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UTS is a dynamic and innovative university in central Sydney. One of Australia's leading universities of technology, UTS, has a distinct learning model, strong research performance, and a leading reputation for engagement with industry and the professions. UTS has a culturally diverse campus life and vibrant international exchange study and research programs that prepare graduates for today's workplaces and the future. Our City campus is in the heart of Sydney's creative precinct and alongside Sydney's central business district. Continuing ten years of significant development, the UTS campus's ongoing transformation will ensure we continue to maintain and develop a purpose- and sustainably built campus to support innovation in education and research. Our Strategic Plan outlines our vision to be a world‑leading university of technology and provides a strong statement about UTS's aspirations for our third decade. UTS is part of the Australian Technology Network of universities: five prominent universities committed to working with industry and government to deliver practical and professional courses. With a total enrolment of over 40,000 students, UTS is one of the largest universities in Australia. UTS offers over 130 undergraduate and 210 postgraduate courses across traditional and emerging disciplines such as architecture, built environment, business, communication, design, education, engineering, information technology, international studies, law, midwifery, nursing, pharmacy, and science. In line with the UTS model of global practice-oriented learning, many of our students undertake professional practice during their degrees. As part of their degree program, students also can study at one of more than 185 universities in about 40 countries with which UTS has exchange agreements. Our world-leading research centers span various disciplines, including physical, biological, engineering, and new fields such as design, nanotechnology, and sustainability. Our researchers provide practical and relevant solutions to national and international issues and equip graduates with the latest discipline-specific skills and practices. We also maintain strong relationships with the local community, industry, business, and professions through a wide range of partnerships, projects, and events. UTS has a singular vision, expressed in our strategic plan — to be a world-leading university of technology. To achieve this, our leadership in learning and teaching must be coupled with international renown in research and a world-class infrastructure that supports our vibrant intellectual environment. The achievement of our vision relies on attracting high-quality students, academics, researchers, and administrators. People who are passionate about knowledge, learning, discovery, and creativity. We will continue to build on our enviable reputation for a fusion of innovation, creativity, and technology, precisely the characteristics that make our graduates sought after by the global industry and us. Recent market research confirms that NSW leaders in business, the professions, and government believe we have the most industry-focused approach of all Sydney metropolitan universities. As you navigate the UTS website, it will become evident that UTS excels in many academic and professional areas. You will also understand our friendly, collaborative, and equitable culture and our firm commitment to our local and global communities. The development of the University's distinctive identity can be traced through our history and a timeline of significant events.

The Warren Centre brings industry, government, and academia together to create thought leadership in engineering, technology, and innovation. We continuously challenge economic, legal, environmental, social, and political paradigms to open possibilities for innovation and technology and build a better future. The Warren Centre advocates for the importance of science, technology, and innovation. Our 30 years of experience in leading the conversation through projects, promotion, and independent advice drives Australian entrepreneurship and economic growth. The Warren Centre provides independent advice on technology and innovation to the government and industry. We leap ahead of what people are thinking about today and focus on the places where technology is taking society. The Warren Centre promotes excellence in innovation through delivering collaborative projects, supporting and recognizing innovators across the profession, and providing independent advice to government and industry. The Warren Centre is always on the lookout for talented people to work with us across our project areas. We frequently provide opportunities to work with The Warren Centre, on dedicated projects or as part of our support team. These opportunities include paid work positions and unpaid internships/volunteering opportunities. The latter may contribute to Industry Experience Engagement or Continuing Professional Development hours. Under the draft Constitution proposed by the Centenary Committee, the relationship between the Centre and the University was to be quite unusual: it would be an independent institute affiliated with the Engineering Faculty, with its relationship with the University and the Faculty set out to ensure it would remain independent and committed solely to ‘fostering excellence and innovation in advanced engineering.’ This mandate continues to the present day. Innovation is vital for turning good ideas into commercial reality and is an area where Australia has often lagged behind international competitors. The Warren Centre is one of the most passionate advocates for Australian innovation. The Warren Centre’s Inclusion² program is the first comprehensive career approach to support women in science, technology, engineering, and maths (STEM). Currently, female talent is being lost at every stage of the STEM pipeline. In this rapid technological change period, society requires innovative and adaptive STEM solutions delivered by a diverse cohort of industry leaders. Inclusion² is a multi-tiered program addressing the barriers to diversity in STEM from school to senior executive.

The Victorian Tertiary Admissions Centre (VTAC) is the central office that administers the application processes for tertiary courses, scholarships, and the Special Entry Access Scheme at universities, TAFEs, and independent tertiary colleges in Victoria (and a few outside Victoria). VTAC receives and forwards application information and supporting documentation to the relevant authorities at institutions. VTAC is not a selection authority; it does not determine the selection criteria used by institutions and does not decide who will receive an offer. The course selection authorities make all decisions about which applicants are offered a place at institutions. After the course authorities have made selection decisions at institutions, VTAC sends offer messages to successful applicants on the institutions’ behalf. VTAC also: Calculates and issues the ATAR for VCE students. Coordinates sittings for the Special Tertiary Admissions Test (STAT) and Australian Law Schools Entrance Test (ALSET). Provides telephone and online information and inquiry services for applicants. Publishes a range of guides to tertiary study. Provides timely information to assist applicants via its social media networks, blogs, Facebook, and Twitter. Conducts information sessions for secondary school students and their parents, career practitioners, and adults returning to study.

Lincoln Marine Science Centre (LMSC) was established in 1995 to support research and tertiary level education in marine science. It is located on the shore of Boston Bay in Port Lincoln, South Australia, in that heart of a region with a temperate climate, clean waters, abundant marine life, and developed aquaculture and fishing industries. The facilities and location of the LMSC make it ideally suited to marine research and education. Lincoln Marine Science Centre establishment at Kirton Point on the shores of Boston Bay in Port Lincoln, South Australia, was supported financially and in-kind by the State and Federal governments, the Port Lincoln and regional community, and the fishing aquaculture industries. In 2008, the Centre underwent a major $6.5m expansion under the Marine Innovation South Australia (MISA) initiative, nearly doubling the Centre’s size and providing new state of the art laboratories and facilities to more than 35 permanent and visiting scientists and academic staff, and catering to increased student numbers. The expansion is enabling research into new areas such as product quality and value-adding and aquatic animal health and positions the LMSC as a global hub for southern temperate marine research and education, attracting scientists worldwide. The LMCS is managed by the Primary Industries and Regions South Australia (PIRSA) and is a research center for: Flinders University South Australian Research and Development Institute (SARDI) PIRSA, Shellfish Quality Assurance Program (SASQAP) Our Activities: Tertiary level education in Marine Biology and Aquaculture (Flinders Uni) Field and laboratory-based marine research Courses and summer schools Conferences, meetings, and workshops Support for visiting scientists and research groups (Australian & overseas) The Lincoln Marine Science Centre is located at Kirton Point in Port Lincoln. Port Lincoln is a town of about 13,000 people at the Eyre Peninsula base in South Australia. The town is located on the shore of Boston Bay, just outside the Lincoln National Park. With its temperate climate, picturesque scenery, national parks, and abundant marine life, it is a highly-regarded tourist destination.

OpenLearning is an online learning platform that goes beyond content delivery to focus on community, connectedness, and student engagement. Meaningful learning happens when students are inspired, excited, challenged, and motivated by a genuine love for something, not grades. At OpenLearning, we are revolutionizing online learning to be a social and engaging experience for students. Our goal is to help others across the world to create these experiences for students everywhere. Our learning philosophy drives the design of the OpenLearning Platform. We know that deep and significant learning happens when students are active – creating, discussing, and reflecting – rather than merely memorizing and repeating. The OpenLearning platform is the first of its somewhat fun, empowering, and social student experience is at the heart of its design. We give course creators the tools they need to create a learning community, not just an online course. OpenLearning uses a social media workflow to enable and encourage commenting and liking, meaning your course will foster a community of collaborative learners instead of individuals feeling lost in a sea of information. We provide built-in galleries, wikis, and blog pages to feature work and encourage collaboration and peer feedback while always maintaining room for individuality. As an educator, you will be supported by a community of OpenLearning educators and be provided with training courses and ongoing support to ensure you have the tools to build the best experiences possible for your students. It's simple. Studies and research data indicate that higher engagement levels lead to better productivity, motivation, completion, and overall happier students. Our platform has proven this works, showing 18 times more engagement than other online learning platforms.

QTAC, Queensland's trusted leader in tertiary admissions for over 40 years. QTAC provides a one-stop-shop for 16 higher education providers in Queensland and Northern New South Wales, across both undergraduate and postgraduate admissions. Since 1975, we have been empowering our applicants to achieve their dreams of becoming doctors, engineers, graphic designers, lawyers, teachers, and more, by providing them with the information they need to reach their goals. Whether you are a school-leaver applying for the first time or a prospective mature-age student craving a career change, we are here to help you on your tertiary study journey. We have a proud track record of accurate and equitable assessment and a reputation for service excellence amongst our applicants and institutional clients. We work diligently to meet our customers' changing needs and keep pace with the evolving landscape of the higher education sector by finding innovative solutions. In 2016, we introduced continuous offers, so you will not need to wait long to find out if you have been made an offer for many courses. Our institutions have complete control in determining their entry requirements. We assess applications using these entry requirements and then make offers to successful applicants during our offer rounds. Besides managing applications for the above institutions, we publish course information for some institutions that directly accept their applications. Over the last 40 years, we have processed applications for various institutions and provided various services, including tertiary advice and counseling service, workshops, and seminars. We have produced several publications, including the QTAC Guide, the Tertiary Prerequisites booklet for Year 10 students, and the Pathways to Tertiary Studies publication that became part of the Guide in 2008. In 2017, we had 16 institutions that come through us for their applications, and we showcase the courses of another 13 private institutions that process their applications. Annually, we have approximately 60,000 applicants being considered for about 1600 courses. We look forward to a future with expanding opportunities for applicants and utilizing new technologies.

Worldview is a training center located in picturesque Northern Tasmania. We are about living and working together, expressing and experiencing our discipleship values, community, diligence, and praxis. We offer accredited courses to better prepare you for ministry and mission. In conjunction with living and doing life as a community, these courses provide invaluable training for cross-cultural work, wherever that may be. In short: we are a Christ-centred discipleship community, training for cross-cultural ministry. We offer a cross-cultural ministry learning experience like no other. Operating in partnership with the Melbourne School of Theology, we deliver courses at the Australian College of Theology. The content of those courses is delivered by practitioners who all have mission experience. We are wholly and completely committed to equipping people for God’s mission globally, and many of our graduates go on to full-time ministry with a range of mission agencies. Studying at Worldview means you have a range of award possibilities, depending on your needs. We are residentially based and offer courses taught by qualified teachers who understand the theoretical implications of living and working cross-culturally but have experienced firsthand the realities of what it means to do so. Speaking from experience, we are convinced that a crucial part of cross-cultural training is doing life with others. Books and class experiences are integral to our training. However, life in the community provides self-awareness, cross-cultural appreciation, and team dynamics; you cannot obtain it any other way. If you are serious about working cross-culturally, then you will inevitably face the prospect of working with others who see things and behave differently than you do. For this reason, eating and working together as part of our daily rhythm go hand in hand with academic studies. Worldview offers a cross-cultural ministry learning experience like no other. The content of our courses is prepared and delivered by specialists in the field. Our students come from all around the world. And the residential context for our learning community delivers multi-cultural life right to your door. We have much fun doing what we do, but we are serious about this: he has asked us to take His good news to all people, and Christians need to be prepared for the challenges this work brings. That is where Worldview comes in. Worldview’s mission is to equip the global church to make disciples of all nations.

By every measure, the University of Adelaide—a member of Australia's prestigious Group of Eight research-intensive universities—stands tall among the world's leading learning and innovation institutions. The most unambiguous indication of this is our consistently high rating by the most respected international assessment bodies: QS World University Rankings, Times Higher Education, and Shanghai Jiao Tong's Academic Rankings of World Universities (ARWU). All consider us one of the top 1% of universities worldwide and the top University in our state. We are equally proud that the vast majority of our research is rated 'above or well above world standard' by the Australian Research Council's Excellence in Research Australia program. We count among our distinguished alumni: five Nobel Laureates over 100 Rhodes Scholars, including Australia's first Indigenous recipient and Australia's first female prime minister and Supreme Court judge. Many of our staff and teachers are internationally recognized leaders in their fields. And we attract a diverse student body of over 27,000 from more than 90 countries. The University is an international institution that distinctively embraces the ideal of the research university, where the excitement, vitality, and passion of the search for new knowledge is one in which all students participate as an enlightened and tolerant community where able students can find support, whatever their background or circumstances and as a place where the Kaurna people, original custodians of the land on which the campuses now rest, are acknowledged and their culture respected. The University of Adelaide draws strength from its founding values to fulfill its future research and teaching aspirations. The University has three primary areas of focus. We are committed to achieving excellence in education, research, and engagement with the community. Working closely with world-class academics, students acquire the skills, knowledge, and experience to make a significant contribution to their careers. Operating at the cutting edge of their disciplines, our academics enthusiastically share their passion for new knowledge and encourage students' pursuits of world-changing discoveries. Equally important, students have ready access to staff throughout their time here, thanks to our low staff-to-student ratios. A commitment to incredibly high teaching standards ensure students are given every opportunity to excel and fulfill their potential. The in-depth discipline knowledge and research skills they acquire, the critical attributes of Adelaide graduate include critical thinking and problem solving, teamwork and communication skills, career and leadership readiness, intercultural and ethical competency, self-awareness, and emotional intelligence. The University's support services and opportunities, including mentoring, counseling, industry internships, career services, scholarships, and accommodation services, create an environment that provides students with the best opportunity for success. The University of Adelaide is committed to world-class research with tangible outputs of global significance, which challenge and change the world around us. Our researchers are committed to solving the world's grandest challenges and significantly impacting the economy, health, public policy, and the quality of life. Adelaide's research strengths span a wide range of sectors, including food and wine, defense and security, health and medicine, engineering and technology, life sciences, mining and energy, and the environment. The University works with the community through strategic partnerships and alignments with business and enterprise, government bodies, other research institutions, non-government organizations, and industry groups. This is reflected in an extensive local and international partnership network. We are committed to working with the community to make a university education's transformative effect accessible to more people and ground-breaking link research with real-life applications.

Charles Sturt University (CSU) is one of Australia's leading universities in one of the world's most incredible countries. We are passionate about what we do and aim to ensure all our students excel in their studies and enjoy life at our study centers. Charles Sturt was a British explorer who led the first expeditions to inland Australia. We want you to explore your untapped potential and discover new possibilities. At CSU Study Centres, we pride ourselves on providing hands-on, practical courses that prepare graduates for a range of exciting employment opportunities. With a CSU degree, you will have the skills and knowledge to succeed in your professional career and the confidence to tackle any challenges. CSU Study Centres are located in the heart of Australia's most exciting cities – Brisbane, Melbourne, and Sydney. You can look forward to great weather, stunning scenery, a vibrant culture, fabulous food, and welcoming locals. CSU has a well-earned reputation for providing an excellent education program, delivered by dedicated professionals with relevant industry experience. Our lecturers are regularly consulted regarding the latest research, methods, and practices in their discipline. CSU has a graduate employment rate of 84%*, which is 18% higher than the national average. Our graduates are also higher earners, with an average starting salary of AUD$60,000 compared to the national average of AUD$52,800. Our undergraduate and postgraduate degrees offer a perfect balance of theory and practice to prepare you for the real world. Working closely with relevant industries, we offer study opportunities that help students develop real-life, employable skills. We also offer a 12-week internship after graduation* so that you can add practical work experience to your resume, a central selling point on job applications. Thanks to our unique 12 subject postgraduate degrees, you only need to complete three subjects per semester. This gives you a lighter workload, allowing time for extracurricular activities, and making your degree more affordable. You are still eligible to apply for the Post Study Working Visa when you graduate. If you don't meet the English entry requirement for your place at CSU Study Centres, you can still get onto your dream degree course through an English for Academic Purposes (EAP) program. Embassy English provides a comprehensive English pathway program into CSU Study Centres and is conveniently located on-site at our centers. in Melbourne and Sydney. Transitioning to university could not be simpler. Our small classes enable more individual attention, which encourages tremendous academic success. It also means our teachers know their students by name so that you will not feel like a number in a large university but part of a warm and supportive family.

The Geraldton Universities Centre (GUC) is an independent, not-for-profit, incorporated body, supporting Geraldton's university courses on behalf of partner universities, including CQ University and the University of Southern Queensland. The higher education awards for these courses are offered and conferred by our university partners. We are your first point of contact in the Mid West when seeking information on university studies. Our clear and unwavering objective is to facilitate, deliver, promote, and provide university education access for people residing in the Mid West. With the support of Royalties for Regions funding, Geraldton Universities Centre expanded its infrastructure and services to meet increasing student enrollment. Since 2011, an expanded range of new courses has been added, providing more opportunity for local study, and in 2014, GUC opened a stage 2 building, doubling classroom capacity. The Geraldton Universities Centre is an incorporated, not for profit organization under the banner of the Geraldton Institute Inc. Members of the Geraldton Institute Inc include representatives from critical community, industry, and government agencies, all dedicated to the advancement of tertiary education in the Mid West region. At the GUC, you will be treated as a "person," not a "number," and your educational achievements will be enriched by the GUC experience, personal growth, and a network of friends that will stay with you for life. You will graduate with highly respected academic qualifications from one of GUC's valued university partners. Around 300 local people are studying at GUC, enjoying these significant advantages: Being tutored by industry professionals who live and work locally. Small class sizes with personal attention and experience a unique lifestyle. Continuing to live at home, saving money. Staying close to family and friends. At the GUC, our students come first. Our dedicated staff provides support and assistance through a range of services, including enrolment and administrative support, student amenities, IT support, library, orientation, and graduations. To provide financial assistance to our students, the Geraldton Universities Centre's Hollomby Foundation operates a scholarship program for those undertaking study at the GUC. GUC's Aboriginal Student Support Officer (ASSO) works with the community to increase university studies' participation. The GUC ALUMNI is for all Geraldton Universities Centre graduates to come together, keep in touch, and share stories, achievements, and opportunities. The Geraldton Universities Centre is committed to supporting our community to access higher education. Therefore, we make our facilities available for study for eligible external students, including the use of wireless internet and serving as the Exam Centre for the region.

They were founded in 1819. U.S. News top-50 national liberal arts college. Forbes top-15 college/university in the South seven years in a row. Included in Colleges That Change Lives. Private. We back our promise of a deeply engaging and intensely personal education with a guarantee. Meet regular academic and social expectations. You will complete all three parts of the Centre Commitment, or the College will provide up to an additional year of study tuition-free. 85% of Centre students study abroad, making us a top-three school in the nation. Our faculty go abroad, too, allowing them to live on-site with you, share their knowledge of the region, and plan trips and activities. The Centre recognizes how important it is for you to graduate on time. Prompt graduation is a crucial way in which we give students the best educational value for their dollar. U.S. News & World Report ranks Centre in the top-20 of liberal arts colleges that offer the best education value. Although the national average time to graduation is five years, at the Centre, it is four. Not only do most Centre students graduate in four years, but they also can take advantage of unique opportunities such as internships and study abroad at that time. We are a residential campus—including on the weekends—so you will get to know your classmates well. Ninety-eight percent of Centre students live on campus, and that feeling of community is often the highlight of the college experience. The Centre offers a variety of housing options. Starting on move-in day, first-year students begin building relationships as upper-level students, faculty, staff, and even the President help them move into their residence hall. A Centre is also a place where meaningful conversations occur. Our Norton Center for the Arts hosted the nation's only Vice Presidential Debate in both 2012 and 2000. We have speakers, concerts, plays, and athletic competitions almost every day. We also offer numerous leadership opportunities. The center is home to a successful NCAA Division III athletics program that boasts of 38 conference championships in the last five years. 42% of Centre students participate in the arts. Centre also hosts 100+ musicians, performers, and speakers each year, and students are encouraged to expand their horizons through internships, work experience, and community-based events. We pledge continuing efforts to build and strengthen a community enriched by our differences and founded upon our shared humanity. Centre respects the right of all community members to express their individuality in a manner that is consistent with the dignity and welfare of others. Centre strives to create an environment where differences are celebrated rather than discouraged, where individuals have the opportunity to exchange ideas and share in the richness of mutual experience. By valuing the individual's real character over any single characteristic, Centre will maintain its unique community. Our faculty is the Centre's heart. They nurture the culture of the College—our sense of common purpose and our passion for learning—and they share it enthusiastically with our students. Each year about 16 of our faculty—from disciplines across the academic spectrum—teach their subjects in the context of another culture abroad. Both internships and research experiences challenge students to go beyond learning about their chosen academic field by "doing" the discipline they are studying in the classroom. Internships play a significant role in preparing students for success. Most employers offer almost 10 percent higher average starting salaries to recent college graduates who have completed an internship. Not only do internships help you secure higher-paying jobs, but they also give you real-world experience and allow you to apply what you have learned in the classroom by "trying on a career." Centre students are often eager for intellectual challenges beyond the traditional classroom. As they become ready for a new level of discovery, the College provides them the chance to become partners in learning with Centre faculty and accomplished researchers elsewhere. Whatever the field, this collaborative work becomes an important bridge to graduate study or jobs after Centre. Centre College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award the Bachelor of Arts degree and Bachelor of Science degree. Danville has been named one of the best small towns in America, with all the charm and security of a historic small town. Students are just a short walk from a coffee shop, pizza pub, smoothie place, yoga and cycle studio, community arts center, regional hospital, gift shops, ice cream shops, and cafés. Moreover, while students often take advantage of local festivals and events, they still enjoy easy access to Lexington, Louisville, and Cincinnati's metro areas.Sports are popular at a variety of skill levels. If you want to play, we have a team for you. Centre competes in the Southern Athletic Association, a Division III conference (no athletic scholarships). Around 40 percent of students play on one or more of 23 varsity teams. Intramurals are also popular, and teams are open to all. You might even compete against your professors.

At Chapel End, we have a wonderful environment into which we welcome your child for the start of their education. We aim for the time your child spends with us to be happy and successful and provide a firm foundation on which they can build for the future. To achieve this we firmly believe that home and school should work together and we look forward to a positive and supportive relationship with you – the parents and carers. Your child will be taught by highly committed teachers and early years practitioners who encourage a high standard of achievement and individual development in a secure and supportive atmosphere. Our most recent OFSTED (June 2017) stated that the leadership team has maintained a good quality of education in the school since the previous inspection, establishing a strong learning atmosphere that provides pupils with an oasis of calm. As a result, pupils are positive about learning and enjoy helping each other in class. Our nursery provides part-time education nursery places and full-time day-care places for 2, 3, and 4-year-olds. If you are unable to find the information that you are looking for on our website please do not hesitate to contact the school directly. To provide the children of Chapel End with a high-quality educational experience within a nurturing environment, giving them the best possible start to their lifelong learning journey. We will nurture confident and resilient children by: Creating a culture of achievement in a safe and caring environment Offering an engaging and inclusive curriculum that makes the most of our outdoor green space Giving all of our children the confidence and skills they need to realize their potential Providing challenge, praising effort, and encouraging everyone to be the best that they can be. Caring, sharing, and trying our best. We take care of each other. We share our time, enthusiasm, and skills. We try our best in all we do. We celebrate, value, and respect diversity within our school community. This year we have introduced the Cornerstones Curriculum into Year 1 and Year 2. This is a broad and balanced, knowledge and skills-based curriculum with a creative edge, comprising of themed projects mapped to the national curriculum. Each theme will last for approximately half a term and will support all aspects of the curriculum except for reading which is taught through the reading, Write Inc Programme, and Maths which is taught through the Abacus Maths Scheme although links to both these areas are built into the curriculum.

A leading educator has called the Centre Academy schools (London and East Anglia) “the most successful special needs schools in the UK and, indeed, the most unique.” Here’s why: We accept a broad range of ages, from 8-19 this eliminates the anxiety, common to Special Needs children, of having to move from one school to another. We have recently introduced a Pre-Prep program (at the East Anglia School) for pupils ages, 4-7. We address an equally broad range of learning challenges on a case-by-case basis, including Dyslexia, AD/HD, ASD, Speech and Language needs, to name a few. We follow the National Curriculum through GCSE or the Foundation Learning and other programs for more vocationally orientated students. We are the only school in the UK, including mainstream schools, also to offer the American High School Diploma the Diploma is not examination-based but instead involves a system of continual assessment, thus reducing pressure and anxiety. All UK Universities recognize the Diploma. If you are like most parents, you want your child to be happy. But if you are the parent of a child with learning difficulties, you may have found this desire frustrated by the problems inherent in the mainstream school setting. The class size maybe 20 or 30. Teachers may lack the appropriate training and experience with special needs. Achievement may be measured in targets and national norms. Getting individualized help may be elusive if not impossible. You will know the cost of such difficulties for your child. Unhappiness. Frustration. Poor attendance. You may also be particularly concerned by your child’s lack of confidence, poor self-image, and increasing anxiety. The school’s Speech and Language Therapist is a full-time member of staff and is available to help students overcome gaps in their oral and other communications skills. Working in classes and one-to-one with individual students, the Therapist also helps in defining and applying levels of differentiation throughout the curriculum. Our Occupational Therapist is also a full-time member of staff who is charged with helping students address and overcome a variety of physical and other difficulties that may impede learning and socialization. The Therapist works primarily in a specially outfitted office that enables students to follow a regime of exercise and related therapies, and also with teachers to enable planning for effective management of organizational difficulties. CA London’s Counsellor is a key member of staff whose major task is to assist students who may be experiencing some social, emotional, and/or academic difficulties—and to help them build confidence and self-esteem. Our Counsellor also helps students identify and understand their problems and offers a program that may feature both short and long-term objectives. Parents may also use the counseling service. Academics at CA London are broad and varied. Fundamentally, we follow the National Curriculum from Key Stage 2 through Foundation Learning at Key Stage 4/5 and GCSE. As you would imagine, our emphasis is very much on literacy and numeracy, the cornerstones of and gateway to essential knowledge. In addition to English and Mathematics, we also offer National Curriculum subjects in History, Geography, Science, Foreign Languages, Art, ICT, RS, Media Studies, Drama, and PE. And to help ensure that all our students gain the maximum from their National Curriculum endeavors, we also offer courses in Study Skills. Not only do these help students learn techniques ranging from note-taking to careful reading, but they also are adapted to enable our students to learn the coping skills they will need to meet their learning challenges. CA East Anglia Church Rd, Brettenham, Ipswich, Suffolk, IP7 7QR +44 144 9736404 admin@centreacademy.net

At Camden Centre, for Learning, we are committed to providing the highest quality provision and learning experience for young people. We are passionate about supporting each student to re-engage in learning and fulfill their potential. We provide personalized learning opportunities and a broad and flexible range of curriculum pathways to ensure all our students can achieve and be successful. We have a team of professional experienced and dedicated staff who strive relentlessly to ensure we are providing the best possible opportunities for the young people who attend to gain the highest level of achievement and personal development. We have an integrated multiagency team that provides coherent and responsive approaches to meet the holistic needs of our young people and their families. We believe each student and family are individual and deserve to be treated with respect and dignity. Camden Centre for Learning (CCfL) is Camden’s educational provision for secondary-aged students whose primary need is their social, emotional, or mental health development. It is comprised of the three specialist services in Camden that currently provide support for secondary aged children and young people with social, emotional, and mental health difficulties: The SEMH Special School The KS3 Pupil Referral Unit The KS4 Pupil Referral Unit We cater for up to 100 young people who require specialist SEMH provision, including students: Identified as requiring such provision through a statement/EHCP of SEN (SEMH), Who have been permanently excluded from mainstream school, or who are at significant risk of being permanently excluded, and Who requires a managed short-term intervention to prevent permanent exclusion. Our Vision: Challenge Yourself – We believe every student and adult should challenge themselves to achieve their best and fulfill their potential. Celebrate Achievement – We personalize our learning programs to ensure all students can achieve and we take every opportunity to celebrate student achievements at all levels. Focus on Success – We focus on what a student can do, identifying individual targets to support students to succeed in the next step in their learning as well as to make the right choice in their behavior. Learn for Life – The education we provide is designed to improve a student’s life chances and should support a student’s learning not only whilst in school but support the students to continue to learn at all stages of their life. Our Aims: To provide a more flexible continuum of provision to meet students’ needs from short-term re-engagement programs to long-term placements for students with the most complex needs. To provide personalized learning opportunities and a broader more flexible range of curriculum pathways to ensure all students can achieve. To provide coherent and integrated multi-agency provision for the young people and their families and to ensure effective and responsive approaches to meeting the holistic needs of young people and their families.

At Ambler, we believe in children and families and know that just providing good services is not enough. We want our children and families to have outstanding services and ‘Achieve More‘. This dedication has been reflected in our most recent Ofsted inspection when we were rated as ‘Outstanding in all areas. The Ambler campus of school and children’s center provides a seamless integrated service from pre-birth to the end of year 6 together with adult and community learning opportunities, recreational activities for the wider community, and comprehensive extended day provision. The campus serves many children and families from a range of backgrounds and cultures and this vibrant blend makes the Ambler community a unique and energizing place to be. Our children have a thirst for learning and attendance levels reflect the fact that pupils do not want to miss out on the exciting range of services available to them. Across the campus, we encourage children to make decisions for themselves and acquire the skills to become independent learners and the shapers of tomorrow. Ambler supports children and their families, offering a challenging, high-quality, and creative approach to development, learning, and achievement, leading to a successful and positive future. Ambler’s values are used to help everyone in the School and Children’s Centre to ‘Achieve More’. We’ve improved standards year-on-year but we always want to do better. “We decided on six core values: determination, resilience, enthusiasm, ambition, motivation, and self-belief. As well as collectively spelling out the word ‘DREAMS‘, each value has its symbol to help the children remember them.” You can show determination by: Trying your best Working hard in anything you find difficult Focusing on specific steps or targets Accepting that some goals require hard work Being persistent and tenacious You can show resilience by: Never giving up Trying to achieve your personal best Overcoming the fear of failure Having the ability to problem solve Bouncing back from obstacles You can show enthusiasm by: Putting all your energy into anything you do Being passionate about what you are doing Showing positive body language: smiling Supporting and encouraging others You can show ambition by: Identifying and aiming for a goal Knowing the steps to achieve your goal Pushing and extending yourself Believing that nothing is impossible Keeping focused on the ‘big picture You can show motivation by: Being prepared to work hard Dealing with failure or setbacks positively Understanding why you are doing something Wanting to achieve success Accepting and understanding constructive criticism Being aware of your areas of development We’d like every pupil at Ambler to wake up happy to go to school and wanting to attend every minute of the day just in case they miss something really exciting! Our curriculum is the core of this ideal… Aims of our curriculum: Have firm foundations of basic skills that they can use and apply Have a broad range of exciting and creative opportunities to discover and nurture their talents Develop a set of core human values that underpin their spiritual, moral, social, and cultural (SMSC) development and their sense of uniqueness and self-worth as individuals Develop their thinking and questioning skills The Ambler Primary School curriculum consists of: The National Curriculum core subjects of English and Maths which are fully updated to the new curriculum requirements of 2014 and rigorous in their approach The National Curriculum foundation subjects, which are taught through a relevant, contextual and inspiring topic led creative learning journey RE, PHSE, and Citizenship WOW days every half term that will engage and inspire our learners An enrichment program for each year group comprising chess and board games, book club, cooking, additional music, debating skills, philosophy, additional sporting opportunities A program of extracurricular activities that include creative and physical opportunities We follow the Early Years Foundation Stage curriculum provided by the government which includes seven areas of learning. Three prime areas: Personal, Social, and Emotional development Physical development and Communication and Language. These are the fundamental building blocks on which all future learning is based. The specific areas of learning follow Literacy development, including reading and writing Maths development, including number and shape, space and measure Understanding the World, including science and information technology and Expressive Arts and Design, including painting, drawing, imagination, and drama. By the end of the reception year, children should have reached the Early Learning Goals or achieved a Good Level of Development (GLD). Ambler Primary School originally opened on 25 October 1898 as Ambler Road Board School for boys, girls, and infants. The school was reorganized from 1932-36 to form Finsbury Park School for junior boys and junior girls, holding 348 and 351 children respectively. In 1949, the school was reorganized for mixed juniors and renamed Ambler Primary. In 1971, Ambler Primary and Finsbury Park Primary were amalgamated to form Ambler Primary for mixed juniors and infants. A nursery block was added around this time. In 1982 there 250 mixed juniors and infants. January 2006 saw Ambler Primary School expand using the dental block behind the Primary School and a refurbishment project was undertaken to form a new Children’s Centre linked to the School, to provide full wraparound care and education for children aged 6 months to 11 years. An extra nursery class was added to the Children’s Centre in 2010. In September 2013 and due to popular demand, Ambler Primary School and Children’s Centre embarked on a program to grow the school to a two-form entry offering, adding an extra class each year. In January 2015, the school also built ‘Vince’s Lodge’ on the site which provides extended services such as a breakfast club and after-school care.

The Centre-Val de Loire National Institute of Applied Sciences (INSA) is a Public Scientific, Cultural and Professional Institution (EPSCP) established by the French Decree No.2013-521 of 19 June 2013 published in the French Official Gazette of 21 June 2013. The Centre-Val de Loire INSA is a public engineering school of the INSA Group. Located on the Blois and Bourges campuses in the Centre region, the Centre-Val de Loire INSA trains multidisciplinary and entrepreneurial landscape architects and engineers over five years, equipping them with an inclusive, open mind and a high level of scientific and humanistic knowledge. The INSA Centre Val de Loire is a regional and national economic stakeholder that forges research and innovation partnerships with companies. The courses taught set great store by their students gaining international and practical work experience, which results in over 90% of them finding work six months after graduating. Last but by no means least, a thriving and enriching student life rounds these benefits off. Students learn how to tackle projects through modules looking at all the technical, scientific, and visual aspects. Throughout the five-year course, this approach is built on by setting increasingly complex challenges for students covering the analytical and preparatory stages of a landscape project and those concerning the students' personal and increasingly independent development. The INSA Centre Val de Loire offers several types of continuing education programs to meet the needs of companies and employees. Continuing education is a way to meet a company's specific needs. The group set up is made exclusively up of employees. The training sessions are organized either within the company for several of the company's employees or at the INSA Centre Val de Loire with employees from different companies. Beyond these continuing education programs, the INSA Centre Val de Loire can also organize sessions on-demand, in line with identified needs following a feasibility study. The INSA Centre Val de Loire intends to develop its range of double degrees available and thus to be able to offer its students a unique training experience of the highest standard. A double degree gives students the chance to grasp the partner country's language and culture fully and offers undeniable benefits in training and career prospects.

“The model,” is a term referring to the time served method of delivering UK university postgraduate programs, on a part-time basis to busy executives. It provides the local executive student with the same learning experience as they would enjoy on similar part-time programs, at the university campus. In general students are mature executives normally with significant industry experience. The average age of current MDCI students is 35 and most have over 8 years of relevant experience. The university partner provides the identical academic components of the program, including teaching that students enjoy on campus. MDCI provides local support for both university and student. Management Development Centre International Ltd is a United Kingdom registered company. The company is part of the Durham Associates group, based at the Old Coach House, Castle Eden, County Durham. The chairman of the Group is the internationally renowned management academic and author Professor Geoff Lancaster. MDCI is managed by a board of directors based in the United Kingdom. The Managing Director is Robert L F Rice, who holds Bahrain residency and has lived and worked in the Middle East and Africa for around 35 years. In 2009 he was identified as one of the leaders in executive education in the MENA countries by the Middle East Economic Digest. The company has both Ministry of Commerce and Ministry of Education registrations in the Kingdom of Bahrain as a representative office of the parent company in the United Kingdom. The Digital Marketing Institute’s Certification Framework describes what a professional should know, understand and be able to do based on a given certification level. A framework also demonstrates how learners can progress through higher levels of certification within a framework. Universities, colleges, training companies, and employers in over 90 countries now implement certifications from the Digital Marketing Institute’s Certification Framework. The Framework operates internationally and importantly also provides a basis for professional certifications within the Digital Sales & Marketing Industry. It allows students, educators, and employers to easily understand a professional’s competency and assists in portability between countries or employers. The Digital Marketing Institute Certification Framework provides a system around which the key stakeholders can gather – Students, Professionals, Educators, and Employers. It allows all groups to understand the certification standards, the skills and competencies, and modes of assessment and it relates these certifications to industry-specific roles and jobs. The certification is the currency that flows between these key stakeholder groups. Our established offices in the Middle East are a perfect base for Universities and learning establishments to launch a long-term presence in the region. A key element of MDCI’s programs is that UK-based lecturers fly to the Gulf to deliver their modules allowing the local professionals to continue their carers while studying for their Masters of Doctorate. MDCI relies on information technology and human interface to achieve its high level of student support and ensure the maintenance of University operating procedures. Our established offices in the Middle East are a perfect base for Universities and learning establishments to launch a long-term presence in the region. A key element of MDCI’s programs is that UK-based lecturers fly to the Gulf to deliver their modules allowing the local professionals to continue their carers while studying for their Masters of Doctorate. MDCI relies on information technology and human interface to achieve its high level of student support and ensure the maintenance of University operating procedures.

Welcome to West Twyford Primary School where we seek to develop happy, inquisitive, and resilient life-long learners who strive for excellence in all they do learners They are respectful, polite, and kind, and who take pride in belonging to our school and the wider community. We aim to provide the very best education within an aspiring and harmonious environment. We do this through providing top-quality teaching and learning opportunities, with highly skilled and dedicated staff, through a broad and vibrant curriculum and an exciting program of extra-curricular enrichment activities. We are very well resourced and have a beautiful new school building, specifically designed to facilitate our learning. We have very high expectations for every child and we work in partnership with our parents, outside agencies, and the wider community, to ensure that every child achieves their full potential, is happy and fulfilled. Our vision is to develop happy, inquisitive, and resilient life-long learners who strive for excellence in all they do: learners who are respectful, polite and kind, and who take pride in belonging to our school and the wider community. Mission Statement: We aspire to excellence in all we do and we have high academic expectations for all our children. We continually strive to innovate, evaluate and reflect to ensure that we provide the best teaching, learning, resources, and opportunities for our community. We expect and celebrate endeavor and achievement. We encourage children to be confident, resilient, reflective, and independent learners. We provide access to a rich, broad, and balanced curriculum, which incorporates the National Curriculum and enables each child to achieve her/his level of personal and academic excellence irrespective of gender, ethnicity, or socio-economic background. We provide opportunities that enable children to develop high standards of self-discipline, self-esteem, moral values, listening, and social skills which allow children to become independent learners. Teamwork is at the heart of all we do. We respect everyone and treat people the way we would like to be treated. We are a community school. We welcome, encourage, and embrace parental and community involvement. We acknowledge the importance of strong home-school links. We are a happy, well-organized school that achieves together. We take pride in our school and ourselves. Our Curriculum Letters introduce you to the topics that your child will be taught during the term. They detail what is being planned for your child’s lessons, the skills, knowledge, and concepts that are being developed and the learning objectives taught.

We are committed to establishing Wester Hailes as a center of excellence within our Community. Our culture is ambitious and we promote and support high attendance, achievement, and attainment. We are very proud of the positive relationships between and among staff and students. We place learning, at the center of all we do, believing that in the right environment everyone can learn and grow. We nurture and promote partnerships between staff, students, parents, and the community to encourage all learners to be the best they can be. We are inclusive, embrace diversity and respect everyone as equal. Wester Hailes Education Centre has been awarded the British Council International School Award, which recognizes schools that have excelled in the area of international learning. The atmosphere in the school is warm and welcoming with respectful relationships underpinning engaging and exciting learning experiences. Pupils are encouraged to achieve their potential at all times to ensure every young person leaves Wester Hailes, at their exit point, with a portfolio of qualifications, skills, experiences, and knowledge of the job market so that they can enter a sustained, positive destination of further/higher education, apprenticeship or employment. The success of our school is built on the partnership of pupils, parents, staff, and the wider community and we are very proud of our school and the community we serve. With your help, we know that we are well-placed to offer our young people opportunities to realize their ambitions whilst also encouraging them to give something back. The new curriculum aims to raise standards of attainment and prepare our students for a future in a fast-changing world. To encourage the students to be responsible for their learning the students each have a member of staff who mentors them. This happens during tutor time each morning. Students are interviewed regularly to discuss their progress. From the discussion, the agreement is reached about short-term targets for the student. The students then work on strategies to achieve their targets over the next month and this is discussed at their next mentoring meeting. The success of our school is built on the partnership of pupils, parents, staff, and the wider community and we are very proud of our school and the community we serve. With your help, we know that we are well-placed to offer our young people opportunities to realize their ambitions whilst also encouraging them to give something back. The religious observance will provide experiences, which will be meaningful to all pupils and staff, aiding their spiritual development. The school community comprises staff, pupils, and families from a variety of faith, backgrounds, and worldviews. This diversity will be valued and considered when planning acts of religious observance. The aims of religious observance are defined as “To promote the spiritual development of all members of the school community To express and celebrate the shared values of the school community” Religious Observance Review Group Report. “Includes being helped to recognize, reflect upon and develop a deeper understanding of the value and worth of each individual” Religious Observance Review Group Report. A Curriculum for Excellence encourages each individual within a school community to develop as “a successful learner, confident individual, responsible citizen, and effective contributor” “Where the school, whether denominational or non-denominational, is continuous with a faith community, that community’s faith in the “focus of worship”, maybe assumed and worship may be considered to be appropriate as part of the formal activity of the school. Where, as in most non-denominational schools, there is a diversity of beliefs and practices, the review group believes that the appropriate context for an organized act of worship is within the informal curriculum as part of the range of activities offered for example by religions, groups, chaplains and other religious leaders.