Jump to content

Search the Community

Showing results for tags 'newcastle'.

  • Search By Tags

    Type tags separated by commas.
  • Search By Author

Content Type


Forums

  • EduCativ
    • Announcements
    • Feedback and Ideas
    • Contact Us
    • General
  • Institutes
    • India
    • United States
    • Albania
    • Algeria
    • Andorra
    • Argentina
    • Australia
    • Austria
    • Bahrain
    • Belarus
    • Belgium
    • Bosnia and Herzegovina
    • Bulgaria
    • Canada
    • China
    • Croatia
    • Cyprus
    • Czech Republic
    • Denmark
    • Egypt
    • Estonia
    • Finland
    • France
    • Germany
    • Greece
    • Hong Kong
    • Hungary
    • Iceland
    • Indonesia
    • Ireland
    • Italy
    • Japan
    • Jordan
    • Kuwait
    • Latvia
    • Lebanon
    • Liechtenstein
    • Lithuania
    • Luxembourg
    • Macedonia
    • Malaysia
    • Malta
    • Mexico
    • Moldova
    • Monaco
    • Morocco
    • Netherlands
    • New Zealand
    • Nicosia
    • Northern Ireland
    • Norway
    • Oman
    • Pakistan
    • Philippines
    • Poland
    • Portugal
    • Qatar
    • Romania
    • Russia
    • San Marino
    • Saudi Arabia
    • Scotland
    • Serbia
    • Singapore
    • Slovakia
    • Slovenia
    • South Africa
    • South Korea
    • Spain
    • Sweden
    • Switzerland
    • Syria
    • Taiwan
    • Thailand
    • Tunisia
    • Turkey
    • Ukraine
    • United Arab Emirates
    • United Kingdom
    • Wales
  • Modern Convent School Ganaur's Forum
  • Modern Convent School Ganaur's Topics

Calendars

  • World Calendar

Categories

  • Articles
  • News

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Blogs

  • Victoria
  • K S PUBLIC SCHOOL
  • Aavishkar School
  • Stepping Stones High School
  • Best School in Gondia - MLZS Gondia
  • PUNJAB CONVENT SCHOOL -BEST ICSE SCHOOL IN TARN TARN
  • Top 5 Reasons Why Sports are Necessary for Every School Curriculum
  • Empowering Educational Excellence: How Your Institution Can Shine with Our Public Event Calendar
  • King Business School
  • Why You Should Attend a Blood Donation Camp
  • Новости
  • Technology in Education
  • Top Cambridge Schools in Secunderabad Pocharam
  • Top CBSE Schools In secunderabad Keesara
  • Top CBSE Schools in Sagar Road Hyderabad
  • Top Cambridge Schools in Bachupally Hyderabad
  • Top CBSE Schools in Santosh nagar Hyderabad

Categories

  • Accounting and Finance
  • Administration and Office Support
  • Advertising and Marketing
  • Agriculture, Forestry, and Fishing
  • Architecture and Engineering
  • Arts and Entertainment
  • Automotive and Transportation
  • Banking and Loans
  • Biotech and Pharmaceuticals
  • Business Operations
  • Cleaning and Maintenance
  • Community Services
  • Computer and Information Technology
  • Construction
  • Consulting
  • Customer Service
  • Education and Training
  • Energy and Utilities
  • Environmental Services
  • Fashion and Design
  • Healthcare
  • Human Resources and Recruiting
  • Legal Services
  • Manufacturing and Production
  • Media and Communication
  • Nonprofit and Social Services
  • Real Estate
  • Retail and Sales
  • Science and Technology
  • Sports and Recreation
  • Telecommunications
  • Travel and Hospitality
  • Writing and Publishing
  • Others

Find results in...

Find results that contain...


Date Created

  • Start

    End


Last Updated

  • Start

    End


Filter by number of...

Joined

  • Start

    End


Group


About Me

Found 14 results

  1. Newcastle Grammar School offers a positive education approach to student wellbeing and personal growth for K-12, an academic environment that fosters personal achievement and encourages each student to reach his or her potential, a K-12 Learning Framework, an innovative approach to STEM curriculum, excellent facilities and resources, vast opportunities in co-curricular areas (sports, music, outdoor education, intellectual pursuits, and service-learning), a strong values-based culture based on Christian principles, in the tradition of the Anglican Church and a history of success for close to 100 years with a forward-looking vision. At the heart of our approach to teaching and learning is the fundamental belief that all students can succeed at school. We know that the quality of teaching is the most significant school-based factor affecting student outcomes. Therefore, we aim to provide students with a consistently high education standard based on evidence-based research into effective teaching and current learning theory. We provide a holistic curriculum designed to support and empower students in their pursuit of excellence. Student wellbeing is at the core of academic success and an intrinsic aspect of the school’s ethos. Therefore, underpinning our academic curriculum is a progressive wellbeing program based on the principles of Positive Psychology. Our staff is supported in their endeavors to enhance student learning and educational outcomes through high-quality professional development. The overarching goal of our approach to teaching and learning is to foster the development of crucial learning attributes that will prepare our students to lead lives of purpose and success. A graduate of Newcastle Grammar School is cognizant of shared humanity through the complementary elements of the Heart, Head & Hand. Students of Newcastle Grammar School are encouraged to be: Knowledgeable Communicators Critical Thinkers Ethical Entrepreneurial Reflective Curious Collaborative Creative Compassionate Independent Happy Newcastle Boys’ Grammar School opened on the present site in 1859 in Berkeley House and operated until 1902. Newcastle Church of England Girls’ Grammar School was officially opened on 22 July 1918 with fifty-six girls. While the school was briefly relocated away from the Coast in World War II, Newcastle Girls’ Grammar School’s opening marks our school’s historically significant birth today. Each year, we mark the Founders’ Day as a celebration of our heritage.
  2. Rudolf Steiner’s indications for educational renewal are part of a general ‘cultural evolution. They provide the impulse upon which the school is based. Interpreting our times, our geographical location, and the individualities of our students is an ongoing process. It is a continually evolving union of our various cultural heritages with the elemental and natural forces of our place on the continent. It is a search for true identity as local, national, and global citizens. Fundamentally, all our educational practices are directed towards this end. The Newcastle Waldorf School strives to be true to the human condition and archetypes represented in the natural world, whilst consciously marrying this with the demands of our modern society. In 1980 the school registered with the N.S.W. Education Department as Newcastle Rudolf Steiner School and opened its doors for eighteen pupils and two teachers in rented premises at Adamstown. When a child is ready to move on from Kindergarten they begin their primary journey with their Class Teacher. This dedicated person guides them through their main lessons through the next 7 years of their education. The Class Teacher takes two-year groups together (Class 1 & 2 who are then Class 2 & 3 the following year, and so on) through until they reach high school. As they approach high school the influences widen to include a little more time with other teachers in the subjects of Music, Art, and Woodwork. In high school itself they will have a broad range of specialist teachers while still being guided by their Class Guardian (often, but not always, the same person as their Class Teacher). This gradual widening of influences is, ideally, providing the child with a gentle awakening into adulthood and society. Before the age of six or seven, education proceeds by example and imitation. The kindergarten teacher acts and the children naturally and spontaneously imitate – all activities ideally derive from this source, which is the primal will and sympathy of the small child with the moral guidance of the teacher. From the magic of nature’s household, the rhythm of the day, and the great cycles of the moon and sun, arise impressions which transmute into the story, song, poetry, play-acting, creative movement, drawing, painting, craft, and play. Flowing into these impressions, merges the great stream of myth and fairy-tale, our original cultural heritage. The child is encouraged to participate in the great world which is at once good, natural, cosmic, and human. The ‘golden years of childhood extend from around the age of seven to about thirteen. Ideally, these are the years of ‘picture consciousness’, in which the beauty and wisdom of the world can be grasped through the most powerful of human emotions: respect for authority, and reverence for the great powers of the Universe. The class teacher becomes a spokesperson for the mighty powers of Nature and an advocate for the great deeds of humanity. In the lessons, nature and identification with the land provide the impressions or backdrop for the play of life, which is the transition from myth and legend to history, from the distant past to the present. All subjects partake of this whole. English evolves the wisdom of speech and image from story to creative expression, literary appreciation, and cultural awareness. History, concentrating on significant biographies, is in these years, essentially the story of humanity. Science and Geography classes give a truly sympathetic understanding of mankind and the earth. Number and Mathematics, in the lessons, describe the rigor and order of the world and the ever-changing parts of the whole they are the most important training in disciplined thought which is a necessary human resource in this modern world. Artistic and cultural activities - singing, recorder, and lyre playing, individual instrument lessons, languages, painting, drawing, modeling, form drawing, drama, eurythmy, sewing, knitting, woodwork, and crafts, evolve and develop throughout the primary years, yet are inseparable from the universal theme: Nature and humankind. From the age of fourteen or fifteen to about seventeen, the first flowering and fruition of thought arise from the careful nurturing and guidance of the previous period. What was subconsciously grasped as picture consciousness, through the faculty of respect, now miraculously metamorphoses, through sexual maturity and the birth of the individual spirit, into the freedom of creative expression and self-motivated curiosity about the secrets of the world. The teacher has now more of a specialist role, from subject to subject, to encourage and inspire this awakening. From this period onwards evolves the quest for universal wisdom. The overriding theme of Nature and humankind is unaltered but the pupils emerge increasingly as free-thinking, discerning and responsible individuals in relationship to the Universe, of which Earth and its history is the focus.
  3. Newcastle Grammar School offers a positive education approach to student wellbeing and personal growth for K-12, an academic environment that fosters personal achievement and encourages each student to reach his or her potential, a K-12 Learning Framework, an innovative approach to STEM curriculum, excellent facilities and resources, vast opportunities in co-curricular areas (sports, music, outdoor education, intellectual pursuits, and service-learning), a strong values-based culture based on Christian principles, in the tradition of the Anglican Church and a history of success for close to 100 years with a forward-looking vision. At the heart of our approach to teaching and learning is the fundamental belief that all students can succeed at school. We know that the quality of teaching is the most significant school-based factor affecting student outcomes. Therefore, we aim to provide students with a consistently high education standard based on evidence-based research into effective teaching and current learning theory. We provide a holistic curriculum designed to support and empower students in their pursuit of excellence. Student wellbeing is at the core of academic success and an intrinsic aspect of the school’s ethos. Therefore, underpinning our academic curriculum is a progressive wellbeing program based on the principles of Positive Psychology. Our staff is supported in their endeavors to enhance student learning and educational outcomes through high-quality professional development. The overarching goal of our approach to teaching and learning is to foster the development of crucial learning attributes that will prepare our students to lead lives of purpose and success. A graduate of Newcastle Grammar School is cognizant of shared humanity through the complementary elements of the Heart, Head & Hand. Students of Newcastle Grammar School are encouraged to be: Knowledgeable Communicators Critical Thinkers Ethical Entrepreneurial Reflective Curious Collaborative Creative Compassionate Independent Happy Newcastle Boys’ Grammar School opened on the present site in 1859 in Berkeley House and operated until 1902. Newcastle Church of England Girls’ Grammar School was officially opened on 22 July 1918 with fifty-six girls. While the school was briefly relocated away from the Coast in World War II, Newcastle Girls’ Grammar School’s opening marks our school’s historically significant birth today. Each year, we mark the Founders’ Day as a celebration of our heritage. View full school
  4. Newcastle College, we are positioned at the heart of the region's business community to ensure that the future generation of talent receives training up to date with employers' requirements. We offer a breadth of training and development programs, from entry-level qualifications to Masters degrees. We aim to unlock every student's potential that begins their journey with us, and we must ensure that we teach individuals the skills to enter employment after completing their studies. By aligning ourselves close to the industry, we can provide a pipeline of talent that benefits the North East and the broader economy. Newcastle College has been awarded the prestigious Queen's Anniversary Award for Higher and Further Education to recognize its outstanding commitment to vocational training through its Transport Academy. The prize forms part of the national honors system and is the highest significant honor awarded to a UK college or university. It is the most effective form of national recognition open to a UK academic or vocational institution. Newcastle College has been awarded a TEF Silver rating in the government's new teaching excellence framework for higher education. The TEF is a new scheme for recognizing excellent teaching and existing national quality requirements for universities, colleges, and other higher education providers. Participating higher education providers receive a gold, silver, or bronze award reflecting their teaching excellence, learning environment, and student outcomes. The awards cover undergraduate teaching. Newcastle College's origins go back over 120 years to 1894 when Rutherford Memorial College was established at Rye Hill. Over the years, the college has grown and expanded to nine other satellite sites across Newcastle, Gateshead, and North Tyneside. Our menus feature some of the region's finest produce, and there is always something to tempt, from light starters through to hearty mains and sumptuous, indulgent puddings. We believe in excellent service - Dave Simpson (Fisherman's Lodge, The Barn, Blackfriars) oversees front-of-house operations, and his team of knowledgeable, attentive servers are at hand throughout your meal to ensure you and your guests enjoy a relaxed dining experience. We appreciate every diner and aim to provide a personalized experience to ensure that you get the most from the Chefs' Academy. Newcastle College we're committed to offering you the best possible learning experience so that you can thrive and achieve your potential. Our real working environments give you a taste of what it's like to work in your chosen industry and help you develop the skills to go out into the competitive job market and secure that all-important job. As a student, you will benefit from experienced industry staff, a multi-million-pound campus, and a thriving student scene. We offer over 70 Foundation Degrees, Honours Degrees, and Postgraduate courses that can be studied full-time and part-time and are designed in conjunction with employers to ensure course content meets industry demand. Throughout your time with us, you will be challenged by live briefs set by employers, gain industry insight through guest speaker lectures, and be offered work placement opportunities, so you're sure to graduate with the skills and knowledge that set you apart the competition.
  5. Built on the principles of equity, excellence, and engagement, the University of Newcastle has a reputation as a world-class institution that impacts its region, throughout Australia, and globally. Our research is world-class and diverse. Our degree programs are internationally recognized, and our partnerships and collaborations drive innovation. Our alumni are leaders, and our students are preparing to make a difference in the world. We are ranked in the top three percent of universities worldwide, and we have only just turned 50. At UoN, we believe everybody with ability and determination should have access to an excellent education and the best career opportunities. We work hard to deliver on our promise of access, participation, and success in education. Each year, some 3,000 students enroll in our enabling courses, which provide a pathway to an excellent education and support to thrive in their chosen field of study. Since the 1970s, we have made an unparalleled contribution to Indigenous education in Australia. We are honored to be associated with some of the most prolific and insightful Indigenous students, academics, and researchers in the country. With nearly half the Indigenous medical practitioners in Australia having graduated from UoN, we know we are making a difference in many lives and communities, now and in the future. Our University has long been known as a champion of innovative approaches to education. We strive for a dynamic teaching culture that delivers world-class educational outcomes. As competition for the best and brightest students increases, our long history of offering innovative, problem-based learning across our programs means we are poised to meet the education challenge. We are a research-intensive university and proud of the great things we have achieved in collaboration with our partners in industry, business, government, and the community - here and around the world. Our sights are set firmly on the future as we work hard to build our research capacity and maintain our position as a competitive destination for the world's best researchers and global innovation leaders. UON stands as a global leader distinguished by a commitment to equity and excellence and creating a better future for its regions by focusing on innovation and impact. We provide opportunities for people with abilities, regardless of their background and experiences. We lead in providing education for indigenous Australians. We deliver the highest quality in everything we do and benchmark ourselves against the world's best. Our staff, students, and alumni are a resource for our whole community. We are partners and collaborators in world-class research, teaching, and learning, and our skilled graduates contribute to our regions, Australia, and the world. We challenge standard practice and received wisdom. We are world leaders in generating new knowledge and translating innovative ideas into real benefits to society. We are open, ethical, rigorous, and committed to the highest standards in academic inquiry. We are champions of academic freedom and professional responsibility. We are leaders in environmental sustainability. We make a significant contribution to the economic, social, and environmental capacity of our communities. View full university
  6. Built on the principles of equity, excellence, and engagement, the University of Newcastle has a reputation as a world-class institution that impacts its region, throughout Australia, and globally. Our research is world-class and diverse. Our degree programs are internationally recognized, and our partnerships and collaborations drive innovation. Our alumni are leaders, and our students are preparing to make a difference in the world. We are ranked in the top three percent of universities worldwide, and we have not yet turned 50. The UON 2025 vision UON stands as a global leader distinguished by a commitment to equity and excellence and creating a better future for its regions by focusing on innovation and impact. UON values are Equity and social justice. We provide opportunities for people with ability, regardless of their background and experiences. We lead in providing education for indigenous Australians. Excellence We deliver the highest quality in everything we do and benchmark ourselves against the world's best. Engagement Our staff, students, and alumni are a resource for our whole community. We are partners and collaborators in world-class research, teaching, and learning, and our skilled graduates contribute to our regions, Australia, and the world. Innovation We challenge standard practice and received wisdom. We are world leaders in generating new knowledge and translating innovative ideas into real benefits to society. Integrity We are open, ethical, rigorous, and committed to the highest standards in academic inquiry. We are champions of academic freedom and professional responsibility. Sustainability We are leaders in environmental sustainability. We make a significant contribution to the economic, social, and environmental capacity of our communities. As for all great universities, the history of the University of Newcastle has been characterized by leaders who have been willing to challenge the status quo and transform fields of education and research. Since its foundation, the university's staff, students, and leaders have introduced unique ways of thinking and operating that have led to remarkable outcomes.
  7. At Newcastle University, we have always focused on academic excellence and the impact of our academic work. Today, these long-held ideals are more relevant than ever. They define our vision for the University – the kind of University we wish to be. Our mission statement recognizes the breadth of our academic purpose, our current and aspirational strengths, and our pivotal position in society. We aim to: Be a world-class research-intensive University Deliver teaching and facilitate the learning of the highest quality Play a leading role in the economic, social and cultural development of the North East of England Our principles and values recognize and build upon a foundation that is shared across the higher education sector. We are committed to specific fundamental values shared throughout the higher education sector, including: Academic freedom The pursuit of knowledge and understanding A sound academic disciplinary base A methodology based on reason and evidence Social responsibility Transparency We aim to deliver teaching of the highest quality and provide an environment within which effective learning can occur. Our teaching and learning philosophy is based on the concept of education for life. By this, we mean providing knowledge and understanding which will last a lifetime, providing knowledge and experience relevant to life and the world around us. Our vision and mission can be distilled into several institutional objectives, categorized in our core functions, core structures, and corporate activities. As a university, our objectives are to achieve and maintain a: Place in the top 20 in the UK for research Place in the top 20 in the UK for student satisfaction Focus on three Societal Challenge Themes: Ageing, Social Renewal, and Sustainability Significant international, national and regional profile and reputation Financial and environmental sustainability. The University can trace its origins to the School of Medicine and Surgery, established in 1834. Armstrong College, founded in 1871 for the teaching of physical sciences. These two colleges formed one division of the federal University of Durham. The Durham Colleges formed the other division. The Newcastle Colleges merged to form King's College in 1937. In 1963, when the federal University was dissolved, King's College became the University of Newcastle upon Tyne. The University changed its trading name to Newcastle University in 2006. The name University of Newcastle upon Tyne is still used in the most official contexts, including on degree parchments. The first Chairs at the Colleges were in fundamental disciplines such as mathematics, chemistry, physics, arts, and literature and the regionally significant applied sciences such as geology, mining, naval architecture, engineering, and agriculture. Newcastle became known worldwide as a hub of industrial activity, with a robust civic university as its intellectual underpinning. Vision and values The combination of being globally ambitious and regionally rooted forms the basis for Newcastle University's future vision. We believe in and strive for world-class academic excellence. We work on the supply side of knowledge creation and dissemination and respond to societal challenges' demand side. We are a large employer and a magnet for tens of thousands of young people and form an integral part of civil society. That is the hallmark of a civic university. The search for a combination of global excellence and local relevance is replicated in many places in the world. We believe that our success will in itself become an exportable commodity. Martin Luther King's honorary degree ceremony Each year, the University confers honorary degrees upon candidates worthy of such distinction. Dr. Martin Luther King has an honorary degree from Newcastle University. We have footage, transcripts, and images from the ceremony, which took place on 13 November 1967.
  8. Built on the principles of equity, excellence, and engagement, the University of Newcastle has a reputation as a world-class institution that impacts its region, throughout Australia, and globally. Our research is world-class and diverse. Our degree programs are internationally recognized, and our partnerships and collaborations drive innovation. Our alumni are leaders, and our students are preparing to make a difference in the world. We are ranked in the top three percent of universities worldwide, and we have not yet turned 50. The UON 2025 vision UON stands as a global leader distinguished by a commitment to equity and excellence and creating a better future for its regions by focusing on innovation and impact. UON values are Equity and social justice. We provide opportunities for people with ability, regardless of their background and experiences. We lead in providing education for indigenous Australians. Excellence We deliver the highest quality in everything we do and benchmark ourselves against the world's best. Engagement Our staff, students, and alumni are a resource for our whole community. We are partners and collaborators in world-class research, teaching, and learning, and our skilled graduates contribute to our regions, Australia, and the world. Innovation We challenge standard practice and received wisdom. We are world leaders in generating new knowledge and translating innovative ideas into real benefits to society. Integrity We are open, ethical, rigorous, and committed to the highest standards in academic inquiry. We are champions of academic freedom and professional responsibility. Sustainability We are leaders in environmental sustainability. We make a significant contribution to the economic, social, and environmental capacity of our communities. As for all great universities, the history of the University of Newcastle has been characterized by leaders who have been willing to challenge the status quo and transform fields of education and research. Since its foundation, the university's staff, students, and leaders have introduced unique ways of thinking and operating that have led to remarkable outcomes. View full university
  9. At Newcastle University, we have always focused on academic excellence and the impact of our academic work. Today, these long-held ideals are more relevant than ever. They define our vision for the University – the kind of University we wish to be. Our mission statement recognizes the breadth of our academic purpose, our current and aspirational strengths, and our pivotal position in society. We aim to: Be a world-class research-intensive University Deliver teaching and facilitate the learning of the highest quality Play a leading role in the economic, social and cultural development of the North East of England Our principles and values recognize and build upon a foundation that is shared across the higher education sector. We are committed to specific fundamental values shared throughout the higher education sector, including: Academic freedom The pursuit of knowledge and understanding A sound academic disciplinary base A methodology based on reason and evidence Social responsibility Transparency We aim to deliver teaching of the highest quality and provide an environment within which effective learning can occur. Our teaching and learning philosophy is based on the concept of education for life. By this, we mean providing knowledge and understanding which will last a lifetime, providing knowledge and experience relevant to life and the world around us. Our vision and mission can be distilled into several institutional objectives, categorized in our core functions, core structures, and corporate activities. As a university, our objectives are to achieve and maintain a: Place in the top 20 in the UK for research Place in the top 20 in the UK for student satisfaction Focus on three Societal Challenge Themes: Ageing, Social Renewal, and Sustainability Significant international, national and regional profile and reputation Financial and environmental sustainability. The University can trace its origins to the School of Medicine and Surgery, established in 1834. Armstrong College, founded in 1871 for the teaching of physical sciences. These two colleges formed one division of the federal University of Durham. The Durham Colleges formed the other division. The Newcastle Colleges merged to form King's College in 1937. In 1963, when the federal University was dissolved, King's College became the University of Newcastle upon Tyne. The University changed its trading name to Newcastle University in 2006. The name University of Newcastle upon Tyne is still used in the most official contexts, including on degree parchments. The first Chairs at the Colleges were in fundamental disciplines such as mathematics, chemistry, physics, arts, and literature and the regionally significant applied sciences such as geology, mining, naval architecture, engineering, and agriculture. Newcastle became known worldwide as a hub of industrial activity, with a robust civic university as its intellectual underpinning. Vision and values The combination of being globally ambitious and regionally rooted forms the basis for Newcastle University's future vision. We believe in and strive for world-class academic excellence. We work on the supply side of knowledge creation and dissemination and respond to societal challenges' demand side. We are a large employer and a magnet for tens of thousands of young people and form an integral part of civil society. That is the hallmark of a civic university. The search for a combination of global excellence and local relevance is replicated in many places in the world. We believe that our success will in itself become an exportable commodity. Martin Luther King's honorary degree ceremony Each year, the University confers honorary degrees upon candidates worthy of such distinction. Dr. Martin Luther King has an honorary degree from Newcastle University. We have footage, transcripts, and images from the ceremony, which took place on 13 November 1967. View full university
  10. Newcastle College, we are positioned at the heart of the region's business community to ensure that the future generation of talent receives training up to date with employers' requirements. We offer a breadth of training and development programs, from entry-level qualifications to Masters degrees. We aim to unlock every student's potential that begins their journey with us, and we must ensure that we teach individuals the skills to enter employment after completing their studies. By aligning ourselves close to the industry, we can provide a pipeline of talent that benefits the North East and the broader economy. Newcastle College has been awarded the prestigious Queen's Anniversary Award for Higher and Further Education to recognize its outstanding commitment to vocational training through its Transport Academy. The prize forms part of the national honors system and is the highest significant honor awarded to a UK college or university. It is the most effective form of national recognition open to a UK academic or vocational institution. Newcastle College has been awarded a TEF Silver rating in the government's new teaching excellence framework for higher education. The TEF is a new scheme for recognizing excellent teaching and existing national quality requirements for universities, colleges, and other higher education providers. Participating higher education providers receive a gold, silver, or bronze award reflecting their teaching excellence, learning environment, and student outcomes. The awards cover undergraduate teaching. Newcastle College's origins go back over 120 years to 1894 when Rutherford Memorial College was established at Rye Hill. Over the years, the college has grown and expanded to nine other satellite sites across Newcastle, Gateshead, and North Tyneside. Our menus feature some of the region's finest produce, and there is always something to tempt, from light starters through to hearty mains and sumptuous, indulgent puddings. We believe in excellent service - Dave Simpson (Fisherman's Lodge, The Barn, Blackfriars) oversees front-of-house operations, and his team of knowledgeable, attentive servers are at hand throughout your meal to ensure you and your guests enjoy a relaxed dining experience. We appreciate every diner and aim to provide a personalized experience to ensure that you get the most from the Chefs' Academy. Newcastle College we're committed to offering you the best possible learning experience so that you can thrive and achieve your potential. Our real working environments give you a taste of what it's like to work in your chosen industry and help you develop the skills to go out into the competitive job market and secure that all-important job. As a student, you will benefit from experienced industry staff, a multi-million-pound campus, and a thriving student scene. We offer over 70 Foundation Degrees, Honours Degrees, and Postgraduate courses that can be studied full-time and part-time and are designed in conjunction with employers to ensure course content meets industry demand. Throughout your time with us, you will be challenged by live briefs set by employers, gain industry insight through guest speaker lectures, and be offered work placement opportunities, so you're sure to graduate with the skills and knowledge that set you apart the competition. View full university
  11. Rudolf Steiner’s indications for educational renewal are part of a general ‘cultural evolution. They provide the impulse upon which the school is based. Interpreting our times, our geographical location, and the individualities of our students is an ongoing process. It is a continually evolving union of our various cultural heritages with the elemental and natural forces of our place on the continent. It is a search for true identity as local, national, and global citizens. Fundamentally, all our educational practices are directed towards this end. The Newcastle Waldorf School strives to be true to the human condition and archetypes represented in the natural world, whilst consciously marrying this with the demands of our modern society. In 1980 the school registered with the N.S.W. Education Department as Newcastle Rudolf Steiner School and opened its doors for eighteen pupils and two teachers in rented premises at Adamstown. When a child is ready to move on from Kindergarten they begin their primary journey with their Class Teacher. This dedicated person guides them through their main lessons through the next 7 years of their education. The Class Teacher takes two-year groups together (Class 1 & 2 who are then Class 2 & 3 the following year, and so on) through until they reach high school. As they approach high school the influences widen to include a little more time with other teachers in the subjects of Music, Art, and Woodwork. In high school itself they will have a broad range of specialist teachers while still being guided by their Class Guardian (often, but not always, the same person as their Class Teacher). This gradual widening of influences is, ideally, providing the child with a gentle awakening into adulthood and society. Before the age of six or seven, education proceeds by example and imitation. The kindergarten teacher acts and the children naturally and spontaneously imitate – all activities ideally derive from this source, which is the primal will and sympathy of the small child with the moral guidance of the teacher. From the magic of nature’s household, the rhythm of the day, and the great cycles of the moon and sun, arise impressions which transmute into the story, song, poetry, play-acting, creative movement, drawing, painting, craft, and play. Flowing into these impressions, merges the great stream of myth and fairy-tale, our original cultural heritage. The child is encouraged to participate in the great world which is at once good, natural, cosmic, and human. The ‘golden years of childhood extend from around the age of seven to about thirteen. Ideally, these are the years of ‘picture consciousness’, in which the beauty and wisdom of the world can be grasped through the most powerful of human emotions: respect for authority, and reverence for the great powers of the Universe. The class teacher becomes a spokesperson for the mighty powers of Nature and an advocate for the great deeds of humanity. In the lessons, nature and identification with the land provide the impressions or backdrop for the play of life, which is the transition from myth and legend to history, from the distant past to the present. All subjects partake of this whole. English evolves the wisdom of speech and image from story to creative expression, literary appreciation, and cultural awareness. History, concentrating on significant biographies, is in these years, essentially the story of humanity. Science and Geography classes give a truly sympathetic understanding of mankind and the earth. Number and Mathematics, in the lessons, describe the rigor and order of the world and the ever-changing parts of the whole they are the most important training in disciplined thought which is a necessary human resource in this modern world. Artistic and cultural activities - singing, recorder, and lyre playing, individual instrument lessons, languages, painting, drawing, modeling, form drawing, drama, eurythmy, sewing, knitting, woodwork, and crafts, evolve and develop throughout the primary years, yet are inseparable from the universal theme: Nature and humankind. From the age of fourteen or fifteen to about seventeen, the first flowering and fruition of thought arise from the careful nurturing and guidance of the previous period. What was subconsciously grasped as picture consciousness, through the faculty of respect, now miraculously metamorphoses, through sexual maturity and the birth of the individual spirit, into the freedom of creative expression and self-motivated curiosity about the secrets of the world. The teacher has now more of a specialist role, from subject to subject, to encourage and inspire this awakening. From this period onwards evolves the quest for universal wisdom. The overriding theme of Nature and humankind is unaltered but the pupils emerge increasingly as free-thinking, discerning and responsible individuals in relationship to the Universe, of which Earth and its history is the focus. View full school
  12. For all parents the education of their children is of the greatest importance and selecting the right school is not an easy task. The benefit of a sound education is one of the greatest gifts you can bestow on your child. It is something he/she cannot lose or have taken away from them. it will greatly influence them to realize their potential and will enhance their chances of leading a successful life. Fide Et Fortitudine: With ‘Faith and Courage’… that’s what enables us to move forward in this highly demanding world. To be a leading school in the Amajuba District, committed to providing holistic, quality, and excellent education for a changing world To prepare our learners to meet the challenges of a dynamic and changing world. To build on our heritage, diversity, and values, developing the qualities and strengths of each young individual. To engage with the needs and interests of society and with the challenges of higher education and the workplace. The primary focus of any school is teaching and learning. All other activities are secondary but are necessary for the whole development of a learner. There is a long tradition of academic excellence at NHS and we will continue with this mandate to deliver quality public education to all learners. Our academic ethos encourages our students in independent thought, interest, and self-disciplined study, thereby promoting real academic readiness for tertiary study and life in general. It also encourages a high degree of academic self-motivation – one of the many reasons why our pupils are regular winners and finalists in academic competitions. Our pupils take part in numerous academic pursuits beyond the classroom: Maths, Science and Accounting Olympiads, various competitions, and Eisteddfods are all extensions of the classroom. Pupils regularly earn places in the top few in national competitions. Grades 8 and 9 do all 8 learning areas, the only choice being Afrikaans or isiZulu as a first additional language. Our Arts and Culture learning area focuses on the two art forms Music and Visual Arts, which a child can pursue in the FET phase (grades 10-12). In the FET (grade 10 -12) phase, NHS offers a conventional academic education with a curriculum spanning a wide spectrum of subjects to suit individual talents and preferences. The academic standards expected are high and are reflected in the excellent achievements of our learners and teachers in the public examinations and national competitions. At NHS, we regard the sports program to be very important and integral in the holistic development of a child. The school believes that sport helps to establish a wonderful rapport between staff and pupils. Efficiently coached and organized, sport promotes friendships, group integration, self-confidence, and assists in the development of personal maturity and interpersonal skills. Not only are our top players considered – every learner is encouraged to participate and enjoy his chosen activity. The school sports policy encourages all learners to participate in at least one sport. We at NHS are always proud of our learner's achievements in their different fields of sports. We are also proud of our overall sporting achievements over the years. The school, once renowned for its sporting prowess, has long enjoyed a tradition of excellence on the sports field. This is why we are embarking on a major drive to start our very own Sports Development Academy together with the Department of Sports and Recreations Sports Focus School program. Cultural and Service activities have always been part of the balanced make-up of learners at Newcastle High School. Our school is known for individual learners’ participation in activities spanning the entire spectrum of culture, service, and sport. We encourage our learners to participate in the wide range of cultural and service events on offer. This extra-curriculum program at Newcastle High is diverse to cater to the variety of interests of our learners. Cultural and Service activities are structured to augment both individual and team performances. The educational value of personal development through involvement in cultural and service activities is far more important than the number of awards obtained at the end of the day. View full school
  13. For all parents the education of their children is of the greatest importance and selecting the right school is not an easy task. The benefit of a sound education is one of the greatest gifts you can bestow on your child. It is something he/she cannot lose or have taken away from them. it will greatly influence them to realize their potential and will enhance their chances of leading a successful life. Fide Et Fortitudine: With ‘Faith and Courage’… that’s what enables us to move forward in this highly demanding world. To be a leading school in the Amajuba District, committed to providing holistic, quality, and excellent education for a changing world To prepare our learners to meet the challenges of a dynamic and changing world. To build on our heritage, diversity, and values, developing the qualities and strengths of each young individual. To engage with the needs and interests of society and with the challenges of higher education and the workplace. The primary focus of any school is teaching and learning. All other activities are secondary but are necessary for the whole development of a learner. There is a long tradition of academic excellence at NHS and we will continue with this mandate to deliver quality public education to all learners. Our academic ethos encourages our students in independent thought, interest, and self-disciplined study, thereby promoting real academic readiness for tertiary study and life in general. It also encourages a high degree of academic self-motivation – one of the many reasons why our pupils are regular winners and finalists in academic competitions. Our pupils take part in numerous academic pursuits beyond the classroom: Maths, Science and Accounting Olympiads, various competitions, and Eisteddfods are all extensions of the classroom. Pupils regularly earn places in the top few in national competitions. Grades 8 and 9 do all 8 learning areas, the only choice being Afrikaans or isiZulu as a first additional language. Our Arts and Culture learning area focuses on the two art forms Music and Visual Arts, which a child can pursue in the FET phase (grades 10-12). In the FET (grade 10 -12) phase, NHS offers a conventional academic education with a curriculum spanning a wide spectrum of subjects to suit individual talents and preferences. The academic standards expected are high and are reflected in the excellent achievements of our learners and teachers in the public examinations and national competitions. At NHS, we regard the sports program to be very important and integral in the holistic development of a child. The school believes that sport helps to establish a wonderful rapport between staff and pupils. Efficiently coached and organized, sport promotes friendships, group integration, self-confidence, and assists in the development of personal maturity and interpersonal skills. Not only are our top players considered – every learner is encouraged to participate and enjoy his chosen activity. The school sports policy encourages all learners to participate in at least one sport. We at NHS are always proud of our learner's achievements in their different fields of sports. We are also proud of our overall sporting achievements over the years. The school, once renowned for its sporting prowess, has long enjoyed a tradition of excellence on the sports field. This is why we are embarking on a major drive to start our very own Sports Development Academy together with the Department of Sports and Recreations Sports Focus School program. Cultural and Service activities have always been part of the balanced make-up of learners at Newcastle High School. Our school is known for individual learners’ participation in activities spanning the entire spectrum of culture, service, and sport. We encourage our learners to participate in the wide range of cultural and service events on offer. This extra-curriculum program at Newcastle High is diverse to cater to the variety of interests of our learners. Cultural and Service activities are structured to augment both individual and team performances. The educational value of personal development through involvement in cultural and service activities is far more important than the number of awards obtained at the end of the day.
  14. Built on the principles of equity, excellence, and engagement, the University of Newcastle has a reputation as a world-class institution that impacts its region, throughout Australia, and globally. Our research is world-class and diverse. Our degree programs are internationally recognized, and our partnerships and collaborations drive innovation. Our alumni are leaders, and our students are preparing to make a difference in the world. We are ranked in the top three percent of universities worldwide, and we have only just turned 50. At UoN, we believe everybody with ability and determination should have access to an excellent education and the best career opportunities. We work hard to deliver on our promise of access, participation, and success in education. Each year, some 3,000 students enroll in our enabling courses, which provide a pathway to an excellent education and support to thrive in their chosen field of study. Since the 1970s, we have made an unparalleled contribution to Indigenous education in Australia. We are honored to be associated with some of the most prolific and insightful Indigenous students, academics, and researchers in the country. With nearly half the Indigenous medical practitioners in Australia having graduated from UoN, we know we are making a difference in many lives and communities, now and in the future. Our University has long been known as a champion of innovative approaches to education. We strive for a dynamic teaching culture that delivers world-class educational outcomes. As competition for the best and brightest students increases, our long history of offering innovative, problem-based learning across our programs means we are poised to meet the education challenge. We are a research-intensive university and proud of the great things we have achieved in collaboration with our partners in industry, business, government, and the community - here and around the world. Our sights are set firmly on the future as we work hard to build our research capacity and maintain our position as a competitive destination for the world's best researchers and global innovation leaders. UON stands as a global leader distinguished by a commitment to equity and excellence and creating a better future for its regions by focusing on innovation and impact. We provide opportunities for people with abilities, regardless of their background and experiences. We lead in providing education for indigenous Australians. We deliver the highest quality in everything we do and benchmark ourselves against the world's best. Our staff, students, and alumni are a resource for our whole community. We are partners and collaborators in world-class research, teaching, and learning, and our skilled graduates contribute to our regions, Australia, and the world. We challenge standard practice and received wisdom. We are world leaders in generating new knowledge and translating innovative ideas into real benefits to society. We are open, ethical, rigorous, and committed to the highest standards in academic inquiry. We are champions of academic freedom and professional responsibility. We are leaders in environmental sustainability. We make a significant contribution to the economic, social, and environmental capacity of our communities.
×
×
  • Create New...