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484 Educators providing Publishing courses delivered Online

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George Watson's College

george watson's college

London

George Watson’s College exists to provide a world-class education for children and young people from Preschool to S6. We encourage our pupils to develop a love of real learning through an inspiring curriculum and extensive and inclusive Enrichment programmes. We challenge and support our pupils to discover their own potential. We nurture the knowledge, skills and confidence they will need to become engaged and successful citizens and make their own unique contribution to the world. We are proud of our heritage and passionate about our plans for the future, including our commitment to making George Watson’s College a truly environmentally sustainable school.

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Goldsmiths, University of London

goldsmiths, university of london

0.0(334)

London

Goldsmiths: a close-knit community, a rich academic heritage, a creative powerhouse, a thought-provoking place.

John Ruskin College

john ruskin college

South Croydon

John Ruskin College (part of Orbital South Colleges) is a successful vocational college situated in Selsdon, South Croydon. We deliver a wide range of full-time study programmes for young people and a range of full and part-time qualification and non-qualification courses for adults, including evenings. From September 2022, our full-time study programme offer for 16-18s will include T Levels. Our Apprenticeship offer is very wide meeting local employment and employer needs. Our courses run from Entry/Level 1 to Level 4 (and to Level 6 Higher Education at East Surrey College) with a key focus on career progression, upskilling for employment and higher level study. Students learn in fantastic facilities from vocationally expert teachers. Our facilities include a brand-new Construction Skills Centre.

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Tameside Libraries

tameside libraries

Ashton-under-Lyne

Welcome to Tameside Libraries.You'll find information here on our events and activities, plus details of library services and how you can access them.

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Bounceback Food CIC

bounceback food cic

Altrincham

Community Cookery School fighting food poverty across the UK! Help us to fight food poverty in your community.

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Decolonise The Curriculum

decolonise the curriculum

London

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

Strone Primary School Information

strone primary school information

The Education Committee recommended at its meeting of 21 August 1997 that – ‘the adoption of a distinctive dress code chosen to enhance the ethos of the school should be encouraged in all schools’. Given that there is substantial parental and public approval of uniform, schools in Argyll and Bute are free to encourage the wearing of school uniform. In Strone Primary School, the suggested uniform is as follows: BOYS: Strone School sweatshirt (which is bright red and bears the school logo, plain red jumper or cardigan.) Black or grey trousers. White shirt or school polo shirt Black School Shoes GIRLS: Strone School sweatshirt (which is bright red and bears the school logo, plain red jumper or cardigan.) Black or grey skirts or trousers. White blouse or school polo shirt Black School Shoes PE KIT: T-shirt, shorts, training shoes. Indoor and outdoor training shoes required. T-shirt and training shoes should be kept in a bag with pupil’s name on it. At Strone Primary we use the outdoor environment as a valuable resource for our curriculum. The children are frequently outdoors and therefore we would ask that they all have a pair of wellies that they can keep in school. We are able to provide waterproof jackets and trousers for all our pupils. Please note that school uniform is not compulsory and it is not policy to insist on pupils wearing uniform or having specialist items of clothing in order to engage in all of the activities of the curriculum. As such, pupils will not be deprived of any educational benefit as a result of not wearing uniform. However, there are forms of dress which are unacceptable in school, such as items of clothing which: potentially encourage faction (such as football colours); could cause offence (such as anti-religious symbolism or political slogans); could cause health and safety difficulties (such as loose fitting clothing, dangling earrings); are made from a flammable material, for example shell suits in practical classes; could cause damage to flooring; carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on other pupils or be used by others to do so. All clothing brought to school should be labelled or marked in some way, as it is difficult for children to distinguish their own clothing from others. School Clothing Grants Grants of £100 are available for any child who will attend an Argyll and Bute Council school and whose parent(s) receive: Income Support Income Based Job Seekers Allowance Income related element of employment and Support allowance Council Tax or Housing Benefit Child Tax Credit and Working Tax Credit (Income should not exceed £6900) Pupils aged between 16 and 18 years who receive any of the above benefits in their own right also qualify. To complete an online application form please visit https://www.argyll-bute.gov.uk/education-and-learning/childcare-school-and-education-grants-0. Alternatively, please contact Customer Services: Education on 01369 708548 or your local benefit enquiry office. Please note that the above eligibility criteria is correct at time of publishing (November 2019) and may be subject to change by the start of August 2020. The link above will contain the most up-to-date information. If you are not eligible for any of the benefits listed above there is a separate application process available and you should contact either 01369 708548 or your local benefit enquiry office for details.

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Compete High

compete high

London

Compete High: Your #1 Destination for Skill Development. Explore diverse range of courses to boost your expertise, outshine your competition, and fly high in your career.

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Mary Hare School

mary hare school

Berkshire

Mary Hare School is the largest school for deaf children and young people in the UK, located in Newbury, Berkshire. We are a boarding and day school and we welcome deaf students from Reception to Year 13 (aged 4 - 19). Students are immersed in the English language, both spoken and written, without the use of BSL in our classes. Our pupils thrive on learning to use their voice and the use of English is really important. English is the language of the national curriculum and of the outside world. We want our students to have good language skills, helping them to achieve better grades. We believe this will give them more choice as they move into their futures.

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Sheldon School

sheldon school

Wiltshire,

Expectations and aspirations are high here and we are committed to developing the young people in our care, whatever their talents. Children of all abilities succeed at this school and are encouraged to develop academically, physically and spiritually, fulfilling their potential in a happy, caring environment. When Ofsted last visited, it commented: “The all-pervading caring ethos ensures that pupils are happy and able to thrive from the moment they arrive at school. Pupils are very keen to share their pleasure of being at school and went out of their way to let inspectors know.” That is every bit as true today as it was then. Examination performance is very strong. At A level, students reach exceptional levels in a thriving Sixth Form of 350 students. Students routinely progress to Russell Group universities, including year-on-year to Oxford and Cambridge. In 2022, two students progressed to Oxford and Cambridge to read medicine, with a further moving to Oxford to study mathematics; in addition, one student is embarking on a degree in veterinary science. We are proud of the numbers of students who move on to university education, typically around 75% each year, and even more delighted in the variety of subjects that are chosen, following a rich A level experience here. Increasing numbers are also progressing to some prestigious higher-level apprenticeships, including one this year in software engineering with Lockheed Martin. At GCSE, students also perform well, both in value-added terms and in raw attainment. As a consequence, we have large numbers moving in to our Sixth Form, complemented every year with a number of students from other schools who choose to join us for their A level programme. Ofsted confirmed the strength in pastoral care alongside provision for purposeful learning by adding that we “have established a school that holds the academic success and emotional well-being of each pupil at its heart.” As a parent of four children myself, I am acutely aware of the increasing importance of education in today’s world and the role that we, as teachers, have to play in developing our children so that they are fully equipped to make positive contributions to society. The staff at Sheldon School are extremely committed and dedicated to ensure that this is the case and I am personally determined to see all children flourish here. I also value enormously the links between school and home, success being built on strong partnerships with parents and ourselves. My door is always open and prospective or existing parents are very welcome to visit the school; I look forward to meeting you.

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