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About Me

  1. CHS, located in the heart of Beirut, has a long history of academic excellence. Throughout its 90 years of service to the Armenian/Lebanese community, CHS has consistently met the educational needs of its students in the deepest way possible. The commitment and dedication of our educators, board members, sponsoring church, and parents have made this rich heritage possible. With God’s help and building on the heritage of the past, we will make sure that the school continues to use its resources and potential to enrich the lives of our students, hoping that they will all achieve their best through fostering self-discipline, helping them develop Christian values, and encouraging a love for learning. Education serves no purpose when it does not make the heart kinder, and knowledge has no credibility when it does not make one wiser. Lebanon, with its long history of political turmoil, needs an Armenian generation that perceives itself as an instrument of peace. Based on the mission and history of the Armenian Evangelical Church, the goal of the Armenian Evangelical Central High School is to equip students with a quality Christian Armenian Education, adhering to the governmental curriculum, in addition to maintaining the orientation set by the Armenian Evangelical Educational Council. The aforementioned goal has three characteristics: Quality Education - Aims to educate the whole person, preparing the student to attain the highest possible educational level or the alternative of a technical career. Armenian Identity - Provides a national ethnic education at all teaching levels, through the teaching of the Armenian language, literature, history, and cultural programs. Armenian Evangelical Heritage - Above all, invites the student to know God through the Lord Jesus Christ. CHS kindergarten has a specific agenda and a well-planned vision, based on modern educational strategies, which specially focuses on the “Child-Centered Approach,” in which children are autonomous and practice self-directed learning, active exploration, and manipulation. Concerning discipline, we believe it should be firm but fair. Children will learn that they have a choice that positive behavior is always encouraged and that boundaries are set on their misbehavior. As for worship time, we would like to raise children who learn to love Jesus and start to acknowledge the real meaning of faith. Our focus will be for all children to meet the educational standards set by the school. We want to arrange child-centered classrooms that provide cognitive challenges and facilitate the development of autonomy and social skills. Our chief objective is, “learning through critical thinking and engaging play” away from the authoritarian style of teaching and in the absence of boring worksheets, and dull seatwork. The mission of the elementary section of AECHS School is to Promote Armenian, Christian, social and moral values these will help students grow physically, intellectually, and morally. We strive to prepare our students to become responsible and productive citizens and active members of society. We mold the students’ character and self-reliance, heritage, culture, and values. Provide a warm and nurturing environment for the students so that each child develops to his/her highest individual potential. Encourage students to become life-long learners with strong critical thinking. Provide them with a strong academic foundation that will lead them to a successful transition into intermediate classes. Help students to flourish in non-academic aspects, as well, like outings, school events, sports, and artistic activities. Students’ learning is also enhanced through field trips, educational assemblies, and listening to presentations by guest speakers. The Armenian Evangelical Central High School was founded as a primary school, for the children of the Armenian refugees, in the slums of Camp Adana, on the seashore of central Beirut, which is now the area between St. Michel and Camp Hadjin. The school was founded in 1922, in a most unhygienic environment, under the direction of two dedicated ladies, Miss Jemileh Kardashian and Miss Rahel Yacoubian. In 1950, on Commencement Day, a letter was read which was sent by the American University of Beirut. The letter appreciated the efforts of the faculty and administration and informed the school that from then on the graduates would be admitted in the Freshman Class of the university without entrance examination but under the recommendation of the principal. This showed that the Central High School was among the top 3 of the 32 high schools in Lebanon. Now the school has an enthusiastic and fervent Alumni Association in U.S.A. and Lebanon which feels proud in supporting the school morally and financially. The school is proud of its graduates in Armenia and Diaspora who are in responsible and leadership positions serving their respective communities as religious leaders, educators, doctors, lawyers, businessmen, writers, political leaders, and others. Together with quality education, the major purpose of the school is the formation of Christian and moral character in the student with Christian principles. View full school
  2. CHS, located in the heart of Beirut, has a long history of academic excellence. Throughout its 90 years of service to the Armenian/Lebanese community, CHS has consistently met the educational needs of its students in the deepest way possible. The commitment and dedication of our educators, board members, sponsoring church, and parents have made this rich heritage possible. With God’s help and building on the heritage of the past, we will make sure that the school continues to use its resources and potential to enrich the lives of our students, hoping that they will all achieve their best through fostering self-discipline, helping them develop Christian values, and encouraging a love for learning. Education serves no purpose when it does not make the heart kinder, and knowledge has no credibility when it does not make one wiser. Lebanon, with its long history of political turmoil, needs an Armenian generation that perceives itself as an instrument of peace. Based on the mission and history of the Armenian Evangelical Church, the goal of the Armenian Evangelical Central High School is to equip students with a quality Christian Armenian Education, adhering to the governmental curriculum, in addition to maintaining the orientation set by the Armenian Evangelical Educational Council. The aforementioned goal has three characteristics: Quality Education - Aims to educate the whole person, preparing the student to attain the highest possible educational level or the alternative of a technical career. Armenian Identity - Provides a national ethnic education at all teaching levels, through the teaching of the Armenian language, literature, history, and cultural programs. Armenian Evangelical Heritage - Above all, invites the student to know God through the Lord Jesus Christ. CHS kindergarten has a specific agenda and a well-planned vision, based on modern educational strategies, which specially focuses on the “Child-Centered Approach,” in which children are autonomous and practice self-directed learning, active exploration, and manipulation. Concerning discipline, we believe it should be firm but fair. Children will learn that they have a choice that positive behavior is always encouraged and that boundaries are set on their misbehavior. As for worship time, we would like to raise children who learn to love Jesus and start to acknowledge the real meaning of faith. Our focus will be for all children to meet the educational standards set by the school. We want to arrange child-centered classrooms that provide cognitive challenges and facilitate the development of autonomy and social skills. Our chief objective is, “learning through critical thinking and engaging play” away from the authoritarian style of teaching and in the absence of boring worksheets, and dull seatwork. The mission of the elementary section of AECHS School is to Promote Armenian, Christian, social and moral values these will help students grow physically, intellectually, and morally. We strive to prepare our students to become responsible and productive citizens and active members of society. We mold the students’ character and self-reliance, heritage, culture, and values. Provide a warm and nurturing environment for the students so that each child develops to his/her highest individual potential. Encourage students to become life-long learners with strong critical thinking. Provide them with a strong academic foundation that will lead them to a successful transition into intermediate classes. Help students to flourish in non-academic aspects, as well, like outings, school events, sports, and artistic activities. Students’ learning is also enhanced through field trips, educational assemblies, and listening to presentations by guest speakers. The Armenian Evangelical Central High School was founded as a primary school, for the children of the Armenian refugees, in the slums of Camp Adana, on the seashore of central Beirut, which is now the area between St. Michel and Camp Hadjin. The school was founded in 1922, in a most unhygienic environment, under the direction of two dedicated ladies, Miss Jemileh Kardashian and Miss Rahel Yacoubian. In 1950, on Commencement Day, a letter was read which was sent by the American University of Beirut. The letter appreciated the efforts of the faculty and administration and informed the school that from then on the graduates would be admitted in the Freshman Class of the university without entrance examination but under the recommendation of the principal. This showed that the Central High School was among the top 3 of the 32 high schools in Lebanon. Now the school has an enthusiastic and fervent Alumni Association in U.S.A. and Lebanon which feels proud in supporting the school morally and financially. The school is proud of its graduates in Armenia and Diaspora who are in responsible and leadership positions serving their respective communities as religious leaders, educators, doctors, lawyers, businessmen, writers, political leaders, and others. Together with quality education, the major purpose of the school is the formation of Christian and moral character in the student with Christian principles.
  3. Central College is one of the main pillars of the Lebanese Maronite Order, which has in its historical background three hundred years of educational traditions for the service of the Lebanese citizens. CCJ is an institution that is inspired by the teachings of Jesus Christ and the principles of His Disciples. It has a noble mission: making a difference in Lebanese society and preparing students to face the challenges of a highly interconnected world. Central College of the Lebanese Monks aims at fostering and maintaining a positive, supportive, warm, safe, and effective environment conducive to both teaching and learning, one which promotes human values, tolerance, respect, understanding of the other, and love. Such an environment creates an engaging learning community that helps our students achieve and become efficient members of their society and, hopefully, the world. Central College of the Lebanese Monks is a Christian institution. Through our Christian education, we aim at influencing the lives of our students to become strong “Christian Men and Women” who know how to pray, how to grow in Jesus, how to be enlightened by the Gospel, and how to love God by loving their fellowmen. Charity, humility, and solidarity make up the behavior of our students, who witness the high values of the Christian spiritual teachings. We aim at creating a climate that helps our students develop “coherent values and ethical standards”. When our students develop respect for ethical concepts, they can distinguish between right and wrong and learn the value of sharing, trust, honesty, beneficence, truth, justice, and peace. Through our educational program, we also work towards developing the “Real and Loyal Citizen” who loves his/ her country, appreciates its cultural traditions, shows respect for its history, and is conscious of his/her duties toward his/her country. Acceptance and understanding of one’s culture foster understanding of other cultures (tolerance). Therefore, we aim at developing a true Lebanese citizen who can also be a successful global citizen. Moreover, through our engaging and enriching programs and curriculum, we aim at developing the “Intellectual Men and Women” that our society needs. For this reason, we provide our students with a solid education, scientific know-how, and multi-language skills. The intellectual student knows how to think constructively and how to be creative and innovative. It is of high importance for us to encourage and maintain an adequate social environment that fosters healthy relationships amongst all members of the CCJ family. Through this coherent social climate, we aim at developing our “students’ social skills” so that they would mingle successfully in modern society, understand differences not as a source of conflict but as an occasion for reciprocal gain, and be capable of understanding others in such a way as to serve the common good of society and the nation. One of the major goals of our educational program is to help develop the “Real Men and Women of Action” who can make a difference in their country and are capable of confronting, with confidence, the rapid social, cultural, and technological changes in the modern world. Finally, we aim at promoting appreciation of the gifts and resources of Mother Nature and working towards preserving them (the green and nature-friendly student). Our mission statement can be summarized in the following words: Central College of the Lebanese Monks aims at developing active, positive, productive, cultured, responsible, and intellectual young men and women who can creatively build their future in a highly interconnected world and successfully contribute in making the world a better place to live. Our vision, as a community, is to develop a fully student-centered learning environment that inspires the students of today to become the responsible, creative, and productive leaders of tomorrow. Collaboratively, we aim at helping our students reach their fullest potential, empowering our students’ leadership skills and promoting passion for learning, progress, and achievement to ensure that all our students succeed and excel in a rapidly changing and highly interconnected world, achieve personal success and growth, and contribute to a better global society. Achieving this vision requires commitment from all parties involved in students’ learning: school, parents, and the community. Having established most of its schools in rural areas, the Lebanese Maronite Order felt the need, in the early 60s, to establish schools in urban areas to widen the scope of its educational mission. The opportunity arose when, in 1966, the Marist Brothers presented their prestigious institution in Jounieh, founded in 1903, for sale. CCJ has not stopped renovating its buildings and adding annexes and facilities to create the most suitable workspace and environment-physical, educational, and social for our students to achieve and succeed. In addition to the renovation of the old building, a preschool building, a sports center, a technical school, new buildings with the same architectural structure and arcades of the original one, a music institute, a studio, a radio station, underground parking, a daycare center, laboratories, libraries, exam halls, and a driving school were all added. In 1982, the LMO constructed a spacious house in Hrajel, with a whole floor specified for CCJ students. Spiritual retreats and weekends are organized by the teachers for our students, during which they can spend enjoyable and memorable moments together in the monks’ house and the green land surrounding it. View full school
  4. Central College is one of the main pillars of the Lebanese Maronite Order, which has in its historical background three hundred years of educational traditions for the service of the Lebanese citizens. CCJ is an institution that is inspired by the teachings of Jesus Christ and the principles of His Disciples. It has a noble mission: making a difference in Lebanese society and preparing students to face the challenges of a highly interconnected world. Central College of the Lebanese Monks aims at fostering and maintaining a positive, supportive, warm, safe, and effective environment conducive to both teaching and learning, one which promotes human values, tolerance, respect, understanding of the other, and love. Such an environment creates an engaging learning community that helps our students achieve and become efficient members of their society and, hopefully, the world. Central College of the Lebanese Monks is a Christian institution. Through our Christian education, we aim at influencing the lives of our students to become strong “Christian Men and Women” who know how to pray, how to grow in Jesus, how to be enlightened by the Gospel, and how to love God by loving their fellowmen. Charity, humility, and solidarity make up the behavior of our students, who witness the high values of the Christian spiritual teachings. We aim at creating a climate that helps our students develop “coherent values and ethical standards”. When our students develop respect for ethical concepts, they can distinguish between right and wrong and learn the value of sharing, trust, honesty, beneficence, truth, justice, and peace. Through our educational program, we also work towards developing the “Real and Loyal Citizen” who loves his/ her country, appreciates its cultural traditions, shows respect for its history, and is conscious of his/her duties toward his/her country. Acceptance and understanding of one’s culture foster understanding of other cultures (tolerance). Therefore, we aim at developing a true Lebanese citizen who can also be a successful global citizen. Moreover, through our engaging and enriching programs and curriculum, we aim at developing the “Intellectual Men and Women” that our society needs. For this reason, we provide our students with a solid education, scientific know-how, and multi-language skills. The intellectual student knows how to think constructively and how to be creative and innovative. It is of high importance for us to encourage and maintain an adequate social environment that fosters healthy relationships amongst all members of the CCJ family. Through this coherent social climate, we aim at developing our “students’ social skills” so that they would mingle successfully in modern society, understand differences not as a source of conflict but as an occasion for reciprocal gain, and be capable of understanding others in such a way as to serve the common good of society and the nation. One of the major goals of our educational program is to help develop the “Real Men and Women of Action” who can make a difference in their country and are capable of confronting, with confidence, the rapid social, cultural, and technological changes in the modern world. Finally, we aim at promoting appreciation of the gifts and resources of Mother Nature and working towards preserving them (the green and nature-friendly student). Our mission statement can be summarized in the following words: Central College of the Lebanese Monks aims at developing active, positive, productive, cultured, responsible, and intellectual young men and women who can creatively build their future in a highly interconnected world and successfully contribute in making the world a better place to live. Our vision, as a community, is to develop a fully student-centered learning environment that inspires the students of today to become the responsible, creative, and productive leaders of tomorrow. Collaboratively, we aim at helping our students reach their fullest potential, empowering our students’ leadership skills and promoting passion for learning, progress, and achievement to ensure that all our students succeed and excel in a rapidly changing and highly interconnected world, achieve personal success and growth, and contribute to a better global society. Achieving this vision requires commitment from all parties involved in students’ learning: school, parents, and the community. Having established most of its schools in rural areas, the Lebanese Maronite Order felt the need, in the early 60s, to establish schools in urban areas to widen the scope of its educational mission. The opportunity arose when, in 1966, the Marist Brothers presented their prestigious institution in Jounieh, founded in 1903, for sale. CCJ has not stopped renovating its buildings and adding annexes and facilities to create the most suitable workspace and environment-physical, educational, and social for our students to achieve and succeed. In addition to the renovation of the old building, a preschool building, a sports center, a technical school, new buildings with the same architectural structure and arcades of the original one, a music institute, a studio, a radio station, underground parking, a daycare center, laboratories, libraries, exam halls, and a driving school were all added. In 1982, the LMO constructed a spacious house in Hrajel, with a whole floor specified for CCJ students. Spiritual retreats and weekends are organized by the teachers for our students, during which they can spend enjoyable and memorable moments together in the monks’ house and the green land surrounding it.
  5. Indian Central School is a progressive Senior Secondary Public School affiliated with the Central Board of Secondary Education, Delhi. This School is also a member of the prestigious Council of CBSE affiliated schools in the Gulf and shares expertise in cultural, literary, and educational activities. The school aims at an integrated scheme of education, giving equal thrust to the training of the mind, body, and spirit. It seeks to mold individuals to take up the challenges of the new century. It not only discovers and brings out the innate capacity of each child but also grooms him/her into a mature adult, and above all into a good human being. Indian Central School aims to provide quality education and is a‘ SMART’Indian School of Kuwait. Much emphasis is laid on character building. Efforts are made to inculcate in students values that will make them critically aware of social realities and develop in them a concern for justice and love for God and his beings. The school also strives to develop educational thinking and innovative approaches to imparting education. Special care is taken to foster the spirit of integration and respect for Indian art and culture. Indian Central School is sponsored by the Dar Al-Salam Educational Services. It is recognized by the Ministry of Education, Kuwait, and follows the syllabus set by the Central Board of Secondary Education, Delhi. Its picturesque setting provides an ideal and conducive atmosphere for an Educational institution. An open building, air-conditioned gymnasium, spacious auditorium, basketball, football, and volleyball courts, well-equipped laboratories, and well-stacked libraries are some rare assets of this school. Children thrive under the guidance of a highly proficient and dedicated team of teachers. As Education has no terminals, the teaching faculty is regularly updated through in-service programs and workshops. It is undoubtedly due to excellent teamwork at all levels that the school has been able to instill a sense of confidence amongst the students and parents alike. It has already become a model school among schools in Kuwait. We believe that Central School should be a place where everyone can succeed and where everyone feels that they have a connection and involvement in the fabric of our school culture. Everyone is part of a team, speaking with one voice, working for everyone's success. The Indian Central School aims to provide quality education and lays stress on academic excellence but also character building, inculcate values in children, that will make them critically aware of social realities and develop in them a concern for justice and the love for God. The School's objective also includes its endeavor to contribute to educational thinking and innovative approaches to education. It aims to provide complete education of body and mind. View full school
  6. Indian Central School is a progressive Senior Secondary Public School affiliated with the Central Board of Secondary Education, Delhi. This School is also a member of the prestigious Council of CBSE affiliated schools in the Gulf and shares expertise in cultural, literary, and educational activities. The school aims at an integrated scheme of education, giving equal thrust to the training of the mind, body, and spirit. It seeks to mold individuals to take up the challenges of the new century. It not only discovers and brings out the innate capacity of each child but also grooms him/her into a mature adult, and above all into a good human being. Indian Central School aims to provide quality education and is a‘ SMART’Indian School of Kuwait. Much emphasis is laid on character building. Efforts are made to inculcate in students values that will make them critically aware of social realities and develop in them a concern for justice and love for God and his beings. The school also strives to develop educational thinking and innovative approaches to imparting education. Special care is taken to foster the spirit of integration and respect for Indian art and culture. Indian Central School is sponsored by the Dar Al-Salam Educational Services. It is recognized by the Ministry of Education, Kuwait, and follows the syllabus set by the Central Board of Secondary Education, Delhi. Its picturesque setting provides an ideal and conducive atmosphere for an Educational institution. An open building, air-conditioned gymnasium, spacious auditorium, basketball, football, and volleyball courts, well-equipped laboratories, and well-stacked libraries are some rare assets of this school. Children thrive under the guidance of a highly proficient and dedicated team of teachers. As Education has no terminals, the teaching faculty is regularly updated through in-service programs and workshops. It is undoubtedly due to excellent teamwork at all levels that the school has been able to instill a sense of confidence amongst the students and parents alike. It has already become a model school among schools in Kuwait. We believe that Central School should be a place where everyone can succeed and where everyone feels that they have a connection and involvement in the fabric of our school culture. Everyone is part of a team, speaking with one voice, working for everyone's success. The Indian Central School aims to provide quality education and lays stress on academic excellence but also character building, inculcate values in children, that will make them critically aware of social realities and develop in them a concern for justice and the love for God. The School's objective also includes its endeavor to contribute to educational thinking and innovative approaches to education. It aims to provide complete education of body and mind.
  7. Built on the principles of equity, excellence, and engagement, the University of Newcastle has a reputation as a world-class institution that impacts its region, throughout Australia, and globally. Our research is world-class and diverse. Our degree programs are internationally recognized, and our partnerships and collaborations drive innovation. Our alumni are leaders, and our students are preparing to make a difference in the world. We are ranked in the top three percent of universities worldwide, and we have only just turned 50. At UoN, we believe everybody with ability and determination should have access to an excellent education and the best career opportunities. We work hard to deliver on our promise of access, participation, and success in education. Each year, some 3,000 students enroll in our enabling courses, which provide a pathway to an excellent education and support to thrive in their chosen field of study. Since the 1970s, we have made an unparalleled contribution to Indigenous education in Australia. We are honored to be associated with some of the most prolific and insightful Indigenous students, academics, and researchers in the country. With nearly half the Indigenous medical practitioners in Australia having graduated from UoN, we know we are making a difference in many lives and communities, now and in the future. Our University has long been known as a champion of innovative approaches to education. We strive for a dynamic teaching culture that delivers world-class educational outcomes. As competition for the best and brightest students increases, our long history of offering innovative, problem-based learning across our programs means we are poised to meet the education challenge. We are a research-intensive university and proud of the great things we have achieved in collaboration with our partners in industry, business, government, and the community - here and around the world. Our sights are set firmly on the future as we work hard to build our research capacity and maintain our position as a competitive destination for the world's best researchers and global innovation leaders. UON stands as a global leader distinguished by a commitment to equity and excellence and creating a better future for its regions by focusing on innovation and impact. We provide opportunities for people with abilities, regardless of their background and experiences. We lead in providing education for indigenous Australians. We deliver the highest quality in everything we do and benchmark ourselves against the world's best. Our staff, students, and alumni are a resource for our whole community. We are partners and collaborators in world-class research, teaching, and learning, and our skilled graduates contribute to our regions, Australia, and the world. We challenge standard practice and received wisdom. We are world leaders in generating new knowledge and translating innovative ideas into real benefits to society. We are open, ethical, rigorous, and committed to the highest standards in academic inquiry. We are champions of academic freedom and professional responsibility. We are leaders in environmental sustainability. We make a significant contribution to the economic, social, and environmental capacity of our communities.
  8. Indian Central School is a progressive Senior Secondary Public School affiliated with the Central Board of Secondary Education, Delhi. This School is also a member of the prestigious Council of CBSE affiliated schools in the Gulf and shares expertise in cultural, literary, and educational activities. The school aims at an integrated scheme of education, giving equal thrust to the training of the mind, body, and spirit. It seeks to mold individuals to take up the challenges of the new century. It not only discovers and brings out the innate capacity of each child but also grooms him/her into a mature adult, and above all into a good human being. Indian Central School aims to provide quality education and is a ‘ SMART’ Indian School of Kuwait. Much emphasis is laid on character building. Efforts are made to inculcate in students values that will make them critically aware of social realities and develop in them a concern for justice and love for God and his beings. The school also strives to develop educational thinking and innovative approaches to imparting education. Special care is taken to foster the spirit of integration and respect for Indian art and culture. Indian Central School is sponsored by the Dar Al-Salam Educational Services. It is recognized by the Ministry of Education, Kuwait, and follows the syllabus set by the Central Board of Secondary Education, Delhi. Its picturesque setting provides an ideal and conducive atmosphere for an Educational institution. An open building, air-conditioned gymnasium, spacious auditorium, basketball, football, and volleyball courts, well-equipped laboratories, and well-stacked libraries are some rare assets of this school. Children thrive under the guidance of a highly proficient and dedicated team of teachers. As Education has no terminals, the teaching faculty is regularly updated through in-service programs and workshops. It is undoubtedly due to excellent teamwork at all levels that the school has been able to instill a sense of confidence amongst the students and parents alike. It has already become a model school among schools in Kuwait. View full school
  9. Indian Central School is a progressive Senior Secondary Public School affiliated with the Central Board of Secondary Education, Delhi. This School is also a member of the prestigious Council of CBSE affiliated schools in the Gulf and shares expertise in cultural, literary, and educational activities. The school aims at an integrated scheme of education, giving equal thrust to the training of the mind, body, and spirit. It seeks to mold individuals to take up the challenges of the new century. It not only discovers and brings out the innate capacity of each child but also grooms him/her into a mature adult, and above all into a good human being. Indian Central School aims to provide quality education and is a ‘ SMART’ Indian School of Kuwait. Much emphasis is laid on character building. Efforts are made to inculcate in students values that will make them critically aware of social realities and develop in them a concern for justice and love for God and his beings. The school also strives to develop educational thinking and innovative approaches to imparting education. Special care is taken to foster the spirit of integration and respect for Indian art and culture. Indian Central School is sponsored by the Dar Al-Salam Educational Services. It is recognized by the Ministry of Education, Kuwait, and follows the syllabus set by the Central Board of Secondary Education, Delhi. Its picturesque setting provides an ideal and conducive atmosphere for an Educational institution. An open building, air-conditioned gymnasium, spacious auditorium, basketball, football, and volleyball courts, well-equipped laboratories, and well-stacked libraries are some rare assets of this school. Children thrive under the guidance of a highly proficient and dedicated team of teachers. As Education has no terminals, the teaching faculty is regularly updated through in-service programs and workshops. It is undoubtedly due to excellent teamwork at all levels that the school has been able to instill a sense of confidence amongst the students and parents alike. It has already become a model school among schools in Kuwait.
  10. Founded in 1866, Maine Central Institute (MCI) engages a multicultural student body with diverse abilities and interests in a rigorous and comprehensive college and career preparatory experience. In a safe and nurturing environment, students develop self-esteem, academic skills, and social responsibility to be thoughtful global citizens and lifelong learners. MCI engages a multicultural student body with diverse abilities and interests in a rigorous and comprehensive college and career preparatory experience. In a safe and nurturing environment, students develop self-esteem, academic skills, and social responsibility to be thoughtful global citizens and lifelong learners. The sense of community and family, not only within the school itself but also in the greater community, is a critical value of the school. MCI is a comprehensive school open to those who choose to attend and experience skill-based learning opportunities in and out of the traditional classroom setting. The school deeply values the diverse makeup of its school community and encourages the continuing effort to bring individuals from every possible cultural and/or economic background to the school. Thus, the school is truly able to celebrate the diversity of the world. The people at MCI focus on each student to ensure that every person grows academically, socially, and physically with the skill set to be a global citizen. MCI’s status as an independent school founded in 1866 can be discovered in its programs and alumni. A high level of rigor and expectation of excellence in all components of the school’s operation is critical, whether that be the academic program, the boarding program, the co-curricular activities, or the overall support system at the school. View full school
  11. Founded in 1866, Maine Central Institute (MCI) engages a multicultural student body with diverse abilities and interests in a rigorous and comprehensive college and career preparatory experience. In a safe and nurturing environment, students develop self-esteem, academic skills, and social responsibility to be thoughtful global citizens and lifelong learners. MCI engages a multicultural student body with diverse abilities and interests in a rigorous and comprehensive college and career preparatory experience. In a safe and nurturing environment, students develop self-esteem, academic skills, and social responsibility to be thoughtful global citizens and lifelong learners. The sense of community and family, not only within the school itself but also in the greater community, is a critical value of the school. MCI is a comprehensive school open to those who choose to attend and experience skill-based learning opportunities in and out of the traditional classroom setting. The school deeply values the diverse makeup of its school community and encourages the continuing effort to bring individuals from every possible cultural and/or economic background to the school. Thus, the school is truly able to celebrate the diversity of the world. The people at MCI focus on each student to ensure that every person grows academically, socially, and physically with the skill set to be a global citizen. MCI’s status as an independent school founded in 1866 can be discovered in its programs and alumni. A high level of rigor and expectation of excellence in all components of the school’s operation is critical, whether that be the academic program, the boarding program, the co-curricular activities, or the overall support system at the school.
  12. CFIS is a great school for kids to start their early years. Our progressive, fun, and child-centered approach encourage learning through discovery and exploration. As well as covering traditional subjects integrated into our IPC curriculum, children attending CFIS also have ballet, swimming, gym, Japanese, and music as special subjects. Our classrooms are bright providing the children with a pleasant, comfortable, and stress-free environment. Our awareness of safety issues and age-appropriate lesson planning means that children attending our school can thoroughly enjoy their early year's experience. Kids at CFIS can learn naturally at their own pace under the guided supervision of experienced teachers and staff. As well as running a multitude of classroom activities, we also have a gymnasium where the gym and other special subject lessons take place. We have our outdoor playground which is only a short bus ride away. Children love to run, play ball and let off steam during playground times. AED (Automatic External Defibrillator), air conditioning, air purifiers and humidifiers, school bus. Lunch and snacks are also provided. 100% English-speaking environment. (30% of our students are native English speakers). For safe and effective learning, an appropriate number of students are accommodated in each class. In case a brother or sister is enrolled in our Preschool or Kindergarten program, additional siblings can benefit from a 20% discount on the monthly tuition. The Scholarship discount is offered to students who are native English speakers. A 20% discount will be applied to the monthly tuition. The Scholarship discount cannot be combined with the Sibling discount! View full school
  13. CFIS is a great school for kids to start their early years. Our progressive, fun, and child-centered approach encourage learning through discovery and exploration. As well as covering traditional subjects integrated into our IPC curriculum, children attending CFIS also have ballet, swimming, gym, Japanese, and music as special subjects. Our classrooms are bright providing the children with a pleasant, comfortable, and stress-free environment. Our awareness of safety issues and age-appropriate lesson planning means that children attending our school can thoroughly enjoy their early year's experience. Kids at CFIS can learn naturally at their own pace under the guided supervision of experienced teachers and staff. As well as running a multitude of classroom activities, we also have a gymnasium where the gym and other special subject lessons take place. We have our outdoor playground which is only a short bus ride away. Children love to run, play ball and let off steam during playground times. AED (Automatic External Defibrillator), air conditioning, air purifiers and humidifiers, school bus. Lunch and snacks are also provided. 100% English-speaking environment. (30% of our students are native English speakers). For safe and effective learning, an appropriate number of students are accommodated in each class. In case a brother or sister is enrolled in our Preschool or Kindergarten program, additional siblings can benefit from a 20% discount on the monthly tuition. The Scholarship discount is offered to students who are native English speakers. A 20% discount will be applied to the monthly tuition. The Scholarship discount cannot be combined with the Sibling discount!
  14. We are a happy, friendly primary school with a caring and inclusive ethos. We are situated in the center of Port Talbot between the Rivers Afan and Ffrwdwyllt. We are unique as we have two very different, yet highly distinctive sites. We firmly believe in working 'hand in hand' with our families and we always aim to offer our children the very best primary experience. Our website aims to keep families, prospective families, and friends of the school in touch with what is going on at our school. May we take this opportunity to warmly welcome both new and current families alike to our happy, successful primary school. It is a privilege that we have the unique opportunity to provide your child with the very best education they deserve. We recognize that a child’s education is a ‘once in a lifetime chance which we aim to make as fun and successful as possible. All of our pupils deserve a safe, secure, and stimulating environment, where they are interested and motivated to learn. Our pupils are given every opportunity to develop an enthusiasm for learning – about themselves, their friends, and the world around them in an environment where their natural development can be fostered. At Central Primary School, our pupils experience a stimulating curriculum that is holistic and one which recognizes their wider range of achievements. It is our responsibility to ensure every pupil is equipped with ‘life-long’ skills which will prepare them to face the 21st century with independence, confidence, and success. Our pupils are given a wealth of opportunities where their full potential is recognized and actively developed. They know that their efforts are valued, and they are always respected and treated fairly. Our pupils are encouraged to believe in themselves they are supported whilst achieving their goals and this empowers them to succeed in their ambitions. Our motto ‘Hand in hand we believe and achieve’ is embedded in our philosophy and permeates our whole school ethos daily during collective worship, our teaching, and our extracurricular activities. We value working in close partnership with parents and families throughout this precious educational journey.
  15. Choosing the right school for your child is an important decision. We aim for all the pupils at Central Park to enjoy their time at primary school in a safe environment. We are a happy school with a dedicated, hardworking staff team to bring out the best in every individual in our care and instill in each pupil a real sense of belonging. We operate an inclusive school where every child is valued and we work hard to help our pupils develop their skills, knowledge, and positive attitudes to help them to become responsible, respectful, and tolerant citizens of the future. We are proud of our innovative curriculum which enables us to be able to achieve excellent academic results in a fun and meaningful way. Our staff provides lessons which inspire, challenge and motivate our pupils to achieve their potential. It also provides opportunities for visitors to come into school to work with the pupils and educational visits are an essential part of our teaching and learning. We aim to ensure that all pupils have as many opportunities as possible to experience a wide range of cultures and be involved in the local community. With guidance from Newham's Agreed Syllabus, we aim to develop the pupil’s awareness and understanding of the main faiths of our community. The curriculum at Central Park ensures that all children have full access to the statutory requirements of the national curriculum, whilst, further celebrating and utilizing opportunities for learning in the school community. All stakeholders are part of creating a learning pathway that is relevant and meaningful to the individual, challenging and questioning to the next level. We aim to provide a learning journey that is both creative in its context and the learning approach, specifically selecting the most appropriate pedagogical approach for purpose based on evidence, educational principle, and aims rather than compliance. We have created a curriculum that is challenging and exciting, personalized to the school community. It provides opportunities to learn about both local and global topics, celebrating local achievements, our local area, and British Values. The school has a clear vision to support lifelong learning, and, therefore we actively encourage that skills are transferred and applied into other areas, ensuring a depth of learning. It is a curriculum that motivates challenges and inspires our learners to achieve to the highest level. The school is multicultural and multifaith. The main religions represented in the school are Islam, Christianity, Sikhism, and Hinduism. The majority of our children are bilingual. In line with Newham policy, we are an inclusive school, which means that we admit children with a wide range of abilities, including those with complex learning difficulties. A full-time, non-class-based Inclusion Leader and two SEN teachers support children with special educational needs, directing the 1:1 support teaching assistants. The catchment area of the school contains a mixture of housing - private, rented, and council almost a third of our pupils are entitled to free school meals. Two vital aspects of the ethos of the school are our Inclusion and Behaviour Policies, both of which seek to ensure that pupils have equal access to all that the school offers, that our approach to discipline is assertive and positive, and that achievement is positively encouraged and recognized. Every Child Does Matter at Central Park. Our governing body is hardworking and strongly supportive of the school. The school places the highest emphasis on literacy teaching and learning and its links with other areas of learning, as we believe that it is fundamental to the wider educational achievement of our pupils. The curriculum for the Early Years Foundation Stage strongly reflects this emphasis. We have in place a curriculum that adopts a skills-based approach, which is a skill, attitude, and attribute that is driven rather than content-driven, and which enables the child to develop key learning skills. We are often complimented on the happy and positive ethos of the school. The credit for this must be largely accorded to the children. They are friendly, motivated, and generally very well behaved. They have a very positive attitude towards their learning. As they are representative of a wide variety of cultures and languages, they contribute a diverse and invaluable richness to the school’s life and community. We are very proud of them.
  16. As a large, oversubscribed, and inclusive 11-18 girls' school in the heart of London, Central Foundation Girls’ School is an exciting place to work and learn. Visitors often comment on the happy atmosphere of the school, and we take pride in our community spirit. In the words of Ofsted, October 2016 ‘School leaders have created a nurturing community that sees every pupil as unique and offers each a bespoke program so that they can excel. Diversity is celebrated and opportunities abound. Leaders challenge pupils to excel in every aspect of their lives, academically, physically, socially, and emotionally, within a supportive and extremely safe environment. Central girls not only work together, but they also delight in the achievement of others as well as their own. Our results demonstrate that we are consistently improving, with students achieving high grades each year at GCSE and in Post-16 studies. Our results place the school amongst some of the top providers in the country for attainment and progress at both GCSE and 6th form studies. The energy, determination, and professionalism of the teaching and support staff, who strive to provide the students with the opportunities to succeed and to become well-educated and confident young women, is a major factor in the school’s achievements to date. At Central Foundation Girls’ School we: Transform lives through our high expectations and high standards for all. Challenge and support each other to excel through our passion for learning. Value all members of our community and celebrate success. Empower ourselves to be a positive, creative, innovative, and inspirational community. We are keenly aware that tradition alone is not enough. While we are rightly proud of our heritage, we must always keep pace with the modern, changing world. Our aim of ‘Educating Tomorrow’s Women’ is central to the way we perceive our role. The keywords of our vision statement underpin our ethos. The education we provide at Central Foundation Girls’ School transforms our student lives opening huge doors of opportunity. We expect our students to be active participants on this journey. As a rights-respecting school, we value every individual and insist that every member of the school community models rights and respect in their relationships with others. ‘Challenge’ is a key part of life at Central, coupled with good support our students are challenged to push the boundaries of their achievements challenged to contribute challenged to excel. We expect our students to be role models in all that they do. Every student at Central Foundation is unique, so valuing and celebrating our diversity is central to the school ethos. Our vision statement and ethos mean that all our girls are empowered to be the best they can be in every area of their lives. We want our students to learn how to find out what’s going on in the world, how to have a say, and how to make a difference. To provide real experiences of that, we are working to help the school council become more effective. We have also trained students to research aspects of school life and inform the school management of their findings and concerns. Student Leadership opportunities exist across the curriculum from Year 7 through to the Head Girl and Student Ambassadors in the Sixth Form. We expect all our students to show respect for the environment and other people. We expect them to develop courtesy as well as their ability to care for others and to take every opportunity to participate in making the world a better place. The curriculum offer is broad and balanced and provides all students with the opportunity to study a range of subjects. Our curriculum offer takes into account the needs of students and offers opportunities for both academic and vocational pathways, ensuring that all students have clear progression routes to GCSE (Level 2) and ‘A’ Level (Level 3) courses. We welcome students from all religions and all cultural backgrounds. As a Rights Respecting School, we provide a safe and stimulating learning environment in which every student values her education and makes the most of every opportunity so that she can fulfill her potential. We provide support for students who have been identified as having Speech and Language difficulties and may struggle with expressing themselves and/or understanding and processing language. These pupils are placed in groups and taught a wide range of skills, e.g. structuring sentences, improving memory, expanding vocabulary, or using spoken and nonverbal communication to interact socially. We are committed to ensuring that all students achieve their full potential by removing barriers to learning and participation in the classroom. When necessary we also make referrals for more detailed assessments to the Speech and Language therapist. We carry out thorough assessments of students who struggle to acquire literacy and numeracy skills. Following tests, we produce detailed reports describing students’ particular difficulties and listing useful strategies. We then place students on intervention programs that are tailored to their specific needs. The lists of strategies are also shared with classroom teachers so that they can produce materials students can access. We also ensure students’ needs are accommodated in controlled assessments and exams and award them extra time, a reader, a scribe, or other adjustments where necessary.
  17. Central Foundation is one of London’s leading schools, with over 1000 boys between the ages of 11 to 18. Also, our Sixth Form has an expanding number of female students who now constitute about a third of our Sixth Form. A Central Foundation education involves providing our students with a wide range of educational experiences, including academic, sporting, musical, dramatic, debating, and public speaking. Our aim is that through this provision the students develop the knowledge, skills, and attributes they all need to lead successful lives, but besides, it allows the students to develop their unique talents and confidence and to forge their paths in life. Underpinning a Central Foundation education is rigor and a drive for excellence. We are rightly proud of our students’ examination results. In the last few years, these results have consistently shown the school to be one of the leading educators of boys in the country. These exam outcomes have enabled our students to access a very ambitious selection of universities. The school’s approach that supports the students to achieve academically is also seen across the whole of our educational provision. Central Foundation is a fully comprehensive school, welcoming students of all academic abilities and, of course, from all backgrounds. The extraordinary diversity of our community contributes significantly to the education we offer. It helps us to promote the liberal, open-minded and tolerant values that were at the core of our founder’s vision over 150 years ago and remain so to this day. The well-being and happiness of all of our students are paramount to us. As well as providing excellent individual pastoral care we have looked to create a school community that promotes the development of happy, well-adjusted and fulfilled young men. This is achieved both through the myriad of activities available to the boys and also in how all of the adults and boys work together in a spirit of care and respect. The school’s location is unique in its position at the heart of Tech City and on the edge of the City of London. This location gives us unrivaled opportunities to engage with a huge variety of organizations and individuals who support our students in developing their understanding of our rapidly changing world. Thank you for exploring the possibility of entry to Central Foundation Boys’ School at what I believe is a very exciting time to be part of the school’s community. It is a great honor to be leading the school during its 150th anniversary in 2016-2017. We believe that it is our responsibility that every one of our pupils fulfills their academic potential. Also, we must ensure that they develop a love of learning, fully develop their creativity, and, so importantly, enjoy their time at the school. We aim to: Offer an academic challenge that enables every pupil to realize their potential. Create an environment that instills in students the ability and courage to think independently and develop a love of learning. Provide a wide range of cultural, sporting and adventurous activities for pupils to enjoy and through which they can learn to work co-operatively and to lead. Be a community that nurtures every student and encourages them to develop a sense of social responsibility and that also supports their spiritual and personal development. Support all of our students in the best universities and high-quality employment. Develop and maintain the school’s facilities to ensure that the physical environment of Central Foundation sustains the excellence of its education. Ensure that the pupils from all backgrounds and abilities can obtain admission to school and feel secure and valued and that they are all able to realize their potential. We provide an interesting and well-taught curriculum that is broad and balanced. We seek to challenge and motivate our students so that they achieve their maximum potential. In Key Stage 3 all students are entitled to study the subjects on offer. Many subjects will organize the students into groups based on their ability to improve achievement. We operate a timetable spread over two weeks with 30 50 minute periods each week. We have specialized pathways to ensure success for our students. We combine traditional values with a modern approach. Our students work in a disciplined environment that is conducive to learning, with excellent resources that match the needs of education in the new millennium. We believe that the best way to motivate our pupils is by providing exciting and challenging lessons. We encourage students to participate fully in lessons and take responsibility for their learning.
  18. Our learning community is united in its ethos and expectation that every student will achieve their academic potential and experience a balanced education in an industrious and supportive environment. Established in 1985, Central Coast Grammar School is a non-selective, independent day school for girls and boys from Kindergarten to Year 12, at the heart of our community at Erina Heights on the Central Coast. We're governed by a Board of nine expert volunteers and guided by our strategic plan, Next Generation Teaching and Learning 2015-2020. We've been educating tomorrow's thought leaders, creators, and community achievers since 1985, now under the leadership of our third Headmaster Bill Low since 2008. This is our aspiration for our graduates: ‘Our graduates will be mature and articulate global citizens. They will have maximized their potential and have been exposed to a wide variety of co-curricular activities. They will have developed into confident, caring, and well-balanced young adults. Our graduates will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit, and capacity for innovation.’ We’re a truly independent, not-for-profit institution, offering a values-rich education within a Christian ethos. So what does our school believe in? This is a community of respect: self-respect, respect for others, and respect for the school. The most essential standard of behavior is that all members of the community will treat one another with kindness, honor, and respect in all situations and this is reflected in our core values: The care of others Generosity and selflessness Personal integrity Love and loyalty Respect and forgiveness Responsibility and self-discipline Compassion and friendship Courage and perseverance Truthfulness and honesty Mission Central Coast Grammar School’s Founding Charter was ‘to be a place of honest endeavor, striving to meet the individual needs of its pupils, and drawing out from them their best efforts in the varied fields in which their talents lie’. Today we’ve earned our reputation as the flagship educational institution within the Central Coast region. Our mission remains the same: ‘Striving for excellence in all endeavors in a happy, caring, and supportive environment. We attract and develop expert teachers. We work hard on the professional relationships between students, teachers, and parents so that every student can find their place and enjoy learning in a dynamic, orderly, and safe environment. Our learning community is united in our goal for every student to reach their personal and academic potential. An energizing Junior curriculum delivered by specialist teachers inspires curiosity at every step. A wide choice of electives and HSC courses motivate Seniors to explore and extend. Support and extension are on hand from our well-resourced K-12 Learning Support team so every student can achieve their personal best. We empower students by focusing on the process of learning rather than merely the acquisition of knowledge, through our learning platform Teaching for Understanding, developed by Project Zero (Harvard Graduate School of Education.)
  19. The Pre Kindergarten program runs five days a week and a minimum of two days of attendance per week is required. Students are involved in a variety of play-based learning opportunities targeted at developing their interests along with foundational literacy and numeracy skills and knowledge. The program runs during school hours on school days. Our Pre Kindergarten teacher is supported by a teacher’s assistant, and specialist teachers take the students for music, sport, information technology, and library classes. Teachers assess students regularly. A variety of different methods are used (including tests, assignments, oral work, examinations, practical and excursion activities). Each secondary student is given an overview of the term’s activities for each subject at the beginning of the term. The overview includes an individual subject assessment plan. Primary School reports are compiled after Terms 2 and 4. In between time a student folio of works is presented to the home throughout the term to maintain ongoing parental involvement and communication with the school. Secondary School reports are compiled after Terms 2 and 4. At the end of Term 1 and an interim report is sent home noting the child’s current position. Examinations are conducted for secondary school grades at the end of Terms 2 and 4. Parent nights are held regularly throughout the year to allow for extended home and school discussion of individual student’s progress. Apart from these times, parents should feel free to contact the school for private interviews to discuss their student’s progress at a mutually convenient time.
  20. We are a happy, friendly primary school with a caring and inclusive ethos. We are situated in the center of Port Talbot between the Rivers Afan and Ffrwdwyllt. We are unique as we have two very different, yet highly distinctive sites. We firmly believe in working 'hand in hand' with our families and we always aim to offer our children the very best primary experience. Our website aims to keep families, prospective families, and friends of the school in touch with what is going on at our school. May we take this opportunity to warmly welcome both new and current families alike to our happy, successful primary school. It is a privilege that we have the unique opportunity to provide your child with the very best education they deserve. We recognize that a child’s education is a ‘once in a lifetime chance which we aim to make as fun and successful as possible. All of our pupils deserve a safe, secure, and stimulating environment, where they are interested and motivated to learn. Our pupils are given every opportunity to develop an enthusiasm for learning – about themselves, their friends, and the world around them in an environment where their natural development can be fostered. At Central Primary School, our pupils experience a stimulating curriculum that is holistic and one which recognizes their wider range of achievements. It is our responsibility to ensure every pupil is equipped with ‘life-long’ skills which will prepare them to face the 21st century with independence, confidence, and success. Our pupils are given a wealth of opportunities where their full potential is recognized and actively developed. They know that their efforts are valued, and they are always respected and treated fairly. Our pupils are encouraged to believe in themselves they are supported whilst achieving their goals and this empowers them to succeed in their ambitions. Our motto ‘Hand in hand we believe and achieve’ is embedded in our philosophy and permeates our whole school ethos daily during collective worship, our teaching, and our extracurricular activities. We value working in close partnership with parents and families throughout this precious educational journey. View full school
  21. Choosing the right school for your child is an important decision. We aim for all the pupils at Central Park to enjoy their time at primary school in a safe environment. We are a happy school with a dedicated, hardworking staff team to bring out the best in every individual in our care and instill in each pupil a real sense of belonging. We operate an inclusive school where every child is valued and we work hard to help our pupils develop their skills, knowledge, and positive attitudes to help them to become responsible, respectful, and tolerant citizens of the future. We are proud of our innovative curriculum which enables us to be able to achieve excellent academic results in a fun and meaningful way. Our staff provides lessons which inspire, challenge and motivate our pupils to achieve their potential. It also provides opportunities for visitors to come into school to work with the pupils and educational visits are an essential part of our teaching and learning. We aim to ensure that all pupils have as many opportunities as possible to experience a wide range of cultures and be involved in the local community. With guidance from Newham's Agreed Syllabus, we aim to develop the pupil’s awareness and understanding of the main faiths of our community. The curriculum at Central Park ensures that all children have full access to the statutory requirements of the national curriculum, whilst, further celebrating and utilizing opportunities for learning in the school community. All stakeholders are part of creating a learning pathway that is relevant and meaningful to the individual, challenging and questioning to the next level. We aim to provide a learning journey that is both creative in its context and the learning approach, specifically selecting the most appropriate pedagogical approach for purpose based on evidence, educational principle, and aims rather than compliance. We have created a curriculum that is challenging and exciting, personalized to the school community. It provides opportunities to learn about both local and global topics, celebrating local achievements, our local area, and British Values. The school has a clear vision to support lifelong learning, and, therefore we actively encourage that skills are transferred and applied into other areas, ensuring a depth of learning. It is a curriculum that motivates challenges and inspires our learners to achieve to the highest level. The school is multicultural and multifaith. The main religions represented in the school are Islam, Christianity, Sikhism, and Hinduism. The majority of our children are bilingual. In line with Newham policy, we are an inclusive school, which means that we admit children with a wide range of abilities, including those with complex learning difficulties. A full-time, non-class-based Inclusion Leader and two SEN teachers support children with special educational needs, directing the 1:1 support teaching assistants. The catchment area of the school contains a mixture of housing - private, rented, and council almost a third of our pupils are entitled to free school meals. Two vital aspects of the ethos of the school are our Inclusion and Behaviour Policies, both of which seek to ensure that pupils have equal access to all that the school offers, that our approach to discipline is assertive and positive, and that achievement is positively encouraged and recognized. Every Child Does Matter at Central Park. Our governing body is hardworking and strongly supportive of the school. The school places the highest emphasis on literacy teaching and learning and its links with other areas of learning, as we believe that it is fundamental to the wider educational achievement of our pupils. The curriculum for the Early Years Foundation Stage strongly reflects this emphasis. We have in place a curriculum that adopts a skills-based approach, which is a skill, attitude, and attribute that is driven rather than content-driven, and which enables the child to develop key learning skills. We are often complimented on the happy and positive ethos of the school. The credit for this must be largely accorded to the children. They are friendly, motivated, and generally very well behaved. They have a very positive attitude towards their learning. As they are representative of a wide variety of cultures and languages, they contribute a diverse and invaluable richness to the school’s life and community. We are very proud of them. View full school
  22. As a large, oversubscribed, and inclusive 11-18 girls' school in the heart of London, Central Foundation Girls’ School is an exciting place to work and learn. Visitors often comment on the happy atmosphere of the school, and we take pride in our community spirit. In the words of Ofsted, October 2016 ‘School leaders have created a nurturing community that sees every pupil as unique and offers each a bespoke program so that they can excel. Diversity is celebrated and opportunities abound. Leaders challenge pupils to excel in every aspect of their lives, academically, physically, socially, and emotionally, within a supportive and extremely safe environment. Central girls not only work together, but they also delight in the achievement of others as well as their own. Our results demonstrate that we are consistently improving, with students achieving high grades each year at GCSE and in Post-16 studies. Our results place the school amongst some of the top providers in the country for attainment and progress at both GCSE and 6th form studies. The energy, determination, and professionalism of the teaching and support staff, who strive to provide the students with the opportunities to succeed and to become well-educated and confident young women, is a major factor in the school’s achievements to date. At Central Foundation Girls’ School we: Transform lives through our high expectations and high standards for all. Challenge and support each other to excel through our passion for learning. Value all members of our community and celebrate success. Empower ourselves to be a positive, creative, innovative, and inspirational community. We are keenly aware that tradition alone is not enough. While we are rightly proud of our heritage, we must always keep pace with the modern, changing world. Our aim of ‘Educating Tomorrow’s Women’ is central to the way we perceive our role. The keywords of our vision statement underpin our ethos. The education we provide at Central Foundation Girls’ School transforms our student lives opening huge doors of opportunity. We expect our students to be active participants on this journey. As a rights-respecting school, we value every individual and insist that every member of the school community models rights and respect in their relationships with others. ‘Challenge’ is a key part of life at Central, coupled with good support our students are challenged to push the boundaries of their achievements challenged to contribute challenged to excel. We expect our students to be role models in all that they do. Every student at Central Foundation is unique, so valuing and celebrating our diversity is central to the school ethos. Our vision statement and ethos mean that all our girls are empowered to be the best they can be in every area of their lives. We want our students to learn how to find out what’s going on in the world, how to have a say, and how to make a difference. To provide real experiences of that, we are working to help the school council become more effective. We have also trained students to research aspects of school life and inform the school management of their findings and concerns. Student Leadership opportunities exist across the curriculum from Year 7 through to the Head Girl and Student Ambassadors in the Sixth Form. We expect all our students to show respect for the environment and other people. We expect them to develop courtesy as well as their ability to care for others and to take every opportunity to participate in making the world a better place. The curriculum offer is broad and balanced and provides all students with the opportunity to study a range of subjects. Our curriculum offer takes into account the needs of students and offers opportunities for both academic and vocational pathways, ensuring that all students have clear progression routes to GCSE (Level 2) and ‘A’ Level (Level 3) courses. We welcome students from all religions and all cultural backgrounds. As a Rights Respecting School, we provide a safe and stimulating learning environment in which every student values her education and makes the most of every opportunity so that she can fulfill her potential. We provide support for students who have been identified as having Speech and Language difficulties and may struggle with expressing themselves and/or understanding and processing language. These pupils are placed in groups and taught a wide range of skills, e.g. structuring sentences, improving memory, expanding vocabulary, or using spoken and nonverbal communication to interact socially. We are committed to ensuring that all students achieve their full potential by removing barriers to learning and participation in the classroom. When necessary we also make referrals for more detailed assessments to the Speech and Language therapist. We carry out thorough assessments of students who struggle to acquire literacy and numeracy skills. Following tests, we produce detailed reports describing students’ particular difficulties and listing useful strategies. We then place students on intervention programs that are tailored to their specific needs. The lists of strategies are also shared with classroom teachers so that they can produce materials students can access. We also ensure students’ needs are accommodated in controlled assessments and exams and award them extra time, a reader, a scribe, or other adjustments where necessary. View full school
  23. Central Foundation is one of London’s leading schools, with over 1000 boys between the ages of 11 to 18. Also, our Sixth Form has an expanding number of female students who now constitute about a third of our Sixth Form. A Central Foundation education involves providing our students with a wide range of educational experiences, including academic, sporting, musical, dramatic, debating, and public speaking. Our aim is that through this provision the students develop the knowledge, skills, and attributes they all need to lead successful lives, but besides, it allows the students to develop their unique talents and confidence and to forge their paths in life. Underpinning a Central Foundation education is rigor and a drive for excellence. We are rightly proud of our students’ examination results. In the last few years, these results have consistently shown the school to be one of the leading educators of boys in the country. These exam outcomes have enabled our students to access a very ambitious selection of universities. The school’s approach that supports the students to achieve academically is also seen across the whole of our educational provision. Central Foundation is a fully comprehensive school, welcoming students of all academic abilities and, of course, from all backgrounds. The extraordinary diversity of our community contributes significantly to the education we offer. It helps us to promote the liberal, open-minded and tolerant values that were at the core of our founder’s vision over 150 years ago and remain so to this day. The well-being and happiness of all of our students are paramount to us. As well as providing excellent individual pastoral care we have looked to create a school community that promotes the development of happy, well-adjusted and fulfilled young men. This is achieved both through the myriad of activities available to the boys and also in how all of the adults and boys work together in a spirit of care and respect. The school’s location is unique in its position at the heart of Tech City and on the edge of the City of London. This location gives us unrivaled opportunities to engage with a huge variety of organizations and individuals who support our students in developing their understanding of our rapidly changing world. Thank you for exploring the possibility of entry to Central Foundation Boys’ School at what I believe is a very exciting time to be part of the school’s community. It is a great honor to be leading the school during its 150th anniversary in 2016-2017. We believe that it is our responsibility that every one of our pupils fulfills their academic potential. Also, we must ensure that they develop a love of learning, fully develop their creativity, and, so importantly, enjoy their time at the school. We aim to: Offer an academic challenge that enables every pupil to realize their potential. Create an environment that instills in students the ability and courage to think independently and develop a love of learning. Provide a wide range of cultural, sporting and adventurous activities for pupils to enjoy and through which they can learn to work co-operatively and to lead. Be a community that nurtures every student and encourages them to develop a sense of social responsibility and that also supports their spiritual and personal development. Support all of our students in the best universities and high-quality employment. Develop and maintain the school’s facilities to ensure that the physical environment of Central Foundation sustains the excellence of its education. Ensure that the pupils from all backgrounds and abilities can obtain admission to school and feel secure and valued and that they are all able to realize their potential. We provide an interesting and well-taught curriculum that is broad and balanced. We seek to challenge and motivate our students so that they achieve their maximum potential. In Key Stage 3 all students are entitled to study the subjects on offer. Many subjects will organize the students into groups based on their ability to improve achievement. We operate a timetable spread over two weeks with 30 50 minute periods each week. We have specialized pathways to ensure success for our students. We combine traditional values with a modern approach. Our students work in a disciplined environment that is conducive to learning, with excellent resources that match the needs of education in the new millennium. We believe that the best way to motivate our pupils is by providing exciting and challenging lessons. We encourage students to participate fully in lessons and take responsibility for their learning. View full school
  24. From humble beginnings, the Central Coast Rudolf Steiner School began its journey in 1995. A mudbrick cottage housed a kindergarten of eight children and Patricia Dodman, a dedicated Steiner teacher with a dream to bring Rudolf Steiner education to the NSW Central Coast. A challenging journey has seen the school move from that house in Holgate to the Ourimbah campus of Newcastle University and then onto a vacant block at North Gosford. Finally, in 2006, we moved with 163 students into our permanent home– seven acres of rural land with a brick house and a big green shed in Fountaindale. The years since have seen great changes to that open pasture we settled into. The building of Steiner early childhood rooms, a high school visual arts classroom and science lab conversion of the house into high school classrooms, the shed into offices and a music room and the garage into a woodwork room building of a new library, toilet block, and impressive performance and sports facilities. Gardens flourish and a nature-based playground is added every year. We now have over 270 students. Behind the physical changes are years of tireless effort from an evolving community of dedicated staff members and committed parents, always working to build on that original vision of bringing Rudolf Steiner education to the NSW Central Coast. Our vision is a school that provides a contemporary education, empowering students to meet their future with clarity, courage, compassion, and creativity. ‘Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives.’- Steiner Our mission is to provide an educational pathway, which inspires an intrinsic love of learning and a capacity for imagination. In protecting the beauty of childhood, we provide a healthy foundation for the unfolding of individual potential. We cultivate resilience, confidence, and creative thinking in our students. We aim to develop strong, articulate, and empathetic individuals capable of changing the world for the better. Reverence for the human being underpins all that we do at Central Coast Rudolf Steiner School. We show respectful kindness to others and take pride in both the quality and purpose of our work. We believe that a learning environment imbued with care, beauty, and goodness helps students to flourish. In enrolling a child at Central Coast Rudolf Steiner School, parents and guardians enter into a partnership with the school based on mutual respect and responsibility. Parents and guardians at the Central Coast Rudolf Steiner School are expected to commit to upholding our ethos. The Central Coast Steiner Early Kindergarten offers a three-day program that gently introduces the child to a calm, unhurried approach to learning. Our beautiful, home-like environment is a place where each individual is lovingly nurtured. At this stage, what the child learns is mainly imparted through example and the day is about doing everyday tasks together- such as baking the bread for morning tea. Artistic activities, such as painting, drawing, craft, puppetry, and storytelling foster the child’s imagination. A deep love of Mother Nature is awakened as the changing seasons are observed and celebrated. The program gives generous opportunities for free imaginative play. Play is not only a child’s real work in life, it is the foundation of creativity yet to come. We also work very strongly with rhythm and repetition to help the children feel safe and at home in their new environment. Gradually this daily and weekly rhythm strengthens a feeling of security and belonging. All is well with the world. The Central Coast Steiner Kindergarten offers a play-based curriculum that fosters the child’s physical, social, emotional, and cognitive development. The kindergarten is orderly, beautiful, and calm, inviting the child to engage in learning in a secure, creative and inspiring environment. Our play materials are natural and open-ended- allowing the child’s imagination to come alive. Through active investigation of the natural environment in our beautiful gardens and beyond, the child’s innate sense of wonder is kept alive. A reverence for the rhythm of the seasons and the beauty of our world lays the basis for future environmental stewardship. Building strong foundations for literacy, we develop a genuine love of language through verse, song, rhythms, rhymes, and stories. The child experiences a rich variety of oral language activities. These are accompanied by movement so that the child’s fine and gross motor skills are developed. Foundations for numeracy are laid by an understanding of numbers, developing through play, verses, stories, craft, and daily activities. Our arts and craft activities- such as beeswax modeling, finger knitting, weaving, sewing, and painting- develop dexterity and an appreciation of beauty and craftsmanship. Healthy social relationships are nurtured through a balance of free play and structured activities. Children in the Central Coast Rudolf Steiner Kindergarten learn to share, to take turns, and to listen to one another in a caring way. They engage in practical activities such as cooking and gardening. The child’s desire to learn by doing is fulfilled. A sense of clear, unpressured achievement strengthens the child’s will and self-esteem. It is not only the “what” that is important, but the “how”. We actively develop good learning habits and a sense of gratitude. We want to establish an environment that is considerate and respectful so that school becomes a special, valued place. Our kindergarten year is attuned to the developmental needs of the child. It is a time when healthy foundations for formal academic learning are laid. View full school
  25. Our learning community is united in its ethos and expectation that every student will achieve their academic potential and experience a balanced education in an industrious and supportive environment. Established in 1985, Central Coast Grammar School is a non-selective, independent day school for girls and boys from Kindergarten to Year 12, at the heart of our community at Erina Heights on the Central Coast. We're governed by a Board of nine expert volunteers and guided by our strategic plan, Next Generation Teaching and Learning 2015-2020. We've been educating tomorrow's thought leaders, creators, and community achievers since 1985, now under the leadership of our third Headmaster Bill Low since 2008. This is our aspiration for our graduates: ‘Our graduates will be mature and articulate global citizens. They will have maximized their potential and have been exposed to a wide variety of co-curricular activities. They will have developed into confident, caring, and well-balanced young adults. Our graduates will be able to thrive in a rapidly changing world through their collaborative skills, technological competence, enterprising spirit, and capacity for innovation.’ We’re a truly independent, not-for-profit institution, offering a values-rich education within a Christian ethos. So what does our school believe in? This is a community of respect: self-respect, respect for others, and respect for the school. The most essential standard of behavior is that all members of the community will treat one another with kindness, honor, and respect in all situations and this is reflected in our core values: The care of others Generosity and selflessness Personal integrity Love and loyalty Respect and forgiveness Responsibility and self-discipline Compassion and friendship Courage and perseverance Truthfulness and honesty Mission Central Coast Grammar School’s Founding Charter was ‘to be a place of honest endeavor, striving to meet the individual needs of its pupils, and drawing out from them their best efforts in the varied fields in which their talents lie’. Today we’ve earned our reputation as the flagship educational institution within the Central Coast region. Our mission remains the same: ‘Striving for excellence in all endeavors in a happy, caring, and supportive environment. We attract and develop expert teachers. We work hard on the professional relationships between students, teachers, and parents so that every student can find their place and enjoy learning in a dynamic, orderly, and safe environment. Our learning community is united in our goal for every student to reach their personal and academic potential. An energizing Junior curriculum delivered by specialist teachers inspires curiosity at every step. A wide choice of electives and HSC courses motivate Seniors to explore and extend. Support and extension are on hand from our well-resourced K-12 Learning Support team so every student can achieve their personal best. We empower students by focusing on the process of learning rather than merely the acquisition of knowledge, through our learning platform Teaching for Understanding, developed by Project Zero (Harvard Graduate School of Education.) View full school
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