Search the Community

Welcome to The Abraham Joshua Heschel School. When you walk through our doors, you enter a school where Jewish pluralism and academic excellence thrive within a community of students and faculty dedicated to the values that characterized Rabbi Heschel's life: intellectual exploration, respect, integrity, love of the Jewish people and tradition, and a commitment to social justice. From Nursery through Twelfth Grade, these values drive our commitment to our students' intellectual, emotional, and spiritual development. Across our curriculum, drawing on traditional texts and new technologies, we foster active engagement, critical thinking, and a love of learning. From our Early Childhood division through our High School, Heschel teachers strive to nurture and support each student's diverse talents. All of us at The Heschel School aspire to cultivate the authentic Jewish lives of our students. We teach them to understand, analyze, and appreciate a range of Jewish practices and beliefs. We instill a commitment to hesed (deeds of kindness) and Tzedek (the pursuit of justice) as expressions of our religious imperative to unite people through a shared humanity and mutual respect. Heschel students develop meaningful and lasting relationships with the language, culture, history, and people of the State of Israel to connect to Israel figures centrally in their Jewish identities. Moreover, we encourage our students to embody Jewish traditions, so they live their lives as citizens of a diverse world community. The Abraham Joshua Heschel School is an independent Jewish day school named in memory of one of the great Jewish leaders, teachers, and activists of the 20th century and dedicated to the values that characterized Rabbi Heschel's life: intellectual exploration, integrity, love of the Jewish people and tradition, and a commitment to social justice. The Heschel School is a pluralistic, egalitarian community that includes families from a wide range of Jewish backgrounds, practices, and beliefs. Boys and girls, men and women participate equally in all aspects of the school's religious, intellectual, and communal life. The Heschel School regards the texts of the Jewish tradition and the Jewish people's history as vital resources for developing ideas, beliefs, behaviors, and values to shape and inspire the lives of individuals in our time. In an open and engaging academic setting, the school's curriculum interweaves the best of both Jewish and general knowledge and culture throughout the school day. The school's approach to education is governed by profound respect for students. It nurtures their curiosity, cultivates their imagination, encourages creative expression, values their initiative, and engenders critical thinking skills. The school is committed to developing the whole child and supporting each student's intellectual, emotional, social, physical, and spiritual growth. Besides, the school seeks to create an environment that encourages the professional and personal growth of teachers, administrators, and staff. Among the central goals of the Abraham Joshua Heschel School are the following: Fostering a lifelong love of learning. The school seeks to develop the understanding that the discovery of personal meaning and the growth of individual identity can emerge from the rigors of study. Creating an environment of intellectual challenge and academic excellence. Creating an ethical learning community that inspires its students to become responsible, active, compassionate citizens and leaders in the Jewish and world communities. Cultivating the spiritual lives of its students and the nurturing of their commitment to Jewish values. The school helps students learn about and respect a range of Jewish practices and encourages them to embody these traditions in the way they live their lives. Students learn the skills that enable them to participate fully in Jewish life. The building of bridges between different sectors of the Jewish community, and between the Jewish community and other communities, as expressions of our religious imperative to unite human beings through justice, shared humanity and mutual respect. Fostering its students a deep commitment to and a lifelong relationship with the State of Israel and its language, culture, and people, in recognition of the centrality of the State of Israel to Jewish identity and the Jewish people. The vibrant academic life at Heschel encompasses all aspects of our general and Judaic studies programming, college counseling, our Holocaust Archives Center, and opportunities for performing acts of chesed. The educational philosophy of The Abraham Joshua Heschel School is grounded in a robust curriculum that requires each student to seek personal meaning in that curriculum. Our concern for the whole child is reflected in the attention to and the balance between intellectual and emotional growth. We emphasize values and moral education. We view concern for the child's emotional development, the quality of relationships among students and staff, and reaching out to others as critical components of such an education. Our ultimate goal is to develop individuals who are seekers and learners, educate people who integrate Jewish values in all areas of their lives, and who feel a profound responsibility to the larger world in which they live. View full school

Founded in 1908 as the Second District A&M School, Abraham Baldwin Agricultural College is one of the different colleges in Georgia, offering bachelor's degrees in such diverse majors as natural resource management and agricultural education associate degrees in popular programs such as nursing. A unit of the 26-member University System of Georgia, ABAC's enrollment includes over 3,400 students from 24 countries, 18 states, and 155 of Georgia's 159 counties. ABAC offers apartment-style housing for 1,400 students who live in the heart of the sprawling main campus in Tifton, which has been named one of the best small towns in America. With an abundance of student organizations, a wide-ranging music program, and a variety of intercollegiate and intramural athletic teams, there are many ways for students to get involved and develop a deeper connection with their College. With the goal of an enlightening and engaging environment, ABAC provides endless opportunities for students to learn and grow as individuals. Students can take advantage of ABAC's many sights and sounds, including the J.G. Woodroof Farm, the Forest Lakes Golf Course, and the Georgia Museum of Agriculture and Historic Village. ABAC provides practical, hands-on education to a diverse group of students with classes in Tifton, Moultrie, Bainbridge, Blakely, and Donalsonville. ABAC aspires to an institutional destination of greatness. In this College, committed students seek a life-changing experience and are prepared to contribute positively to the communities in which they live and work. Abraham Baldwin Agricultural College is a State College within the University System of Georgia. ABAC's mission is to provide excellent education by engaging, teaching, coaching, mentoring, and providing relevant experiences that prepare the graduate for life. Under the direction of the Vice-President of Finance and Operations, the Department of Capital Planning (D.C.P.) serve as liaisons with the Board of Regents for all ABAC Capital Projects. The D.C.P. coordinates capital improvement projects, research, planning, budgeting, and management on the ABAC campus and the Georgia Museum of Agriculture. The D.C.P. strives to present our students with the best possible learning experience by combining the latest technologies and construction with the goals of the College. ABAC utilizes assessment strategies to evaluate student success as it relates to the College's mission statement. As stated within its mission, "The College's goal is to contribute to a better-educated Georgia. To that end, the College engages in a comprehensive planning and assessment process enabling it to build upon its strengths and correct weaknesses." On an on-going basis, the College analyzes and publicly reports the following data: enrollment, retention rates, graduation rates, degrees conferred, and licensing examination results for the College's Associate of Science in Nursing degree program. Using all of these indicators, ABAC can compare student performance and progress with its peer institutions. ABAC offers many different degrees to suit each student's educational goals. The College offers Bachelor of Science (B.S.) degrees in targeted areas of study. Completion of these degrees prepares students to enter the workforce or pursue graduate coursework. The College also offers the Associate of Science (A.S.), the Associate of Arts (A.A.), the Associate of Fine Arts in Music (A.F.A.M.), and the Associate of Science in Nursing (A.S.N.). In addition to the main campus in Tifton, ABAC has instructional sites in Bainbridge, Blakely, Donalsonville, and Moultrie. Bachelor's degrees in business and nursing are offered in Bainbridge without transferring to a different location. Courses within the Core Curriculum are offered at all ABAC locations. View full university

Abraham Moss Community School is a 3-16 school serving a cosmopolitan community in North Manchester. The school is oversubscribed in all-year groups. From September 2014 we extended our provision to include nursery provision and there are currently over 470 pupils in the Primary Phase and over 1300 pupils in the Secondary Phase. We are a truly inclusive, community school that is the first choice for the majority of families in the local community. We believe in education being about giving children the best possible start in life. We recognize the primary need for achievement in academic skills and abilities but success in life requires more, especially the early acquisition of mature attitudes and a sense of purpose. Our expectations are high. We demand hard work in an atmosphere of mutual respect, harmony, tolerance, and a celebration of diversity. We expect courteous and respectful behavior towards others, both in school and at home. Restorative Justice is a central facet of our practice. We have a strong focus on the acquisition of literacy skills recognizing that this is paramount for any child to succeed. The re-designation of the school into an all-through school has offered us wonderful opportunities to re-examine the manner we embed academic language and vocabulary into our practice. The Arts are embedded into our curriculum and creativity is nurtured and allowed to flourish. Our commitment to the Arts is fundamental to our practice. We are fortunate, through secure financial planning, to have a well-resourced provision in all our curriculum areas. We work closely with North Manchester Regeneration, the Local Authority, and Manchester Adult Education Services to improve the provision for the whole community. The highly qualified staff at the school are skilled and committed to the ethos and values that underpin our practice. The opportunities to learn outside the classroom through visiting speakers and educational trips and visits are key to us providing all children with the opportunities to succeed post-16. There is a strong commitment from the leadership team and governors to professional development for staff. The school is highly skilled in meeting the needs of bilingual children. There are over 63 languages spoken at the school and over 20 countries of origin. Pupils with English as an Additional Language and International New Arrivals make outstanding progress. The bilingual staff at the school work with the whole community to ensure the success of all pupils and to support parents in understanding how best to support their children. Consequently, we support the Somali supplementary school that is housed in the school every Sunday – alongside the Iqra and Malay supplementary schools that have run at Abraham Moss for many years. We are a barrier-free school and are therefore able to cater fully to the needs of pupils with movement difficulties. Our work with hearing-impaired children is well supported by the Local Authority and other agencies. Our Barrier-Free children regularly sweep the board in medals at local and national events. Since September 2012, we have resourced provision for Autism as well as Speech and Language. For us, being a community school means everybody is welcome. We are committed to the partnership of schools in North Manchester. We are proud of our ethos of Ex Diversitate Vires (from diversity, strength) and, in our community, we make sure that everyone is treated as individuals. We see education, not as merely an examination factory to gain a place in a performance table, but as the means to provide children with an opportunity to succeed and to provide choices for pupils and their families. As a state school, we follow the National Curriculum set out by the Department for Education. As an inclusive school, we believe in developing creativity, resilience, employability skills, and positive engagement with the wider community. The Spiritual, Moral, Social, and Cultural aspects of education are a strength of the school and are well supported by the comprehensive PSHE and Citizenship curriculum. Religious Education is delivered throughout the school with pupils in the Primary Phase engaging in a comprehensive curriculum entitled: Friendship, Community and Diversity. This encompasses RE, PSHE, and Social, Emotional Aspects of Learning. By the end of Key Stage 4, all pupils have studied RE as a discreet subject throughout the Secondary Phase and all pupils are entered for a full GCSE. Improving literacy and numeracy skills are a cornerstone of our curriculum. We aim to develop a love of individual subjects, a thirst for knowledge and provide opportunities for pupils to excel as they progress through the school. To support our aims the school invests in enriching the curriculum in all phases through a wide variety of visiting speakers, curriculum trips, and extra-curricular activities. The development and promotion of the Arts and STEM activities are central to our beliefs. The Government has removed the need for schools to assess pupils without the use of levels. From September 2014, we have taken the advice of the National Association of Headteachers and are continuing to use levels for a transition period. We are building a new assessment policy that will give clearer guidance to parents on whether their child is working below the expectations for their age, in line with their peers, or exceeding age-related expectations. In the Secondary Phase, this will relate directly to their performance in the new GCSEs. Ongoing assessment throughout the year. This is formally recorded half termly and reported to parents at Parents’ Evenings (3 times a year) and in a final annual report at the end of the year. In Key Stage 3 parents receive information on their child’s progress termly. This shows their target level, what they are currently working at and what they predict they will achieve by the end of the year. Parents also have a lengthy appointment with their child’s tutor and receive an annual report from subject tutors. Heads of Year are available to speak about children’s progress throughout the year. In Key Stage 4 parents receive information on progress four times a year. This shows their target grade and what the teacher predicts they will achieve if they continue working with the same effort and attitude they are currently demonstrating. There is also a lengthy appointment with their child’s tutor, an annual report from subject tutors, and a specific meeting with their child’s teacher for each subject. All year groups in the second phase will sit formal exams from September 2015. View full school