcomes the flexibility that the introduction of 16-19 study programmes has brought
but has significant concerns looking to the future as to the sustainability of the broad range of A
level courses offered to students, alongside the additional enrichment options available to broaden
and deepen students’ experience and qualifications.
In addressing these issues for 2013/14, the College decided to schedule AS level and A2 courses
for approximately 155 hours per year. Tutorial programmes about 36 hours per year, with
supplementary courses and sport activities each being from 30-72 hours per year. In year 12,
those students taking 4 AS plus tutorials are therefore timetabled for about 650 hours per year.
In year 13, students taking 3 AS levels plus tutorials may need additional hours on their timetables
to make sure that they count as full time for a Study Programme, i.e. over 540 hours per year.
Some of these students take part in supplementary programme activities but this is seen as not
consistent enough to ensure that all are ‘full time’. Also, the College recognises that many of these
students need help and support in study skills to maximise their Advanced Level achievement.
Consequently, the College plans for these students to be timetabled for two hours per week (72
hours p.a.) of ‘Enrichment Studies’ through which they will take an additional qualification:
Improving Own Learning, Key Skill level 3. This will ensure they are given the additional support
and structure needed to help them manage the GCSE – AS level transition, developing good
independent study habits to support their retention, their learning and their achievement. Targets
and progress will be recorded using the college on line ‘progress tracker’ system.
4. Work Experience:
For both first year and second year students work experience is offered but, apart
from one applied GCE A level, is not directly linked to a student’s Study Programme.
All students do, however, have the opportunity to get assistance in arranging work
experience and for some HE courses such as teaching, medicine, and dentistry it is
an expectation. This is arranged individually as career plans and UCAS possibilities
develop. Hence, although work experience hours will be recorded once they are
confirmed, it will be difficult to include them in the planned hours, at the start of the
year, for all students who may ultimately take part.
5. Association of Colleges 2013
2-5 Stedham Place London WC1A 1HU
Tel: 020 7034 9900 Fax: 020 7034 9950
Email: Projects@aoc.co.uk Website: www.aoc.co.uk/projects