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Global Learning Center (G.L.C.), a division of the Iqra Group, established in the year 2000, is listed as a university under the laws of Ajman Free Zone Authority, Government of Ajman, U.A.E. G.L.C. offers High School Diploma, Bachelors, Masters, and Ph.D. programs from its associate Universities American Liberty University California, Edexcel BTEC programs top-up to Bachelors and Masters Programs by the University of Northampton, U.K. With more than 4000 graduates all over the Middle East and different nations working for leading incredibly famous multinationals, G.L.C. intends to position itself as a leading educational foundation in the Gulf district and beyond. Mission Our main goal is to give advanced education chances to everybody, particularly those from challenging circumstances with a globally acknowledged educational qualification and the value-added expertise and approach for a significant corporate career. Values Academic opportunity opens up a universe of the prospect. At the heart of our work is the conviction that instruction is the pathway to achievement. We focus on continuous learning and try to model this as champions of G.L.C.'s primary goal. Relationships can transform. We encourage high commitment interaction between our tutors and mentees, our collaborators, and our staff. We try to accumulate a culture of straightforwardness, modesty, and trust. Human potential moves us. We work from a development outlook, trusting that with diligent work, commitment, and support, we can progress in ways that bring us nearer to accomplishing our objectives. Collaboration expands our effect. Our controlling guideline is that we are better and more grounded together. We perceive that we are taking care of business when we use assorted foundations, unique commitments, and numerous viewpoints. Greatness is achievable. We endeavor to be vital and creative, working with energy, respectability, and criticalness. We consider ourselves responsible for quantifiable results as an establishment of our work. Bliss sustains us. We intend to develop a feeling of bliss and purpose each day. Our Partner Universities American Liberty University: American greatness has consistently set apart the American Liberty University (ALU) in the U.S.A. It is additionally authorized in the United Kingdom. Edexcel BTEC: Are you among those that were not able to complete secondary school because of personal reasons? Here is an opportunity to get enlisted in to the Edexcel BTEC program. The University of Northampton: The University of Northampton has kept up its place in the top 50 of the most recent national Guardian University Guide for 2015.
In 1907 Dr. Maria Montessori, Italy's first female physician and graduate, introduced a revolutionary approach to educating children. Through years of observation and scientific study, she created a system that looked at the development of the entire child. She believed that all children possess an intellectual and creative potential, an internal desire to learn, and the ability to direct themselves in this learning. Montessori will offer you, without question, the most scientifically prepared academic environment you will encounter. Balancing this, however, is a community environment filled with heart. The children enjoy an engaging, interactive setting where they will be challenged and stimulated and share as much physical comfort and support as needed. In classrooms rich with Montessori materials, children are grouped in three-year age spans, where they can learn the role of mentee and then mentor. Montessori is an individualized approach to education that helps each child reach full potential in all life areas. It is student-centered and encourages creativity and curiosity, which leads children to ask questions, explore, investigate, and think for themselves. Montessori students develop creativity and confidence, critical thinking, problem-solving skills, and a positive, collaborative attitude — all skills that provide a solid foundation for later years. In this ever-changing and demanding lifestyle, care for your children is of prime importance. MLCP understands your concerns and commits to helping you feel safe and secure in the knowledge that your children are receiving quality care, respect, guidance, and academic instruction during their day. With over 30 years of experience, our school is not just a form of daycare - our Montessori method is designed to support each child to become a well-rounded, responsible and self-reliant individual who will demonstrate a love of learning, self-confidence, and a sense of fair play throughout life. Our dedicated and nurturing staff work with students individually, understanding and learning their needs and guiding them towards achieving their potential. The Montessori Learning Centre was established in 1984 and was the first Montessori school in the Pickering area. We are a non-denominational school, owned and operated by a Montessori Directress. The school opened with 25 students and has grown to an operating capacity of 200. The school operates with Montessori's philosophies and theories and a full range of her materials to the end of grade 6. Grade 7 and 8 students usually work in advance of the Ontario School Curriculum and have upper-level Montessori materials available for support. Our Montessori Method is designed to support each child to become a well-rounded, responsible, and self-reliant individual who will demonstrate a love of learning, self-confidence, and a sense of fair play throughout life. The Montessori Method functions without the confines of a traditionally structured classroom. Each child has rights, and each has responsibilities. While the Ontario School Curriculum is on hand at all times, the philosophy of children working at their "ability level" instead of "age level" is predominant throughout MLCP. Children are placed within each classroom at their level of ability, and for each subject, the material is presented as appropriate for advancement or reinforcement. Students, then, could be working at different levels in different subjects. As an alternative method of education, Montessori can offer an individualized learning environment with a lower staff/student ratio. Generally, students are producing at a commendable level throughout their academic years, especially those with a long term Montessori history. Along with the academic expectations, students are encouraged to develop a sound moral base, established study habits, and organizational and production levels of a high standard. Students ages three and up engage in language, math, and an all encompassing cultural program. Cultural presentations include studies of natural sciences, geography, history, art, physical science, and chemistry introduced at the older levels. All students receive daily French classes and weekly Music and Physical Education classes. Apart from the primary curriculum, the Elementary students, Grades 1 to 8, are introduced to weekly Computer, Art, Civics, Home Economics, and library visits. Elementary students are tested bi-annually to gauge areas of strength. In their eighth year, the last of Upper Elementary, students embark on year-long activities. Here, they integrate the research and academic skills that they have acquired throughout their previous Elementary years. At this level grade, 7 and 8 students are often responsible for presenting religious or cultural celebrations to the younger student body. Creative expression is crucial in Montessori education. To nurture their creativity, The Elementary Art Programme offers children the ability to experiment with different techniques and mediums through direct instruction and hands-on practice. This experience helps students appreciate each medium's unique qualities and exposes children to various artists, movements, and periods using games and critiques. Movement and gymnastics, cooperative games, teamwork, and athletics focus on the physical education program for Casa and Elementary students. Each child has an opportunity to grow and excel as an individual and as a team member through a variety of games and athletic activities. MLCP is actively involved in many interschool events and competitions. Skiing and skating are part of each year's winter sports calendar.
Applewood Academy For Progressive Learning is a therapeutic boarding school for students requiring individualized academic, clinical, and behavior-management solutions. Think of it as academic support and clinical treatment under one roof – around the clock. We provide a small group, structured, boarding school environment. Classrooms groups are less than 12, with a 4:1 student to staff ratio. This allows students with special needs to either maintain or re-establish positive attitudes towards learning. The services we provide are more intense than those found in regular special education or alternative school setting. We develop a curriculum within the Ontario Ministry of Education guidelines and implement it through a Certified Teacher. Additional academic support is provided through Child and Youth Workers. CYWs also assist in establishing a structured environment and behavioral management. We believe that students benefit from active learning. We believe that educators, in combination with trained professionals, are the facilitators of this learning. We believe that everyone is an equal member of the treatment team. Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage. Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry, and Social Work. The elementary school program at Applewood Academy for Progressive Learning has been issued a Board Student Identification Number (BSID). It is listed as a private school on the Ontario Ministry of Education website. Our mission is to provide individualized, therapeutically supported educational programming for students from kindergarten to grade 8, whose learning has been impacted by challenges from developmental, medical, and mental health conditions. At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences. Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs, and continuous clinical and academic support. Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate, and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions. The Anger Management program employs a cognitive-behavioral and solution-focused approach. The students assess their level of anger, review employed strategies for dealing with anger, discuss physiological and psychological constructs of anger, present strategies for reducing anger, and restructuring of cognitive errors. The program attempts to improve communication skills, develop conflict resolution skills, problem-solving, and assertiveness skills. The format includes exchanges, modeling, various “anger workouts,” and pen/paper assignments. The Social Skills program is part of our therapeutic boarding schools focus on developing pro-social skills, such as listening, self-image, accepting the consequences, exercising self-control, problem-solving, dealing with feelings, and dealing with peer pressure. A structured learning approach is used, consisting of four components: (1) modeling, (2) role-playing, (3) discussion of performance, and (4) use in real-life situations. Behavioral Therapy addresses students who have deficits in behavioral coping skills and emotional dysregulation; furthermore, students may struggle with extreme thinking, regulating emotions, emotional vulnerability, emotional sensitivity, and intense response to stimuli, resulting in inappropriate behaviors and an inability to organize self or self-soothe. Content includes how to use powerful solution-focused strategies, skills-building training, emotional regulation, interpersonal effectiveness, distress tolerance, relaxation training, learned optimism and non-judgemental observation, and exploration of mindfulness and self-awareness. Stress Management Therapy’s goal is to quickly and effectively elicit realistic positive change through the development of self-control and emotional modulation skills in a therapeutic setting. Each student is to effectively establish a “self-management” plan that focuses on building upon existing strengths and coping skills. Therapeutic Play or Play Therapy is a form of psychotherapy for children, using play situations for diagnosis and treatment. Play provides a way for students to express their experiences and feelings through a natural, self-guided, self-healing process. As a student’s experiences and knowledge are often communicated through play, it becomes an essential vehicle for them to know and accept themselves. Dependent on treatment needs, individual counseling is offered to allow students to explore the links between their thoughts, feelings, and symptoms. Strategies taught within group sessions are reinforced within the individual sessions. Any coexisting psychological difficulties are integrated into the student’s treatment plan. Specific Therapy targeted at enhancing the student’s motivation for change occurs. Students at our therapeutic boarding schools learn to assess their readiness for change and explore ways in which their life might improve if they took on their learning style more forcefully. Cognitive Behavior Therapy encourages students to look at the ways their thinking influences their feelings and behaviors. Students address “faulty thinking” patterns or cognitive distortions in which their underlying assumptions about themselves or their needs are challenged. All or none thinking is addressed. As students begin to shift their thinking patterns, they are encouraged to develop different action plans to help modify behavior. Cognitive Behavioral techniques also are taught to help with stress, anxiety, depression, and anger management, as indicated within a student’s treatment plan. The Brief Solution-Focused Therapy approach is designed to utilize goal-oriented questioning and the student’s success to elicit positive change that is both achievable and behavioral. By focusing on the procedure of solution building, the model can be implemented within a limited period to treat a wide range of problems. Dramatic play therapy is a group model where the therapeutic powers of play help students resolve psychosocial difficulties and achieve optimal growth and development. Through the activities and dramatic skits, further insight is forged into underlying issues, with the opportunity to physically and mentally engage in alternative forms of behavior or try out alternative perspectives. Group topics are determined by a needs review at the outset of the group. Some students find it easier to express themselves using images rather than words. The use of a variety of mediums such as clay and playdoh, paints, and collage are used to explore feelings, discover unconscious thoughts, and help students integrate physical sensations, emotions, thoughts, and memories. Also, poetry writing, story writing, and journaling are encouraged to help students get in touch with innermost thoughts and emotions. Interpersonal Therapy focuses on the student’s relationships with talented individuals in their lives and how these relationships are affected by their learning style and possible diagnosis. Each student is a part of a therapeutic community where healthy childhood development is emphasized. Each student is held responsible for helping in the creation of a positive educational environment. There is a daily exercise program. Emphasis is on mind /body connection and use of exercise appropriately and healthily. This group teaches the importance of proper nutrition. It covers the different food groups and teaches students how to set up adequate menus. It includes some supervised food preparation. The development of a healthy balanced lifestyle is something most people strive for in their day-to-day living. The group works from the perspective that the whole person is essential, as is all their life facets. Applewood Academy for Progressive Learning strives to offer a wide range of assessment and clinical services within the educational program and through our valued partners. Applewood Academy also recognizes that a wide variety of services are available in the community that students may benefit from. Policies and procedures in this area reflect the goal of meeting our students’ individual and unique needs by accessing appropriate community-based services that are not offered in the context of our educational program.- Creaa Academy For Learning was founded in the year 2010. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830755, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Bengaluru district of Karnataka and is currently being managed by the Arjun Educational Foundation, Karnataka. It is presently under the principal -administration of USHA R, with a total of 18 staff members. There are a total of 22 rooms, 1 Labs, and 1 Library present in the school. The nearest railway station is BANGLAORE CITY and it is 12 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station BANGLAORE CITY Distance in KM 12 Nearest Police Station BANGLAORE CITYRAJARAJESHWARI NAGR Distance in KM 1.5 Nearest Nationalised Bank STATE BANK OF INDIA Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student III 1 25 IV 1 28 V 1 26 VI 1 25 VII 1 24 VIII 1 20 IX 0 0 X 0 0 XI 0 0 XII 0 0 Nursery/KG/LKG 1 25 I 1 30 II 1 28 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 22 1 1 8 4 10 2307 1037 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Other Rooms 8 15 12 Bio-Tech Lab 0 0 0 Class Room 10 34 14 Composite Science Lab 1 35 20 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 25 20 Home Science Lab 0 0 0 Library 1 27 40 Computer Science Lab 1 25 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 2 2 0 PRTs 8 8 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 2347.176712 (in Acres.) .58 Built up Area in (in sq. Mtrs.) 1095.95 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 1000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1500 Periodicals 10 Dailies 5 Reference Books 500 Magazine 16 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school
- Deffodils Foundation For Learning was founded in the year 2016. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830870 and has a General affiliation which is valid up to 31/3/2021. It lies in the Bengaluru district of Karnataka and is currently being managed by the Daffodils English School Association, Karnataka. It is presently under the principal -administration of MRS. SUJATHA GIRISH. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school
The Hurstbridge Learning Co-operative is a parent-run, alternative primary school situated in beautiful bushland close to the township of Hurstbridge, Victoria. Established in 1973, the Co-op is a community of families committed to providing the resources and experiences needed to create a more stimulating alternative to the mainstream classroom. We believe that every member of the community can contribute to the learning and raising of its children. At Co-op, children are given a true voice. They work alongside their friends, parents, and teachers to develop their unique passions. Enrollments are kept to around thirty children. The intimate size of the Co-op creates a community much like an extended family. The Co-op values play and child-inspired learning. Child-inspired learning creates an environment where parents learn also, not only from the children but from each other as well. The very name ‘the Co-op” acknowledges this reciprocal effect. Activities and projects provide opportunities for parents and children to participate and learn together. Excursions, camps, and visitors to the school enhance this shared experience of learning. We believe that, when provided with a positive and supportive environment, children have a natural curiosity and desire to learn. Natural curiosity and passion are at the heart of both the teaching and learning philosophy at the Co-op. Co-op is seen to be part of a life-long learning process, which doesn’t start and finish with the school day. The aim is to respect each child, accept their individual development and recognize the child’s ownership of their learning. We also support non-authoritarian conflict resolution processes that respect differences and empower the children to develop solutions that meet everyone’s needs. The Learning Co-operative is committed to the fundamental belief that all individuals are unique and, as such, we each have our unique learning agenda and preferred ways of learning. We, therefore, strive to create an environment where children are free to explore their creativity and individuality and those of others. Choice, co-operation, open-mindedness, non-judgemental attitudes, wonder, and curiosity are defining features of the learning environment. We are committed to the principles of self-awareness and empowerment where individuals have input into their learning and personal development. We are committed to the process of consensus, where each individual believes that their opinion, thoughts, or feelings are respected, acknowledged, and validated and they have an obligation to both express and articulate their needs and views and listen to others do the same. We are committed to creating an environment that is nurturing and caring of the individual both in times of achievement and in times of struggle. We are committed to an environment that fosters and promotes a love of learning, sharing, and collaboration, peace, and non-violence. We believe that good education must enhance our humanity and foster the values that will enable us to live in harmony with our fellow human beings and with our environment. Education must focus on the person as ‘person’ and not just as ‘student’. We believe that the Learning Co-operative is a diverse environment. We are inspired by and committed to, this diversity. We believe it is integral to our philosophy and fundamental principles. These principles are tolerance, patience, understanding, forgiveness, cooperation, respect, trust, compassion, diversity for oneself and the community in which we live, consensus, empowerment, and personal integrity. We believe that an environment and community that aspires to these principles can create a place where children will develop a strong sense of self, as well as empathy for others. We believe that this then will enable children to pursue their natural curiosity, wonder, and inquiry and help them develop their clear values and visions for life.- Duddupudi Institute Of Learning is an English medium Independent school affiliated to CBSE with affiliation number 830718, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2024. It is located in the Raichur district of Karnataka. It is presently under the principal -administration of MRS. D SANDHYA RANI, with a total of 50 staff members. There are a total of 47 rooms, 05 Labs, and 1 Library present in the school. The nearest railway station is Raichur and it is 91 KM far from the school. You can find more information below. LOCATION OF SCHOOL Nearest Railway Station Raichur Distance in KM 91 Nearest Police Station RaichurSindhanur Police Station Distance in KM 2 Nearest Nationalised Bank Canara Bank Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student II 2 68 III 3 70 IV 3 79 V 3 81 VI 3 97 VII 3 115 VIII 3 128 IX 4 151 X 4 151 XI 1 32 XII 0 0 Nursery/KG/LKG 3 99 I 2 37 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 47 05 01 05 36 04 8175 3737 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 36 30 25 Composite Science Lab 01 45 27 Physics Lab 01 45 27 Chemistry Lab 01 45 27 Biology Lab 01 45 27 Maths Lab 01 30 25 Computer Science Lab 01 45 27 Home Science Lab 0 0 0 Library 01 75 37 Other Rooms 02 35 30 Bio-Tech Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 4 2 2 PRTs 15 3 12 TGTs 17 12 5 Librarian 0 0 0 PTI 3 3 0 PGTs 10 6 4 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 16187.4256 (in Acres.) 4 Built up Area in (in sq. Mtrs.) 9940.625 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 6070.284 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 47 No. of Urinals/Lavatories Separately for Girls 47 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1800 Periodicals 40 Dailies 6 Reference Books 800 Magazine 12 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school
Learning Habitat Kindergarten & Bilingual Nursery (“LHK”) was established to provide high-quality bilingual pre-primary education for children in Hong Kong. Its first campus was opened in Tsing Yi in 2000. Subsequently LHK opened its second and third campuses in Hunghom and Tai Kok Tsui in 2004 and 2005 respectively. In view that quality bilingual pre-primary educational service is much sought-after, our fourth and fifth campuses were opened in Tseung Kwan O and Ma On Shan in 2010 and 2016 respectively. Total student enrolment grew from a very modest number of 4 back in the year 2000 to over 2,000 today across 5 campuses. Learning Habitat Kindergarten & Bilingual Nursery (“LHK”) was established to provide high-quality bilingual pre-primary education for children in Hong Kong. Its first campus was opened in Tsing Yi in 2000. Subsequently LHK opened its second and third campuses in Hunghom and Tai Kok Tsui in 2004 and 2005 respectively. In view that quality bilingual pre-primary educational service is much sought-after, our fourth and fifth campuses were opened in Tseung Kwan O and Ma On Shan in 2010 and 2016 respectively. Total student enrolment grew from a very modest number of 4 back in the year 2000 to over 2,000 today across 5 campuses. With the vision for continual refinement of our curriculum, we established the Curriculum Development Team (CDT) in 2003. This Team, comprised of experienced and passionate educators, is responsible for formulating long-term learning strategies and initiating continuous curriculum improvements through research of the latest local and international educational developments.
London Christian Learning Centre was started in 1990 through the home-school of the Bolus family. Rev. Ricardo Bolus and his wife, Ida Bolus, founded the school in Finsbury Park, North London. They pioneered the school with their children and later partnered with other missionary parents in training their children. After much prayer and waiting, in June 2005, LCLC obtained the DFES registration and was officially recognized by the government as an Independent school. The school is now situated at 639-643 Romford Road, Manor Park, London E12 5AD where we are hoping to enlarge our facilities. With a humble beginning of just six students, the school has grown. We believe as God continues to entrust us with the resources, LCLC will endeavor to educate more and more students in the future. We Believe in the Sovereignty and grace of God the Father, God the Son, and God the Holy Spirit in creation, providence, revelation, redemption, and final judgment. The divine inspiration of the Holy Scripture and its consequent entire trustworthiness and supreme authority in all matters of faith and conduct.The universal sinfulness and guilt of fallen man making him subject to God's wrath and condemnation.The substitutionary sacrifice of the incarnate Son of God as the sole and all-sufficient ground of redemption from the guilt and power of sin and its eternal consequences. The justification of the sinner solely by the grace of God through faith in Christ crucified and risen from the dead. Our Vision is to make available an education that is Biblically based and academically excellent in a godly environment. Our Mission is to glorify God by leading boys and girls to a personal knowledge of our Lord Jesus Christ and help them grow to Christ-like maturity and discover their life's purpose. Our objectives for Students : That each child will accept the Lord Jesus Christ as their personal Saviour. That each one will grow in this faith to become an obedient disciple of the Lord Jesus Christ. That each one will learn to serve and thus find and follow God's call on their life. That they will strive for excellence in the gifts that God has given. On the surface, most schools look alike—buildings, personnel, curriculum, and budgets. The A.C.E. program is different. For over 40 years, it has been the trendsetter in Biblical educational reform. Its philosophy is built on basic principles of the Word of God. Students are taught to see life from God’s point of view, to take responsibility for their learning, and to walk in Godly wisdom and character. Accelerated Christian Education® is not just a publisher but a comprehensive Bible-based program that serves both the campus-based school and the homeschool. We want to prepare children for the world today and give them the academic and spiritual tools necessary to achieve their God-given potential. At A.C.E., our purpose in providing educational materials goes beyond simply helping students learn the academics required to enter college or get a good job. We desire to build in students a life-long burning passion to learn and grow spiritually. It is one thing to want children to be successful and quite another to provide the academic and character training to ensure this accomplishment. Godly character training is part of the A.C.E. learning experience, and it prepares students to welcome and accept challenges and future opportunities. Sixty character traits, such as kindness, loyalty, and honesty, are taught within the curriculum. Students can observe character development in the true-to-life character strips and then apply the Godly character lessons to their own lives. Challenging and highly effective, the A.C.E. program is an extraordinary educational approach, Biblical in its core, that prepares students for tomorrow’s world while giving them traditional moral values that will last a lifetime. Accelerated Christian Education—a unique program for this time in history—is building Godly citizens and Christian leaders of tomorrow. A.C.E. is your servant to meet the educational needs of today, with the traditional values of yesterday, and the technology of tomorrow. With A.C.E.’s concept of individualized learning, students don’t just get by—they get ahead! To God be the glory!
SKILLS School History SKILLS first opened its doors in 2010 and is founded in memory of the late Dr. Suad Kafafi (1928-2004), a Noble Prize nominee in the field of Education. Our Board of Directors is dedicated to continuing her work and abiding by her principles. SKILLS is committed to excellence and to providing every student with quality education and prepare students who are confident and willing to fulfill their valuable role as effective members of society. Our mission at SKILLS is to provide our students with a solid grounding in education and extend the moral doctrine at home. Education and moral behavior will be achieved by our students with the aid of our dynamic and dedicated staff. This ensures that students will gain the maximum benefit during school hours. The use of the latest teaching techniques will allow students to become successful, cultured, and moral contributors to any community, be it local, national or global. We believe that our students are the seeds of tomorrow's harvest and that they should therefore be nurtured and encouraged to grow by: Provide a secure and stimulating environment. Provide confidence and self-esteem of staff and students. Foster a culture that develops an understanding of, and respect for, each others’ worldview. Develop and nurture creativity and lead them to be problem solvers. Develop and appreciate Art through Music, Art, and Drama. Encourage students to work purposefully and cooperatively. Encourage students to be lifelong learners. Prepare students for academic success and encourage them to be responsible and productive citizens maintaining their self-identity. SKILLS National School offers the National Curriculum in English under the umbrella of the Ministry of Education (M.O.E). The National Curriculum subjects are Arabic Language, English Language, Mathematics, Science, Social Studies, Religion, French/German, Computer, Art and P.E. We focus on enhancing the students’ Language skills by providing Reading Programs and promoting writing and comprehension skills. Technology is used as essential support for the classroom learning environment.- Centre For New Learning was founded in the year 1994. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 230147, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2023. It is located in the Kokrajhar district of Assam and is currently being managed by the Good Earth Education Trust, Assam. It is presently under the principal -administration of STEPHAN ISLARY, with a total of 16 staff members. There are a total of 37 rooms, 02 Labs, and 1 Library present in the school. The nearest railway station is NEW BONGAIGAON and it is 29 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station NEW BONGAIGAON Distance in KM 29 Nearest Police Station NEW BONGAIGAONBASUGAON Distance in KM 35 Nearest Nationalised Bank UNITED BANK OF INDIA Distance in KM 17 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student VI-VIII 1 102 IX-X 1 53 XI-XII 0 0 Nursery/KG/LKG 1 96 I-V 1 233 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 37 02 01 07 12 20 82909 3103 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 14 22 20 Composite Science Lab 1 40 24 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 24 20 Computer Science Lab 1 22 20 Home Science Lab 0 0 0 Library 1 40 18 Other Rooms 6 18 16 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 3 3 0 TGTs 4 4 0 Librarian 1 1 0 PTI 1 1 0 PGTs 6 6 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 24038.327016 (in Acres.) 5.94 Built up Area in (in sq. Mtrs.) 18934.627016 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 5103.7 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 15 No. of Urinals/Lavatories Separately for Girls 15 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 3824 Periodicals 280 Dailies 3 Reference Books 250 Magazine 150 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school
We teach an alternative curriculum to young people who struggle in the mainstream arena. We aim to provide high-quality education and pastoral care to pupils who struggle within the mainstream education system. We work with pupils on a one-to-one basis or in small groups. We work with families, schools, and other agencies to promote effective inclusion of all students, to ensure they achieve their full potential, and, where possible, return to mainstream schools. The Local Authority and any Private Sector Establishments are the admissions authority for MVLA. The final decision on referrals and placements rests with the Proprietor and headteacher of MVLA. Pupils may be admitted to MVLA at any point during the school year. Pupils may be dually registered, which means that the mainstream/short stay school/other establishment and MVLA will work together in providing appropriate individual educational programs. All of our teaching staff are qualified teachers. Our teachers are experienced in dealing with students who struggle with their behavior and we offer specialized support for students with special educational needs or who speak English as an additional language. We have a Health and Safety advisor who is responsible for overseeing our risk assessments and ensuring correct measures are put in place to monitor and minimize risks. All staff possesses an enhanced DBS disclosure. MVLA recognizes that each child is an individual. We provide a nurturing, safe and stimulating environment for our learners, to achieve their full potential – educationally, socially, and emotionally. Admission will only take place after consultation between the Headteacher, referrer, parent/carer, and student. Our students study GCSEs in Maths, English Language, English Literature, Biology, RE and Citizenship, we also offer a range of vocational subjects and PE. Lessons are taught to small groups so that teachers can cater to an individual’s specific personal and academic needs. All children will be taught in groups based on their ability, allowing them to receive the support that they require. As well as one-to-one and small group support, extra support will also be offered to EAL pupils by qualified teachers. Each child’s progress both from a pastoral and academic view will be carefully monitored with regular feedback to carers, schools, and other relevant agencies. We pride ourselves in our positive relationships with partner schools, with many of our students successful returning to mainstream provision. Students are supported and guided with applying for Colleges/Sixth Forms by their Employability Career Advisors. Over the year, the students will be making some big decisions about their future. We are using ‘Connexions’ for careers advice within our school. During the year the students will take part in a one to one career guidance interviews in school with their Career Advisor. Pupils are often able to attend careers fairs at referring schools where students can talk to local colleges, training, and apprenticeship providers so they can carefully consider their future options. The program includes school visits, career talks with colleges, apprenticeship and training providers, employers and professionals, exhibitions, workshops, and inspirational speakers. Our career advisor works closely with KS3 pupils to set targets and goals for the future. Pupils receive guidance throughout the year. Young people are now expected to stay in education or training up until the age of 18. Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving. Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects. We all have a statutory duty to “safeguard and promote the welfare of children”. To maintain a professional attitude of “it could happen here” where safeguarding is concerned. All staff is encouraged to report any concerns that they have and not see these as insignificant. On occasions, a referral is justified by a single incident such as an injury or disclosure of abuse. More often, however, concerns accumulate over some time and are evidenced by building up a picture of harm over time this is particularly true in cases of emotional abuse and neglect. In these circumstances, it is crucial that staff record and pass on concerns by this policy to allow the Designated Safeguarding Lead to build up a picture and access support for the child at the earliest opportunity. At MVLA we offer an excellent pastoral service and make daily contact with schools, parents/carers, and other agencies. We hold regular review meetings and ensure the pupils meet all targets set by MVLA and the school. Schools are contacted regularly via email/phone to inform them about attendance and behavior. We welcome visits from any schools or agencies at any time by prior arrangement.
Ebbw Fawr Learning Community an award-winning 3-16 campus with state-of-the-art facilities providing a truly modern and inspirational learning environment for your children. At every point from Nursery to Primary, from Primary to Secondary, and from Secondary to the Learning Zone we will provide the best possible education, care, and support for your child. Your child will be known and valued this knowledge will travel with them as they grow. Thereby ensuring that they reach their full potential as independent learners equipped with the broad range of skills they need to lead successful lives in an ever-changing world. Ebbw Fawr Learning Community, the first 3-16 maintained school in Wales, opened in September 2012. Our new £57M state-of-the-art facilities provide a modern learning environment for all students in Ebbw Vale. Ebbw Fawr offers a secure and caring environment for your child. At every point of transition from home to Early Years, from Early Years to Primary, from Primary to Secondary, and from Secondary to the Learning Zone, we aim to provide the best possible care and support. Our highly skilled and experienced staff work to maintain outstanding standards of behavior and attainment. We want every student to be able to work in a positive learning environment, to achieve the highest possible results. Ambitious targets for all students are set by learning areas and monitored by senior staff. A computerized tracking and assessment system enables teachers to monitor effectively individuals’ progress and to update parents/carers regularly about their child’s attainments, progress, and targets. We believe that our excellent facilities, in conjunction with high-quality teaching, assessment, and learning, will offer your child an opportunity to succeed at every stage of their education. As well as setting rigorous academic standards, we will strive to develop the moral and spiritual values and skills of all our young people so that they can become active and considerate global citizens. We will endeavor to provide support and opportunity for students of all abilities, through our curriculum and pastoral programs, and also through a wide range of extra-curricular opportunities.
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.- Applewood Academy For Progressive Learning is a therapeutic boarding school for students requiring individualized academic, clinical, and behavior-management solutions. Think of it as academic support and clinical treatment under one roof – around the clock. We provide a small group, structured, boarding school environment. Classrooms groups are less than 12, with a 4:1 student to staff ratio. This allows students with special needs to either maintain or re-establish positive attitudes towards learning. The services we provide are more intense than those found in regular special education or alternative school setting. We develop a curriculum within the Ontario Ministry of Education guidelines and implement it through a Certified Teacher. Additional academic support is provided through Child and Youth Workers. CYWs also assist in establishing a structured environment and behavioral management. We believe that students benefit from active learning. We believe that educators, in combination with trained professionals, are the facilitators of this learning. We believe that everyone is an equal member of the treatment team. Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage. Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry, and Social Work. The elementary school program at Applewood Academy for Progressive Learning has been issued a Board Student Identification Number (BSID). It is listed as a private school on the Ontario Ministry of Education website. Our mission is to provide individualized, therapeutically supported educational programming for students from kindergarten to grade 8, whose learning has been impacted by challenges from developmental, medical, and mental health conditions. At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences. Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs, and continuous clinical and academic support. Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate, and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions. The Anger Management program employs a cognitive-behavioral and solution-focused approach. The students assess their level of anger, review employed strategies for dealing with anger, discuss physiological and psychological constructs of anger, present strategies for reducing anger, and restructuring of cognitive errors. The program attempts to improve communication skills, develop conflict resolution skills, problem-solving, and assertiveness skills. The format includes exchanges, modeling, various “anger workouts,” and pen/paper assignments. The Social Skills program is part of our therapeutic boarding schools focus on developing pro-social skills, such as listening, self-image, accepting the consequences, exercising self-control, problem-solving, dealing with feelings, and dealing with peer pressure. A structured learning approach is used, consisting of four components: (1) modeling, (2) role-playing, (3) discussion of performance, and (4) use in real-life situations. Behavioral Therapy addresses students who have deficits in behavioral coping skills and emotional dysregulation; furthermore, students may struggle with extreme thinking, regulating emotions, emotional vulnerability, emotional sensitivity, and intense response to stimuli, resulting in inappropriate behaviors and an inability to organize self or self-soothe. Content includes how to use powerful solution-focused strategies, skills-building training, emotional regulation, interpersonal effectiveness, distress tolerance, relaxation training, learned optimism and non-judgemental observation, and exploration of mindfulness and self-awareness. Stress Management Therapy’s goal is to quickly and effectively elicit realistic positive change through the development of self-control and emotional modulation skills in a therapeutic setting. Each student is to effectively establish a “self-management” plan that focuses on building upon existing strengths and coping skills. Therapeutic Play or Play Therapy is a form of psychotherapy for children, using play situations for diagnosis and treatment. Play provides a way for students to express their experiences and feelings through a natural, self-guided, self-healing process. As a student’s experiences and knowledge are often communicated through play, it becomes an essential vehicle for them to know and accept themselves. Dependent on treatment needs, individual counseling is offered to allow students to explore the links between their thoughts, feelings, and symptoms. Strategies taught within group sessions are reinforced within the individual sessions. Any coexisting psychological difficulties are integrated into the student’s treatment plan. Specific Therapy targeted at enhancing the student’s motivation for change occurs. Students at our therapeutic boarding schools learn to assess their readiness for change and explore ways in which their life might improve if they took on their learning style more forcefully. Cognitive Behavior Therapy encourages students to look at the ways their thinking influences their feelings and behaviors. Students address “faulty thinking” patterns or cognitive distortions in which their underlying assumptions about themselves or their needs are challenged. All or none thinking is addressed. As students begin to shift their thinking patterns, they are encouraged to develop different action plans to help modify behavior. Cognitive Behavioral techniques also are taught to help with stress, anxiety, depression, and anger management, as indicated within a student’s treatment plan. The Brief Solution-Focused Therapy approach is designed to utilize goal-oriented questioning and the student’s success to elicit positive change that is both achievable and behavioral. By focusing on the procedure of solution building, the model can be implemented within a limited period to treat a wide range of problems. Dramatic play therapy is a group model where the therapeutic powers of play help students resolve psychosocial difficulties and achieve optimal growth and development. Through the activities and dramatic skits, further insight is forged into underlying issues, with the opportunity to physically and mentally engage in alternative forms of behavior or try out alternative perspectives. Group topics are determined by a needs review at the outset of the group. Some students find it easier to express themselves using images rather than words. The use of a variety of mediums such as clay and playdoh, paints, and collage are used to explore feelings, discover unconscious thoughts, and help students integrate physical sensations, emotions, thoughts, and memories. Also, poetry writing, story writing, and journaling are encouraged to help students get in touch with innermost thoughts and emotions. Interpersonal Therapy focuses on the student’s relationships with talented individuals in their lives and how these relationships are affected by their learning style and possible diagnosis. Each student is a part of a therapeutic community where healthy childhood development is emphasized. Each student is held responsible for helping in the creation of a positive educational environment. There is a daily exercise program. Emphasis is on mind /body connection and use of exercise appropriately and healthily. This group teaches the importance of proper nutrition. It covers the different food groups and teaches students how to set up adequate menus. It includes some supervised food preparation. The development of a healthy balanced lifestyle is something most people strive for in their day-to-day living. The group works from the perspective that the whole person is essential, as is all their life facets. Applewood Academy for Progressive Learning strives to offer a wide range of assessment and clinical services within the educational program and through our valued partners. Applewood Academy also recognizes that a wide variety of services are available in the community that students may benefit from. Policies and procedures in this area reflect the goal of meeting our students’ individual and unique needs by accessing appropriate community-based services that are not offered in the context of our educational program. View full school
Our Spanish school in Pamplona is a perfect place to spend your educational holidays in Spain. Our school is located in the prestigious attic of the Official Medical College of Pamplona. From its elegant front to its spectacular restaurant with glass windows, you will realize that the ancient world's beauty combines with the modernity in our classrooms. It is situated next to Media Luna park, overlooking the park from the school. It has six classrooms, a great restaurant on the site of an old greenhouse special offers for the students, a resource center with a library, a film center, a multimedia center, and Wi-Fi. The sessions in Pamplona Learning are focused on the student and his/her learning and progress. This is why the students' origin, age, learning style, needs, etc., are taken into account when preparing the sessions. The language used in class is Spanish only. The sessions try to promote both the students' involvement in the activities and the interaction between students. In addition to our communicative and action-based approach, the courses follow the European Framework regarding the task-based approach. Students' related situations and comparative contexts are brought up in class. Particular emphasis is put on the communicative aspects of the language, such as oral comprehension and expression. Natural material from the mass media is used in class. Its enormous prestige for the quality of its universities and health system has turned Pamplona into a venue for all kinds of conferences and meetings. There are two state universities in Pamplona, The Public University of Navarre and the Distance Learning University. The private sector is represented by the University of Navarre with great prestige worldwide. Another aspect that helps elevate the quality of life in Pamplona is its excellent public and private health service, which attracts patients from all over the country.
Creaa Academy For Learning was founded in the year 2010. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830755, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Bengaluru district of Karnataka and is currently being managed by the Arjun Educational Foundation, Karnataka. It is presently under the principal -administration of USHA R, with a total of 18 staff members. There are a total of 22 rooms, 1 Labs, and 1 Library present in the school. The nearest railway station is BANGLAORE CITY and it is 12 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station BANGLAORE CITY Distance in KM 12 Nearest Police Station BANGLAORE CITYRAJARAJESHWARI NAGR Distance in KM 1.5 Nearest Nationalised Bank STATE BANK OF INDIA Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student III 1 25 IV 1 28 V 1 26 VI 1 25 VII 1 24 VIII 1 20 IX 0 0 X 0 0 XI 0 0 XII 0 0 Nursery/KG/LKG 1 25 I 1 30 II 1 28 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 22 1 1 8 4 10 2307 1037 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Other Rooms 8 15 12 Bio-Tech Lab 0 0 0 Class Room 10 34 14 Composite Science Lab 1 35 20 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 25 20 Home Science Lab 0 0 0 Library 1 27 40 Computer Science Lab 1 25 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 2 2 0 PRTs 8 8 0 TGTs 5 5 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 2347.176712 (in Acres.) .58 Built up Area in (in sq. Mtrs.) 1095.95 Whether the School at one site or two site NO Area of Playground (in sq. Mtrs.) 1000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1500 Periodicals 10 Dailies 5 Reference Books 500 Magazine 16 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes- Indian School Of Learning Sr Sec Sch was established in the year 1977. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3430009 and has a General affiliation which is valid up to 31/3/2022. It lies in the Dhanbad district of Jharkhand and is currently being managed by the Society Academic Quest, Jharkhand. It is presently under the principal -administration of HEMANT KUMAR THAKUR. There are a total of 59 rooms, 4 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 59 4 1 16 16 5 347 23176 View full school
- Indian School Of Learning was established in the year 1977. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3430034 and has a General affiliation which is valid up to 31/3/2021. It lies in the Dhanbad district of Jharkhand and is currently being managed by the Acadmic Quest, Jharkhand. It is presently under the principal -administration of JUGAL KUMAR SARKAR. There are a total of 43 rooms, 03 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 43 03 01 08 04 31 8093 15066 View full school
- Imperial School Of Learning was established in the year 1981. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3430091 and has a General affiliation which is valid up to 31/3/2022. It is located in the Dhanbad district of Jharkhand and is currently being managed by the Academic Quest, Jharkhand. It is presently under the principal -administration of SHAILENDRA KUMAR SINGH. There are a total of 51 rooms, 05 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 51 05 01 11 09 31 6475 5542 View full school
- Heritage Xperiential Learning School was established in the year 2003. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 530550 and has a General affiliation which is valid up to 31/3/2021. It is located in the Gurugram district of Haryana and is currently being managed by the Lala Sher Singh Memial Jeevan Vidyan Trust Society, Haryana. It is presently under the principal -administration of Neena Kaul. There are a total of 177 rooms, 9 Labs, and 2 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 177 9 2 43 3 9 44997 17491 View full school
- Heritage School Of Learning was established in the year 2015. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 531608 and has a General affiliation which is valid up to 31/3/2021. It lies in the Jhajjar district of Haryana and is currently being managed by the Chaudhary Daya Ram Zaildar Eductional Trust Beri Jhajjar, Haryana. It is presently under the principal -administration of MR. NAVEEN KUMAR. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school
- Gurukul B.L. Mohta Learning Institute was established in the year 2003. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1730493, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Bikaner district of Rajasthan and is currently being managed by the Gurukul B. L. Mohta Learning Institute, Rajasthan. It is presently under the principal -administration of SUBHASH CHANDRA MISHRA, with a total of 23 staff members. There are a total of 21 rooms, 3 Labs, and 1 Library present in the school. The nearest railway station is NAPASAR and it is 5 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station NAPASAR Distance in KM 5 Nearest Police Station NAPASARNAPASAR Distance in KM 5 Nearest Nationalised Bank NAPASAR Distance in KM 5 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 40 I-V 1 161 VI-VIII 1 99 IX-X 1 44 XI-XII 1 42 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 21 3 1 0 17 4 18210 6070 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 16 30 20 Composite Science Lab 3 30 20 Physics Lab 1 30 20 Chemistry Lab 1 30 20 Biology Lab 1 30 20 Maths Lab 1 30 20 Computer Science Lab 1 30 20 Home Science Lab 0 0 0 Library 1 30 20 Other Rooms 8 30 20 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 3 3 0 PRTs 7 7 0 TGTs 6 6 0 Librarian 1 1 0 PTI 1 1 0 PGTs 5 5 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 23795.515632 (in Acres.) 5.88 Built up Area in (in sq. Mtrs.) 4500 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 10700 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 8 No. of Urinals/Lavatories Separately for Girls 8 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 5500 Periodicals 15 Dailies 6 Reference Books 1200 Magazine 6 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school
- Our Spanish school in Pamplona is a perfect place to spend your educational holidays in Spain. Our school is located in the prestigious attic of the Official Medical College of Pamplona. From its elegant front to its spectacular restaurant with glass windows, you will realize that the ancient world's beauty combines with the modernity in our classrooms. It is situated next to Media Luna park, overlooking the park from the school. It has six classrooms, a great restaurant on the site of an old greenhouse special offers for the students, a resource center with a library, a film center, a multimedia center, and Wi-Fi. The sessions in Pamplona Learning are focused on the student and his/her learning and progress. This is why the students' origin, age, learning style, needs, etc., are taken into account when preparing the sessions. The language used in class is Spanish only. The sessions try to promote both the students' involvement in the activities and the interaction between students. In addition to our communicative and action-based approach, the courses follow the European Framework regarding the task-based approach. Students' related situations and comparative contexts are brought up in class. Particular emphasis is put on the communicative aspects of the language, such as oral comprehension and expression. Natural material from the mass media is used in class. Its enormous prestige for the quality of its universities and health system has turned Pamplona into a venue for all kinds of conferences and meetings. There are two state universities in Pamplona, The Public University of Navarre and the Distance Learning University. The private sector is represented by the University of Navarre with great prestige worldwide. Another aspect that helps elevate the quality of life in Pamplona is its excellent public and private health service, which attracts patients from all over the country. View full university
- Global Learning Center (G.L.C.), a division of the Iqra Group, established in the year 2000, is listed as a university under the laws of Ajman Free Zone Authority, Government of Ajman, U.A.E. G.L.C. offers High School Diploma, Bachelors, Masters, and Ph.D. programs from its associate Universities American Liberty University California, Edexcel BTEC programs top-up to Bachelors and Masters Programs by the University of Northampton, U.K. With more than 4000 graduates all over the Middle East and different nations working for leading incredibly famous multinationals, G.L.C. intends to position itself as a leading educational foundation in the Gulf district and beyond. Mission Our main goal is to give advanced education chances to everybody, particularly those from challenging circumstances with a globally acknowledged educational qualification and the value-added expertise and approach for a significant corporate career. Values Academic opportunity opens up a universe of the prospect. At the heart of our work is the conviction that instruction is the pathway to achievement. We focus on continuous learning and try to model this as champions of G.L.C.'s primary goal. Relationships can transform. We encourage high commitment interaction between our tutors and mentees, our collaborators, and our staff. We try to accumulate a culture of straightforwardness, modesty, and trust. Human potential moves us. We work from a development outlook, trusting that with diligent work, commitment, and support, we can progress in ways that bring us nearer to accomplishing our objectives. Collaboration expands our effect. Our controlling guideline is that we are better and more grounded together. We perceive that we are taking care of business when we use assorted foundations, unique commitments, and numerous viewpoints. Greatness is achievable. We endeavor to be vital and creative, working with energy, respectability, and criticalness. We consider ourselves responsible for quantifiable results as an establishment of our work. Bliss sustains us. We intend to develop a feeling of bliss and purpose each day. Our Partner Universities American Liberty University: American greatness has consistently set apart the American Liberty University (ALU) in the U.S.A. It is additionally authorized in the United Kingdom. Edexcel BTEC: Are you among those that were not able to complete secondary school because of personal reasons? Here is an opportunity to get enlisted in to the Edexcel BTEC program. The University of Northampton: The University of Northampton has kept up its place in the top 50 of the most recent national Guardian University Guide for 2015. View full university
