Sentences with phrase «head of schools programmes»

Mark Herbert, head of schools programmes at the British Council, said: «While it was encouraging to see Mandarin Chinese GCSE entries rise by 18 % this year, more investment is welcome as overall numbers remain low compared to other important languages such as French, Spanish and German.»

Not exact matches

Action 7 of the School Food Plan sets out the National College for Teaching and Leadership's (NCTL) commitment to include food and nutrition in their head teacher training programme.

Contributors: Members of the writing committee for this paper were Peter Brocklehurst (professor of perinatal epidemiology, National Perinatal Epidemiology Unit (NPEU), University of Oxford; professor of women's health, Institute for Women's Health, University College London (UCL)-RRB-; Pollyanna Hardy (senior trials statistician, NPEU); Jennifer Hollowell (epidemiologist, NPEU); Louise Linsell (senior medical statistician, NPEU); Alison Macfarlane (professor of perinatal health, City University London); Christine McCourt (professor of maternal and child health, City University London); Neil Marlow (professor of neonatal medicine, UCL); Alison Miller (programme director and midwifery lead, Confidential Enquiry into Maternal and Child Health (CEMACH)-RRB-; Mary Newburn (head of research and information, National Childbirth Trust (NCT)-RRB-; Stavros Petrou (health economist, NPEU; professor of health economics, University of Warwick); David Puddicombe (researcher, NPEU); Maggie Redshaw (senior research fellow, social scientist, NPEU); Rachel Rowe (researcher, NPEU); Jane Sandall (professor of social science and women's health, King's College London); Louise Silverton (deputy general secretary, Royal College of Midwives (RCM)-RRB-; and Mary Stewart (research midwife, NPEU; senior lecturer, King's College London, Florence Nightingale School of Nursing and Midwifery).

«During the 26th African Union Summit in Jan. 2016, the heads of states adopted school feeding programmes as a continental strategy to enhance retention and performance of children in schools and to boost income generation and entrepreneurship in local communities.

According to the Conference of Heads of Private Schools, the implementation of the free SHS programme has had effects on the private SHSs.

The Ghana Education Service (GES), says it will sanction Heads of Senior High Schools who fail to submit returns on the funds released to their schools under the Free SHS programme by Schools who fail to submit returns on the funds released to their schools under the Free SHS programme by schools under the Free SHS programme by Friday.

In the early days of the implementation of the Free SHS programme, some schools heads were punished for charging unapproved fees.

The head teacher has also started a Fuel for Schools programme after seeing vast amounts of entirely edible waste food that are created each day, and also understanding that many poorer pupils depended on their school canteen for healthy cooked food.

There are too many to mention here, but examples include free twilight CPD programmes to all staff within an alliance; placement schemes for senior leaders to gain experience of working in other schools and contexts; a mentoring programme for newly - employed heads; developing innovative programmes for School Direct trainees; SLEs offering one - day diagnostics as well as longer deployments focused on increasing attainment and progress in specific subjects; and the establishment of cross-alliance research groups meeting regularly to develop action research.

The head of Altrincham Grammar School for Boys, Tim Gartside, told BBC Radio 4's Today programme that he and his governors were considering asking for voluntary contributions of # 30 or # 40 a month from parents if the cuts took place.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

The programme helps people develop digital and enterprise skills for free: https://idea.org.uk iDEA would like to thank everyone involved in the production of this film from the fantastic range of iDEA Pioneer learners who agreed to take part; and the brilliant educators and inspirers who are rolling out the programme in their communities and institutions (in the order they appear in the film): • Naomi Timperley Co-founder, Tech North Advocates and Wakelet Partnerships Consultant • Melanie Powell Associate Head for Student Employability, Manchester Metropolitan University • Alison McKenzie - Folan Deputy Chief Executive of Wigan Council and Director for Customer Transformation • Jeff McCarthy Senior lecturer, Digital Marketing, Manchester Metropolitan University • Jayne Sherwood Founder / Director, Joining Communities • Mark Rodaway Headteacher, Calday Grange Grammar School • Nicola Mounsey Computer Science Teacher, Calday Grange Grammar School Special thanks also to all the institutions and learners around the world who are participating in iDEA; and to Jooka who made the film to help us show iDEA in action.

Providing support, training and foundational knowledge for young people in schools, colleges and universities is a key piece of the puzzle,» said Geoffrey Taylor, Head of Academic Programmes at SAS UK & Ireland.

Hear and learn about the real benefits and impact the programme has had on students in a free webinar presented by Dr. Peter Fidczuk, UK Development and Recognition Manager at the IB, and Jocelyn Rebera, Head of Sixth Form at King Ethelbert School.

Key recommendations include: extending the national child measurement programme to also measure fitness as a slim child does not necessarily mean a fit and healthy child, rebranding the «PE & Sport Premium» as the «Physical Activity & PE Premium» to address the core notion of inactivity, and recommending that head teachers take a «whole day» approach to physical activity by engraining it throughout the entire school day.

Each school selects up to 4 teachers to be involved in each programme and the sessions are led by Assistant Heads from each of the participating schools.

The programme was set up initially after the head teacher from St Peter's School in Farnworth approached Bolton School to ask for help in raising the attainment of a select number pupils in Year 6 who were preparing to take the Level 6 SATs paper.

Action 7 of the School Food Plan sets out the National College for Teaching and Leadership's (NCTL) commitment to include food and nutrition in their head teacher training programme.

Resources required are almost all St Albans School staff and pupils» time; the teaching staff and Sixth form assistants along with coordination of the programme by the Head of Partnership.

Head of the NAO Amyas Morse said: «The programme's success and value for money ultimately depend on how free schools perform but lessons must be learned systematically from the problems that have arisen in a few of the early wave schools, especially where these have revealed failures in governance and control.»

David Archer, head of programme development at ActionAid, told Schools Week: «Introducing a for - profit motive into running schools and having big companies running the schools is just notSchools Week: «Introducing a for - profit motive into running schools and having big companies running the schools is just notschools and having big companies running the schools is just notschools is just not right.

Jonathan Simons, head of education at Policy Exchange, told BBC Radio 4's Today programme that lower - performing schools had shown an «association of increased results» over and above the results in the same type of schools which were not near a free school.

Three months ago, new Eastern High head Armando Di - Finizio asked parents to take a «leap of faith», saying he had «absolute belief» the support programme could turn the school around.

In academic year 2016/17, heads of English and heads of primary in National Institute schools will be supported through our middle leadership development programme to improve their leadership skills.

Previously she worked as Head of Schools at the National Gallery in London, with responsibility for the on - site, outreach and on - line programme for primary and secondary pupils and their teachers.

Based on programmes created by the Ambition National Professional Qualification Alliance, our courses draw on the experience of department heads and school leaders across more than 750 schools nationwide.

By focusing our efforts on those schools most at risk of failing young people, and encouraging «good» and «outstanding» schools to seize the opportunities of conversion, we will ensure the continued growth of the academy programme, empowering frontline heads and school leads, and transforming even more children's education.

Dave Baker, executive head of Olympus Academy Trust in South Gloucestershire, said in - school programmes such as School Direct and Teach First may help balance out the requirement for extra language teaschool programmes such as School Direct and Teach First may help balance out the requirement for extra language teaSchool Direct and Teach First may help balance out the requirement for extra language teachers.

Russell Hobby, general secretary of heads» union, NAHT, said: «If the government is struggling to design the new exams in the timescales envisaged how much harder will it be for schools to develop programmes, write materials and train staff at the same pace?

Gary Hill - American foundational artist in video art Dr Lee Weinberg independent curator, researcher and lecturer at Shenkar College of Engineering Design and Art and the head of the Curatorial Studies MA programme at the University of Haifa Andrew Stahl - professor from British School of Art Mychael Barratt - Canadian highly accomplished printmaker and bestselling artist.

In the 90s she settled back in Chile working as head of several dance schools and developing creative and educational programmes in Santiago and Valparaíso.

His funding has enabled the Whitechapel Gallery to realise 3 projects over 4 years: a permanent post, The Daskalopoulos Head of Education & Public Programmes, held by Sofia Victorino, who runs the Gallery's programme of learning with talks, events, courses, schools, family and community programmes; a new initiative, the NEON Curatorial Award; and a cultural programme between Athens and London, the NEON CuratorialProgrammes, held by Sofia Victorino, who runs the Gallery's programme of learning with talks, events, courses, schools, family and community programmes; a new initiative, the NEON Curatorial Award; and a cultural programme between Athens and London, the NEON Curatorialprogrammes; a new initiative, the NEON Curatorial Award; and a cultural programme between Athens and London, the NEON Curatorial Exchange.

From 2007 - 2011 she was Head of the Research Graduate School there, leading particularly the PhD with Practice programme.

We hope that the programme continues in the future,» said Keith Graham, Head of Art & Design, Southgate School.

Between 1998 and 2015 she was head of the programme of the World of Art, School for curators and critics of contemporary art and between 2004 and 2015 Studio 6, exhibition and research programme.

I head the Alliance of Religions and Conservation (ARC), which is a secular foundation working with all the major religions of the world, helping them develop environmental programmes on their lands, in their forests, on their farms, through their investments, schools, media and as a result of their teachings, beliefs and practices.