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  1. Chelsea College of Arts is one of London's most prestigious art and design colleges. We offer courses in curating, fine art, graphic design communication, textile design, and interior and spatial design. Chelsea has just over 1,400 students. The college's small size and supportive atmosphere make studying here feel like part of a community. You will learn the practical, theoretical, and professional elements of your subject from our expert staff. It is a place where experimentation, ideas, and concepts are encouraged to develop. The college's Grade ll listed Pimlico site, located in central London, overlooks Tate Britain and the River Thames. It has well-equipped workshops, extensive library facilities, a canteen and an onsite gallery, Chelsea Space. The Camberwell, Chelsea and Wimbledon Graduate School incorporate research across the three colleges. This includes the Ligatus and Transnational Art, Identity and Nation (TrAIN) research centers, and the Textile Environment Design (TED) research group. The Graduate School enables staff and students to develop their research careers and create research with cultural and social value. The colleges share common research interests in critical excellent art practice, drawing, art history, and theory. Through our research degrees and taught postgraduate courses, each college maintains its' unique research identity. Camberwell's particular research strengths lie in book arts, craft, design, illustration, painting, and photography Chelsea's particular research strengths lie in curation, interior, and spatial design, moving image, museology, the oral history of art and design, photography, textiles, and transnational art Wimbledon's particular research strengths lie in costume, experimental film, painting, performance, sculpture, and theatre Chelsea College of Arts has a range of courses covering curating, fine art, graphic design, interior design, and textile design. Our students have inspired organizations world-wide with their ideas, solutions, and professionalism. You can work with Chelsea students in the following ways: Commissions - You can commission students to create artworks or carry out design projects Collaborations and student-sponsored projects - Your project could form part of a taught module or be carried out alongside students' current work
  2. Chelsea College of Arts is one of London's most prestigious art and design colleges. We offer courses in curating, fine art, graphic design communication, textile design, and interior and spatial design. Chelsea has just over 1,400 students. The college's small size and supportive atmosphere make studying here feel like part of a community. You will learn the practical, theoretical, and professional elements of your subject from our expert staff. It is a place where experimentation, ideas, and concepts are encouraged to develop. The college's Grade ll listed Pimlico site, located in central London, overlooks Tate Britain and the River Thames. It has well-equipped workshops, extensive library facilities, a canteen and an onsite gallery, Chelsea Space. The Camberwell, Chelsea and Wimbledon Graduate School incorporate research across the three colleges. This includes the Ligatus and Transnational Art, Identity and Nation (TrAIN) research centers, and the Textile Environment Design (TED) research group. The Graduate School enables staff and students to develop their research careers and create research with cultural and social value. The colleges share common research interests in critical excellent art practice, drawing, art history, and theory. Through our research degrees and taught postgraduate courses, each college maintains its' unique research identity. Camberwell's particular research strengths lie in book arts, craft, design, illustration, painting, and photography Chelsea's particular research strengths lie in curation, interior, and spatial design, moving image, museology, the oral history of art and design, photography, textiles, and transnational art Wimbledon's particular research strengths lie in costume, experimental film, painting, performance, sculpture, and theatre Chelsea College of Arts has a range of courses covering curating, fine art, graphic design, interior design, and textile design. Our students have inspired organizations world-wide with their ideas, solutions, and professionalism. You can work with Chelsea students in the following ways: Commissions - You can commission students to create artworks or carry out design projects Collaborations and student-sponsored projects - Your project could form part of a taught module or be carried out alongside students' current work View full university
  3. We aim to meet each student’s unique developmental, behavioral, and emotional needs as well as help develop his or her cognitive abilities through the development of a firm foundation of skills. Our Vision is to enable children to become adults who have a positive school experience and healthy relationships. We encourage the children to have good self-esteem and a strong sense of self. We help them become independent thinkers and problem solvers so they are prepared emotionally, socially, behaviorally, academically, and vocationally to live successful and happy lives. The teachers and therapists work as an integrated team. Therapists work within the classrooms and conduct small group sessions of therapy for all the children, every day. There are 4 speech and language therapists and 4 occupational therapists assessing and team-planning for every student. Many of the students have weekly one-to-one therapy as well. In our planning and teaching, we take a developmental approach, going beyond basic academic skills and looking at the fundamental abilities on which are built thinking skills and problem-solving. Once each week all staff and therapists who make up the Pastoral Teams, meet to discuss every student, these discussions are documented in 5 key focus areas specific difficulties, behavioral, health and home, academic, and communication. Each of these areas is rag rated through input by all staff and needed actions are determined. All documents for each child, currently enrolled in Chelsea Group, are stored securely online which enables teaching staff to refer to information on individual children from the beginning of their enrolment at CGC. These documents are only accessible from school computers. These documents include Pupil Profiles, Risk Assessments, Progress Profiles, Behaviour Profiles, Sensory Profiles, IEPs, Provision Maps, Annual Reports, Therapy Assessment Reports, Weekly Homelink Highlights, the CGC Planning and Progress Tool. Our building and the furnishings are unexpected for a special needs school. We intentionally make the interior as home-like as possible to reassure those children who have failed in other academic settings, which is the case with most of our students. Failure is experienced even in nursery school and the association with the classroom is not positive for those children who feel diminished by their academic, developmental, and/or social challenges in the typical school environment. We feel the strategies for coping with sensory aversions, poor attention, poor interactions with peers, etc., should be developed in a non-clinical environment to enable the child to generalize these skills. The lesson rotations are well planned, making the best and most effective use of the school day. Children move smoothly through rotations. This is one of the most important things we do to ensure the children have the structure they crave while at the same time, develop the flexibility to transition from one activity to another environment to another. Transition times are opportunities for the real-life skills of changing from one activity to another, independent skills of toileting, dressing and undressing in coats, shoes, boots, and physically experiencing movements within schedules and routines. Challenging behaviors are often the remnants of the trauma of a child’s failure in a mainstream setting. Many children have learned disruptive behavior will trigger removal from the classroom and this becomes their goal. Therefore we keep a child in the classroom, supported by staff who follow that student’s Positive Behaviour Plan and his Therapy Provision Map, as long as the other children’s learning is not impaired. This requires a balance between inclusion and exclusion for the benefit of all. Our staff is highly trained and experienced in managing challenging behaviors. We create an atmosphere in which a student can experience success. Our Therapy staff consists of 3 full-time Occupational Therapists and 4 full-time Speech and Language Therapists who work in the classrooms to view the child’s abilities in the setting in which he or she may be experiencing the most pronounced difficulties. The speech and language therapists teach weekly and daily small group sessions in Social Communication, Drama, PECs, and Makaton. The Occupational Therapists teach weekly and daily small group sessions that include activities of Daily Living, Cookery, Community Outings, Handwriting, Yoga, and Gross Motor Movement Skills. Both the speech and language therapists and the occupational therapists work in one-to-one therapy sessions with all children. The IEPs are developed jointly by all teaching and therapy staff members. Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. Physical development involves providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices about food. Personal, social, and emotional development involves helping children to develop a positive sense of themselves, and others to form positive relationships and develop respect for others to develop social skills and learn how to manage their feelings to understand appropriate behavior in groups and to have confidence in their abilities. Our approach to the academic needs of the child is broad, balanced, and dynamic covering all aspects of the National Curriculum. We plan each curriculum carefully, choosing generative topics for engagement and cross-curricular opportunities so there is coherence and full coverage of all aspects of our learning goals (goals for understanding), and there are planned evidenced progression in all curriculum areas. Continual assessment informs and drives the development and flexibility of each curriculum and the individual education plans. Each teacher specializes in his or her domain and, as such, can more easily differentiate activities and resources for the various levels of abilities, which are represented in even small groups of students. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curriculum. The staff provides as many experience-based learning opportunities as possible. We feel lessons can be highly motivating if made real by connections to the child’s world outside school. The developmental levels of abilities, the cognitive functions, and the specific learning and social challenges of each child are thoroughly and continually assessed by the team of teachers and therapists working in the school. Every disability is different even children with identical diagnoses can present a range of different complex needs. Each child is unique in neurological, developmental, and emotional makeup. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curricula. View full school
  4. We get great results, but our aims stretch beyond academic attainment. We prize the growth in confidence and curiosity of our students. Our small class sizes facilitate collaborative lessons with students learning their way around their subjects at the same time as they grow as people. We are informal and flexible, but we put students’ welfare first. Every year, we see how this ‘mindfulness’ leads to lifted hearts and lifted results. We are serious about past paper tests - every week! - so that students can learn from their correct and incorrect answers. That, alongside our excellent teaching, is at the heart of our A-Level and GCSE strategy. Chelsea offers a diverse environment. As well as our local student body, we welcome students of over thirty different nationalities, and it is truly a pleasure to see people from this country and elsewhere working and socializing together. Some of our students are day pupils, some are boarders both thrive in our vibrant and welcoming modern buildings. Many are here for A-Levels, some for GCSEs all are treated in the same way and taught how to develop their strengths and happiness. Our staff are highly qualified in their field, and often, in other professional areas too - we are as much a home of barristers, architects, neuroscientists, world-class artists, and mathematicians as we are of teaching excellence. It is where students from over 30 different countries come to London to study under first-class teachers who help them to attain top grades at GCSE and A-Level and to enter leading universities, including Oxford and Cambridge. Our British students, who come to CIC to maximize their grade performance, complement this international mix. CIC is also somewhere you can be yourself there is a strong culture of inclusiveness and openness that runs right the way through the college, and which promotes freedom of individual ambition and expression. We want our students to leave us as confident, culturally aware young men and women who are self-assured regarding their ability yet humble and, crucially, flexible when it comes to approaching their careers in a rapidly changing world. London is not only a great world city, but it is also a center of excellence in education, home to some of the finest schools and universities anywhere in the world. We make full use of our central London location, both to support our students' studies and to provide a full range of extra-curricular activities which enable them to develop a range of other interests, a very important consideration when applying to leading universities.
  5. We aim to meet each student’s unique developmental, behavioral, and emotional needs as well as help develop his or her cognitive abilities through the development of a firm foundation of skills. Our Vision is to enable children to become adults who have a positive school experience and healthy relationships. We encourage the children to have good self-esteem and a strong sense of self. We help them become independent thinkers and problem solvers so they are prepared emotionally, socially, behaviorally, academically, and vocationally to live successful and happy lives. The teachers and therapists work as an integrated team. Therapists work within the classrooms and conduct small group sessions of therapy for all the children, every day. There are 4 speech and language therapists and 4 occupational therapists assessing and team-planning for every student. Many of the students have weekly one-to-one therapy as well. In our planning and teaching, we take a developmental approach, going beyond basic academic skills and looking at the fundamental abilities on which are built thinking skills and problem-solving. Once each week all staff and therapists who make up the Pastoral Teams, meet to discuss every student, these discussions are documented in 5 key focus areas specific difficulties, behavioral, health and home, academic, and communication. Each of these areas is rag rated through input by all staff and needed actions are determined. All documents for each child, currently enrolled in Chelsea Group, are stored securely online which enables teaching staff to refer to information on individual children from the beginning of their enrolment at CGC. These documents are only accessible from school computers. These documents include Pupil Profiles, Risk Assessments, Progress Profiles, Behaviour Profiles, Sensory Profiles, IEPs, Provision Maps, Annual Reports, Therapy Assessment Reports, Weekly Homelink Highlights, the CGC Planning and Progress Tool. Our building and the furnishings are unexpected for a special needs school. We intentionally make the interior as home-like as possible to reassure those children who have failed in other academic settings, which is the case with most of our students. Failure is experienced even in nursery school and the association with the classroom is not positive for those children who feel diminished by their academic, developmental, and/or social challenges in the typical school environment. We feel the strategies for coping with sensory aversions, poor attention, poor interactions with peers, etc., should be developed in a non-clinical environment to enable the child to generalize these skills. The lesson rotations are well planned, making the best and most effective use of the school day. Children move smoothly through rotations. This is one of the most important things we do to ensure the children have the structure they crave while at the same time, develop the flexibility to transition from one activity to another environment to another. Transition times are opportunities for the real-life skills of changing from one activity to another, independent skills of toileting, dressing and undressing in coats, shoes, boots, and physically experiencing movements within schedules and routines. Challenging behaviors are often the remnants of the trauma of a child’s failure in a mainstream setting. Many children have learned disruptive behavior will trigger removal from the classroom and this becomes their goal. Therefore we keep a child in the classroom, supported by staff who follow that student’s Positive Behaviour Plan and his Therapy Provision Map, as long as the other children’s learning is not impaired. This requires a balance between inclusion and exclusion for the benefit of all. Our staff is highly trained and experienced in managing challenging behaviors. We create an atmosphere in which a student can experience success. Our Therapy staff consists of 3 full-time Occupational Therapists and 4 full-time Speech and Language Therapists who work in the classrooms to view the child’s abilities in the setting in which he or she may be experiencing the most pronounced difficulties. The speech and language therapists teach weekly and daily small group sessions in Social Communication, Drama, PECs, and Makaton. The Occupational Therapists teach weekly and daily small group sessions that include activities of Daily Living, Cookery, Community Outings, Handwriting, Yoga, and Gross Motor Movement Skills. Both the speech and language therapists and the occupational therapists work in one-to-one therapy sessions with all children. The IEPs are developed jointly by all teaching and therapy staff members. Communication and language development involves giving children opportunities to experience a rich language environment to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. Physical development involves providing opportunities for young children to be active and interactive and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices about food. Personal, social, and emotional development involves helping children to develop a positive sense of themselves, and others to form positive relationships and develop respect for others to develop social skills and learn how to manage their feelings to understand appropriate behavior in groups and to have confidence in their abilities. Our approach to the academic needs of the child is broad, balanced, and dynamic covering all aspects of the National Curriculum. We plan each curriculum carefully, choosing generative topics for engagement and cross-curricular opportunities so there is coherence and full coverage of all aspects of our learning goals (goals for understanding), and there are planned evidenced progression in all curriculum areas. Continual assessment informs and drives the development and flexibility of each curriculum and the individual education plans. Each teacher specializes in his or her domain and, as such, can more easily differentiate activities and resources for the various levels of abilities, which are represented in even small groups of students. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curriculum. The staff provides as many experience-based learning opportunities as possible. We feel lessons can be highly motivating if made real by connections to the child’s world outside school. The developmental levels of abilities, the cognitive functions, and the specific learning and social challenges of each child are thoroughly and continually assessed by the team of teachers and therapists working in the school. Every disability is different even children with identical diagnoses can present a range of different complex needs. Each child is unique in neurological, developmental, and emotional makeup. An individual and child-centered approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curricula.
  6. We get great results, but our aims stretch beyond academic attainment. We prize the growth in confidence and curiosity of our students. Our small class sizes facilitate collaborative lessons with students learning their way around their subjects at the same time as they grow as people. We are informal and flexible, but we put students’ welfare first. Every year, we see how this ‘mindfulness’ leads to lifted hearts and lifted results. We are serious about past paper tests - every week! - so that students can learn from their correct and incorrect answers. That, alongside our excellent teaching, is at the heart of our A-Level and GCSE strategy. Chelsea offers a diverse environment. As well as our local student body, we welcome students of over thirty different nationalities, and it is truly a pleasure to see people from this country and elsewhere working and socializing together. Some of our students are day pupils, some are boarders both thrive in our vibrant and welcoming modern buildings. Many are here for A-Levels, some for GCSEs all are treated in the same way and taught how to develop their strengths and happiness. Our staff are highly qualified in their field, and often, in other professional areas too - we are as much a home of barristers, architects, neuroscientists, world-class artists, and mathematicians as we are of teaching excellence. It is where students from over 30 different countries come to London to study under first-class teachers who help them to attain top grades at GCSE and A-Level and to enter leading universities, including Oxford and Cambridge. Our British students, who come to CIC to maximize their grade performance, complement this international mix. CIC is also somewhere you can be yourself there is a strong culture of inclusiveness and openness that runs right the way through the college, and which promotes freedom of individual ambition and expression. We want our students to leave us as confident, culturally aware young men and women who are self-assured regarding their ability yet humble and, crucially, flexible when it comes to approaching their careers in a rapidly changing world. London is not only a great world city, but it is also a center of excellence in education, home to some of the finest schools and universities anywhere in the world. We make full use of our central London location, both to support our students' studies and to provide a full range of extra-curricular activities which enable them to develop a range of other interests, a very important consideration when applying to leading universities. View full school
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