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About Me

  1. Prayer, worship, Liturgy, and the Gospel message are central to our daily lives. The value and importance of our Catholic faith are reflected in our attitudes, relationships, and charitable responses. Every person within our school community matters and has the opportunity to achieve their full potential and exceed their expectations. We aim to deliver a broad and rich curriculum, appropriate and accessible to all pupils. As a school, we aim to develop a trusting and supportive environment in which everyone feels valued and appreciated. By working closely with the home and parish we seek to prepare our pupils for their lives in the wider community. We help them develop as responsible and caring citizens, who can take ownership of their choices and actions in society as lifelong learners. In a caring and sharing environment, we offer friendship and welcome to all. We seek to journey together with Christ as his disciples, learning from him how to live well. We are a school community within the community of the Roman Catholic Church. The church has the mission of helping to build God’s Kingdom. We play our part in this by being a community of education. We understand education to involve all the broad dimensions of human potential – academic, spiritual, social, physical, and emotional potential and through the provision of a broad and balanced curriculum to recognize and celebrate each person’s uniqueness. In our school community, we seek to live the Gospel Values - Faith, Hope, Love, Justice, Service, Forgiveness, Witness, Respect, etc. – all of which we understand as part of living like Christ in loving relationships with each other. As a Catholic school, we seek to form our pupils in the Catholic faith through Religious Education, the general life of the school, the prayer life, and liturgies of the community and service and witness. We aim to make prayer, worship, and liturgy a living experience for every member of the community. we seek to encourage good relationships between Home, School & Parish and with the wider local and world community. In the Early Years, Foundation Stage children learn from their experiences and activities in enabling environments. The EYFS is made up of the three prime areas: Communication and Language, Physical Development and Personal, Social and Emotional Development which underpin all aspects of the curriculum. The children also follow specific areas of study in Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. Children participate in a wide range of activities, both inside and outside, and have the opportunity to follow their interests as well as work in small groups supported by adults. Some topics are set but they will often evolve into areas of particular interest to the children in the class. The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said and helps engender an appreciation of human creativity and achievement. The national curriculum is just one element in the education of every child. There is time and space in the school day and each week, term, and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding, and skills as part of the wider school curriculum. Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow the national curriculum. It is organized based on four key stages3 and twelve subjects, classified in legal terms score and ‘other foundation subjects. The Secretary of State for Education is required to publish programs of study for each national curriculum subject, setting out the ‘matters, skills and processes to be taught at each key stage. Schools are free to choose how they organize their school day, as long as the content of the national curriculum programs of study is taught to all pupils.
  2. Queen Margaret University, Edinburgh, is committed to providing thoroughly relevant teaching and research. Our research is focused on making a real practical impact on everyday life, and our courses are designed to produce well prepared, well rounded, and flexible graduates. We have widely recognized expertise in health and rehabilitation, sustainable business and creativity, and culture. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. You will also find practical information, including travel and transport information and policy and strategy documents. Our mission is to foster intellectual capital with both a theoretical and practical focus, giving students and staff the confidence to make a real difference to the world around them. We are known for excellent, relevant teaching, research, knowledge exchange, and the care and respect we give our students, staff, and partners. As a thriving campus university, we strive to create a community without borders, improving people's lives locally, nationally, and internationally. We are ambitious and enterprising, and, in everything we do, we are committed to social justice. At Queen Margaret University, Edinburgh, our vision is to be a university of ideas and influence. Outward looking, we are responsive to society's changing needs and make a real difference in the world. We have widely recognized expertise in health & rehabilitation, sustainable business, and creativity & culture. Our research and knowledge exchange work is focused on making a real practical impact on everyday life. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. We have a proud history of achievement and progress extending for well over a century. Founded in 1875, we have always been driven by the highest ideals and purposes, focusing on contributing to practical ways of improving people's lives and serving the community. The institution now named Queen Margaret University was established as the Edinburgh School of Cookery in 1875. This institution emerged in a substantial period for real economic progress and characterized by social and economic divisions and inequalities, and widespread poverty. The School was established as a voluntary effort to address two fundamental problems facing society at the time. View full university
  3. Queen Maud University College of Early Childhood Education (QMUC) was established in 1947 as a foundation built on Christian values. We currently have about 1400 students and 150 professional employees. Much effort has been made to encourage men to start in Early Childhood Education and Care. Queen Maud University College has received The Gender Equality Prize for its successful work in recruiting men to the profession. QMC is participating in several research projects regarding Early Childhood Education and Care, both nationally and internationally. QMUC participates in the ERASMUS program. QMC is leading the Network for Preschool Teacher Training and Preschool Development in Southern Africa, namely Zambia, Namibia, Swaziland, Botswana, Mozambique, and Tanzania. We also take part in several other national and international networks. QMUC aims to expand our international networks of partner institutions and increase student and staff exchanges. Some of the lecturers are engaged in research work from an international perspective. The university college is co-operating broadly with local and national administrations/agencies, with public and private bodies in our region, and with other colleges and universities engaged in Early Childhood Education. The college's main aim is to educate pre-school teachers, leading to a Bachelor in Early Childhood Education and Care. Furthermore, the aim is to offer postgraduate courses in different topics, up to 1st-degree level (BA). We also offer four Master's Degree Programmes: Master's Degree Programme in Early Childhood Education and Care - Early Childhood in a Changing Society. Master's Degree Programme in Leadership in Early Childhood Education and Care. Master's Degree Programme in Child Culture and Arts Education. Master's Degree Programme in Special Needs Education with a Focus on Early Childhood. Queen Maud University College (QMC) is the largest university college in Norway solely dedicated to teachers' education within the field of early childhood education and care (ECEC). QMUC aims to produce relevant research and provide new knowledge of ECEC to society in general and our students and collaborating institutions at home and abroad. Our primary research interests are leadership in early childhood education and care, special needs in early childhood education, child culture and arts education, the impact of physical and psychosocial environment for learning and play in ECEC, childhood, and cultural diversity. The international involvement at QMUC has grown steadily over the past few years. The staff has gained valuable experiences and an international perspective from participating in international conferences, mobility, and research with international colleagues. These activities have given a basis for further internationalization and co-operation within pre-school teacher training and research relating to Early Childhood Education. Every academic year, several QMUC undergraduate students go abroad for a study period of 3 months within the framework of ERASMUS in Europe and within bilateral agreements with partner institutions in other parts of the world. Graduate students in Special Needs Education can do five weeks of practical training in partner institutions in the CBN for South or East Africa. Trondheim is the third-largest city in Norway and is well known for it is student life. Together with your fellow students at QMUC, there are many things you can do to make your stay in Trondheim memorable. QMUC students have a photography group, a football team, a hiking group, and a choir. If you do not find a group that covers your interests, you can create your group.
  4. Queen Margaret University, Edinburgh, is committed to providing thoroughly relevant teaching and research. Our research is focused on making a real practical impact on everyday life, and our courses are designed to produce well prepared, well rounded, and flexible graduates. We have widely recognized expertise in health and rehabilitation, sustainable business and creativity, and culture. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. You will also find practical information, including travel and transport information and policy and strategy documents. Our mission is to foster intellectual capital with both a theoretical and practical focus, giving students and staff the confidence to make a real difference to the world around them. We are known for excellent, relevant teaching, research, knowledge exchange, and the care and respect we give our students, staff, and partners. As a thriving campus university, we strive to create a community without borders, improving people's lives locally, nationally, and internationally. We are ambitious and enterprising, and, in everything we do, we are committed to social justice. At Queen Margaret University, Edinburgh, our vision is to be a university of ideas and influence. Outward looking, we are responsive to society's changing needs and make a real difference in the world. We have widely recognized expertise in health & rehabilitation, sustainable business, and creativity & culture. Our research and knowledge exchange work is focused on making a real practical impact on everyday life. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. We have a proud history of achievement and progress extending for well over a century. Founded in 1875, we have always been driven by the highest ideals and purposes, focusing on contributing to practical ways of improving people's lives and serving the community. The institution now named Queen Margaret University was established as the Edinburgh School of Cookery in 1875. This institution emerged in a substantial period for real economic progress and characterized by social and economic divisions and inequalities, and widespread poverty. The School was established as a voluntary effort to address two fundamental problems facing society at the time.
  5. The Queen Mary University of London is one of the UK's leading research-focused higher education institutions. With 25,332 students, 4,000 staff, and an annual turnover of £400m, we are among the most prominent University of London colleges. We teach and research across various subjects in the humanities, social sciences, law, medicine and dentistry, and science and engineering. We are based in a creative and culturally diverse area of east London, and our site in Mile End is one of the largest self-contained residential campuses in the capital. Queen Mary has made a strategic commitment to the highest quality of research. We have invested in this principle by systematically recruiting the best academics in their disciplines worldwide. The results of the most recent national assessment of research – the Research Excellence Framework (REF 2014) – have confirmed our place in the very top group of research-led universities in the UK. Overall we were ranked 9th in the UK among multi-faculty universities and 5th in the UK for the percentage of our three* and 4* research outputs. Queen Mary is one of 24 leading UK universities represented by the Russell Group committed to maintaining the very best research, an outstanding teaching and learning experience, excellent graduate employability, and unrivaled links with business and the public sector. Queen Mary offers outstanding students a stimulating, supportive, and high-quality learning experience, with teaching inspired by our world-leading research. Queen Mary ranks top in London among Russell Group universities for student satisfaction (National Student Survey 2016), with a number of our subject areas receiving over 90 percent for 'overall satisfaction' including Medicine, Dentistry, Law, and English. We have invested £105m in new facilities over the past five years to offer our students an exceptional learning environment. Recent developments include the £39m Graduate Centre, 7,700 square meters of learning and teaching space, and the Dentistry Building, the UK's first new dental school in forty years. Future developments include the planned Life Sciences Building, which will play a vital role in the regeneration of the wider Whitechapel area following Crossrail's arrival. Queen Mary is part of the internationally recognized University of London, which counts some of the leading higher education institutions globally. Queen Mary students can use a host of University of London facilities, including the central University Library at Senate House, where you can access thousands of books and journals. QMUL has a long-standing commitment to sharing knowledge and engaging with local communities, which has been at the heart of its ethos since its inception. QMUL began life in 1887 as the People's Palace – a Victorian philanthropic center created to bring education and culture to the East End of London. Today QMUL's community provides staff and students the opportunity to gain knowledge, develop skills, and make a positive contribution both locally and globally. The Queen Mary University of London is based in one of the world's global cities, and our international community reflects this. We have students and staff representing 162 nationalities. Our partnerships and activities around the world allow us to deliver teaching and research with an international dimension and impact; the success of research at Queen Mary is due to the high caliber and dedication of our researchers and supporting staff and the excellent working environments within our research teams, centers, and institutes. We are distinguished by outstanding results in national research assessments, high research funding levels, and ambitious plans for the future. Our values and aims about research are simple – our mission depends on the freedom of our staff and students to pursue and share knowledge within the context of promoting an open, enquiring, educated, and tolerant society, recognizing that this fosters the progress of research and benefits society as a whole. We are dedicated to hiring the best and the brightest and giving them the support and resources they need. Finally, we are committed to developing our researchers' careers and to promoting equality and diversity at all levels.
  6. Queen Margaret University, Edinburgh is committed to providing thoroughly relevant teaching and research. Our research is focused on making a real practical impact on everyday life, and our courses are designed to produce well prepared, well rounded, and flexible graduates. We have widely recognized expertise in health and rehabilitation, sustainable business and creativity, and culture. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. You will also find practical information, including travel and transport information and policy and strategy documents. Our mission is to foster intellectual capital with both a theoretical and practical focus, giving students and staff the confidence to make a real difference to the world around them. We are known for excellent, relevant teaching, research, knowledge exchange, and the care and respect we give our students, staff, and partners. As a thriving campus university, we strive to create a community without borders, improving people's lives locally, nationally, and internationally. We are ambitious and enterprising, and, in everything we do, we are committed to social justice. At Queen Margaret University, Edinburgh, our vision is to be a university of ideas and influence. Outward looking, we are responsive to society's changing needs and make a real difference in the world. We have widely recognized expertise in health & rehabilitation, sustainable business, and creativity & culture. Our research and knowledge exchange work is focused on making a real practical impact on everyday life. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. We have a proud history of achievement and progress extending for well over a century. Founded in 1875, we have always been driven by the highest ideals and purposes, focusing on contributing to practical ways of improving people's lives and serving the community. The institution now named Queen Margaret University was established as the Edinburgh School of Cookery in 1875. (1) To provide educational opportunities for women. The institution's founders were part of the U.K.-wide mid-Victorian "Women's Movement", which was a campaign for better education and improved career opportunities for females. The main element of this campaign was to secure equality of opportunity for school girls. However, another purpose was to open up post-school education at both university and technical levels. To this point, young women had been excluded from higher and technical education, with an inevitable consequence being widespread female poverty. The original lectures took place (before huge audiences) in the Royal Museum in Edinburgh's Chambers Street. However, it was at first peripatetic in nature. Teaching staff went out with mobile gas and paraffin cooking equipment to give public lectures and demonstrations all over Britain, from the Shetlands to the Channel Islands. The first generation of lecturers were almost all young women aged in their early twenties, and almost everywhere they went, they drew large gatherings of women eager for instruction. The first permanent site was in Shandwick Place, where the institution was based from 1877 to 1891. At this time, the institution also operated a branch in Manchester to provide lectures to industrial communities throughout England. As was intended by the founders, this branch eventually became independent, and it is now a constituent part of Manchester Metropolitan University. In setting up the School of Cookery, they were backed by various interest groups, particularly enlightened local medical practitioners and Church leaders. In 1879 Guthrie Wright collaborated with the scientist Sir Thomas Dyke Acland and two "distinguished medical doctors" (probably Dr. Henry Littlejohn - Edinburgh's first Medical Officer of Health - and Dr. Alexander Wood) to produce her School Cookery Book. Published as part of a series of science primers under the general editorship of the naturalist, Professor T.H. Huxley, and including texts by such individuals as Sir H. E. Roscoe (chemistry), Sir Archibald Geikie (geography and geology), and W. Stanley Jevons (logic and political economy), Guthrie Wright's book effectively represented the state of knowledge at the time regarding food. It subsequently ran into many editions. About 1887, Guthrie Wright Louisa Stevenson and Princess Louise collaborated in developing in Scotland Queen Victoria's Jubilee Institute for Nurses. Also, an entirely voluntary body, the organization established training and residential facilities in Edinburgh and Glasgow to prepare nurses to provide care to the sick poor in their own homes. Effectively this was the beginning of the district nursing service, and it was a vital initiative in the period before the creation of the National Health Service. In 1891 the School moved to Atholl Crescent in Edinburgh and, over the next fifty years or so, gradually extended its premises along the Crescent. At different times it also had properties in other locations in Edinburgh, including Rothesay Terrace, and it ran industrial classes in the India Buildings in the city's Victoria Street. (Male-dominated school boards did not want to find the money to install cooking equipment and did not want to pay for the ingredients that the children would require to use.) However, medical studies in the early 1900s showed that thousands of urban children all over the U.K. were desperately undernourished and unhealthy. One of the most influential pioneering investigations was conducted by the Medical Inspector at the Scottish Office, Sir W. Leslie MacKenzie, and his wife Helen, a lecturer in the School (and, later, Chairman of Governors). The student population proliferated over the next few years, and the Atholl Crescent became world-renowned as setting the standards for domestic science teachers' training. Today, QMU's vision is to be a university of ideas and influence. We aim to provide a transformative learning experience for our students, enabling them to achieve their individual goals and contribute to society. We seek to provide the optimal balance of theoretical and practical education. We are dedicated to improving the quality of life and building evidence-based policy and practice through our research and knowledge exchange (KE). We are recognized internationally for our high quality and relevant research, which informs practice and policy, and we measure its value by its impact and social usefulness. Through our teaching and research, we enable people to heal, nurture, care, and communicate. We inspire people to build businesses, find solutions to real-life issues, and to improve communities. We foster creativity and artistic expression, building social capital. Our graduates and staff can found influential roles worldwide, influencing policy and enhancing society, culture, and the economy.
  7. The Queen Mary University of London is one of the UK's leading research-focused higher education institutions. With 25,332 students, 4,000 staff, and an annual turnover of £400m, we are among the most prominent University of London colleges. We teach and research across various subjects in the humanities, social sciences, law, medicine and dentistry, and science and engineering. We are based in a creative and culturally diverse area of east London, and our site in Mile End is one of the largest self-contained residential campuses in the capital. Queen Mary has made a strategic commitment to the highest quality of research. We have invested in this principle by systematically recruiting the best academics in their disciplines worldwide. The results of the most recent national assessment of research – the Research Excellence Framework (REF 2014) – have confirmed our place in the very top group of research-led universities in the UK. Overall we were ranked 9th in the UK among multi-faculty universities and 5th in the UK for the percentage of our three* and 4* research outputs. Queen Mary is one of 24 leading UK universities represented by the Russell Group committed to maintaining the very best research, an outstanding teaching and learning experience, excellent graduate employability, and unrivaled links with business and the public sector. Queen Mary offers outstanding students a stimulating, supportive, and high-quality learning experience, with teaching inspired by our world-leading research. Queen Mary ranks top in London among Russell Group universities for student satisfaction (National Student Survey 2016), with a number of our subject areas receiving over 90 percent for 'overall satisfaction' including Medicine, Dentistry, Law, and English. We have invested £105m in new facilities over the past five years to offer our students an exceptional learning environment. Recent developments include the £39m Graduate Centre, 7,700 square meters of learning and teaching space, and the Dentistry Building, the UK's first new dental school in forty years. Future developments include the planned Life Sciences Building, which will play a vital role in the regeneration of the wider Whitechapel area following Crossrail's arrival. Queen Mary is part of the internationally recognized University of London, which counts some of the leading higher education institutions globally. Queen Mary students can use a host of University of London facilities, including the central University Library at Senate House, where you can access thousands of books and journals. QMUL has a long-standing commitment to sharing knowledge and engaging with local communities, which has been at the heart of its ethos since its inception. QMUL began life in 1887 as the People's Palace – a Victorian philanthropic center created to bring education and culture to the East End of London. Today QMUL's community provides staff and students the opportunity to gain knowledge, develop skills, and make a positive contribution both locally and globally. The Queen Mary University of London is based in one of the world's global cities, and our international community reflects this. We have students and staff representing 162 nationalities. Our partnerships and activities around the world allow us to deliver teaching and research with an international dimension and impact; the success of research at Queen Mary is due to the high caliber and dedication of our researchers and supporting staff and the excellent working environments within our research teams, centers, and institutes. We are distinguished by outstanding results in national research assessments, high research funding levels, and ambitious plans for the future. Our values and aims about research are simple – our mission depends on the freedom of our staff and students to pursue and share knowledge within the context of promoting an open, enquiring, educated, and tolerant society, recognizing that this fosters the progress of research and benefits society as a whole. We are dedicated to hiring the best and the brightest and giving them the support and resources they need. Finally, we are committed to developing our researchers' careers and to promoting equality and diversity at all levels. View full university
  8. Queen Margaret University, Edinburgh is committed to providing thoroughly relevant teaching and research. Our research is focused on making a real practical impact on everyday life, and our courses are designed to produce well prepared, well rounded, and flexible graduates. We have widely recognized expertise in health and rehabilitation, sustainable business and creativity, and culture. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. You will also find practical information, including travel and transport information and policy and strategy documents. Our mission is to foster intellectual capital with both a theoretical and practical focus, giving students and staff the confidence to make a real difference to the world around them. We are known for excellent, relevant teaching, research, knowledge exchange, and the care and respect we give our students, staff, and partners. As a thriving campus university, we strive to create a community without borders, improving people's lives locally, nationally, and internationally. We are ambitious and enterprising, and, in everything we do, we are committed to social justice. At Queen Margaret University, Edinburgh, our vision is to be a university of ideas and influence. Outward looking, we are responsive to society's changing needs and make a real difference in the world. We have widely recognized expertise in health & rehabilitation, sustainable business, and creativity & culture. Our research and knowledge exchange work is focused on making a real practical impact on everyday life. In this section of our website, you can find out about the university's history, along with information about governance, the Principal and Vice-Chancellor, the senior management team, and our collaborative partners. We have a proud history of achievement and progress extending for well over a century. Founded in 1875, we have always been driven by the highest ideals and purposes, focusing on contributing to practical ways of improving people's lives and serving the community. The institution now named Queen Margaret University was established as the Edinburgh School of Cookery in 1875. (1) To provide educational opportunities for women. The institution's founders were part of the U.K.-wide mid-Victorian "Women's Movement", which was a campaign for better education and improved career opportunities for females. The main element of this campaign was to secure equality of opportunity for school girls. However, another purpose was to open up post-school education at both university and technical levels. To this point, young women had been excluded from higher and technical education, with an inevitable consequence being widespread female poverty. The original lectures took place (before huge audiences) in the Royal Museum in Edinburgh's Chambers Street. However, it was at first peripatetic in nature. Teaching staff went out with mobile gas and paraffin cooking equipment to give public lectures and demonstrations all over Britain, from the Shetlands to the Channel Islands. The first generation of lecturers were almost all young women aged in their early twenties, and almost everywhere they went, they drew large gatherings of women eager for instruction. The first permanent site was in Shandwick Place, where the institution was based from 1877 to 1891. At this time, the institution also operated a branch in Manchester to provide lectures to industrial communities throughout England. As was intended by the founders, this branch eventually became independent, and it is now a constituent part of Manchester Metropolitan University. In setting up the School of Cookery, they were backed by various interest groups, particularly enlightened local medical practitioners and Church leaders. In 1879 Guthrie Wright collaborated with the scientist Sir Thomas Dyke Acland and two "distinguished medical doctors" (probably Dr. Henry Littlejohn - Edinburgh's first Medical Officer of Health - and Dr. Alexander Wood) to produce her School Cookery Book. Published as part of a series of science primers under the general editorship of the naturalist, Professor T.H. Huxley, and including texts by such individuals as Sir H. E. Roscoe (chemistry), Sir Archibald Geikie (geography and geology), and W. Stanley Jevons (logic and political economy), Guthrie Wright's book effectively represented the state of knowledge at the time regarding food. It subsequently ran into many editions. About 1887, Guthrie Wright Louisa Stevenson and Princess Louise collaborated in developing in Scotland Queen Victoria's Jubilee Institute for Nurses. Also, an entirely voluntary body, the organization established training and residential facilities in Edinburgh and Glasgow to prepare nurses to provide care to the sick poor in their own homes. Effectively this was the beginning of the district nursing service, and it was a vital initiative in the period before the creation of the National Health Service. In 1891 the School moved to Atholl Crescent in Edinburgh and, over the next fifty years or so, gradually extended its premises along the Crescent. At different times it also had properties in other locations in Edinburgh, including Rothesay Terrace, and it ran industrial classes in the India Buildings in the city's Victoria Street. (Male-dominated school boards did not want to find the money to install cooking equipment and did not want to pay for the ingredients that the children would require to use.) However, medical studies in the early 1900s showed that thousands of urban children all over the U.K. were desperately undernourished and unhealthy. One of the most influential pioneering investigations was conducted by the Medical Inspector at the Scottish Office, Sir W. Leslie MacKenzie, and his wife Helen, a lecturer in the School (and, later, Chairman of Governors). The student population proliferated over the next few years, and the Atholl Crescent became world-renowned as setting the standards for domestic science teachers' training. Today, QMU's vision is to be a university of ideas and influence. We aim to provide a transformative learning experience for our students, enabling them to achieve their individual goals and contribute to society. We seek to provide the optimal balance of theoretical and practical education. We are dedicated to improving the quality of life and building evidence-based policy and practice through our research and knowledge exchange (KE). We are recognized internationally for our high quality and relevant research, which informs practice and policy, and we measure its value by its impact and social usefulness. Through our teaching and research, we enable people to heal, nurture, care, and communicate. We inspire people to build businesses, find solutions to real-life issues, and to improve communities. We foster creativity and artistic expression, building social capital. Our graduates and staff can found influential roles worldwide, influencing policy and enhancing society, culture, and the economy. View full university
  9. Queen Margaret's School's university-preparatory program inspires students to achieve in a structured and safe learning environment. Our teaching approach encourages critical thinking and problem solving by fostering joy in learning. Our Junior School (Kindergarten to Grade 7) and Early Childhood Education (ECE) Program begin the adventure of learning in small, enriched classes. QMS faculty and staff are committed to providing an educational environment where the love for learning flourishes. Students in Grade 6 through 12 may attend as day students or board in our multicultural residence community, where we celebrate diversity through global understanding. Boarding students quickly develop life-long skills, such as independence and accountability. Through QMS's unique, fully integrated Equestrian program, English riding lessons are blended into the weekly timetable. This program is an exciting option available to our students. Our dynamic community thrives because we know the links between an engaging learning environment and strong academic performance. Diverse learning opportunities that include Fine Arts, Athletics, Community Service, and Riding are connected to healthy character development. Our positive learning and living culture emphasize the relationship between our efforts and reaching our goals. Explore the QMS connections within these pages. To our parents and other community members - this is a portal into your child's school days, a connection to your child's teachers, and for boarders, to their residence life. To those hoping to join us at QMS, we are looking forward to getting to know you better. Connect with us through our Admissions pages. QMS is a trailblazing Early Childhood Education to Grade 12 university prep school that transforms how students learn and develop through a unique educational model combining experiential learning, sustainable innovation and entrepreneurial thinking, and equine-facilitated leadership development. We use our 27-acre campus and our local and global communities to serve as living classrooms where "learning by doing" encourages students to apply their knowledge to complex, real-world challenges. Three signature programming strategies guide our faculty in the delivery of an enriched curriculum. Sustainable Innovation and Entrepreneurial Thinking Experiential and Inquiry-Based Learning Equine Facilitated Leadership Development We encourage you to explore our School more. The Senior School Program offers a unique program centered on the ways students grasp new concepts and build upon their ideas. Our Junior School Program has been developed to engage boys and girls in an enriched academic environment that supports a full day of activity and opportunity. We offer opportunities to learn through play in our Early Childhood Education Program (Preschool and Junior Kindergarten) for parents and guardians of young children. We also offer a welcoming and nurturing Boarding Program. The sharing of cultures, interests, and experiences encourages connections and lifelong friendships. Equestrian riding is woven into our school culture. Our optional Equestrian Program is available to students in Grades 4-12. Our Junior School teachers and Junior School counselors support our students' social and emotional development. These programs emphasize creating a safe classroom culture that epitomizes care and respect, self-regulation, relationship-building, resiliency, and self-esteem. We realize the importance of teaching specific social and emotional skills and fostering the development of social competence through: building empathy developing language skills to support emotional well-being learning to identify and regulate emotional reactions building resilience Many strategies are used to develop social competence skills, including role-playing, discussion prompts, videos, and reflective reading and writing assignments. Community service opportunities, including our annual Shoreline Clean-Up, Thanksgiving and Christmas Food Drives, and singing at local Seniors' Homes, give students a chance to help out and become more aware of their ability to impact the world positively. In turn, students become aware of the satisfaction associated with service work. Our Queen Margaret's School community is home to students from many countries and cultures. Students are integrated into an environment rich in languages, celebrations, and traditions from around the world. We are committed to raising cultural sensitivity, global awareness, and appreciation of diversity. Students are engaged in the learning process from instruction in French and Japanese by specialist teachers to opportunities to explore the world through hands-on experiential learning. Activities include field trips to local museums and ecological sites, guest speakers, assembly performances, music and speech competitions, science and social studies fairs, and clubs. Our Junior School organic garden also fosters an appreciation for nature and environmental stewardship. Ensuring student engagement is an integral part of the QMS experience. Our goal is to offer an enriched curriculum in every classroom, and we take pride in the extent to which we offer such programs. In our small and personalized environment, every child is valued for their unique identity. A secure foundation to explore the world is formed by establishing meaningful connections with caregivers, children, their families, and their community. We are preparing our young ones to move forward into their primary years with confidence. Our ECE students have the advantage of being part of a larger school community with access to a gymnasium, a library, music, healthy snacks and lunches, and other school resources all included in the monthly cost.
  10. Queen Elizabeth High School is a mixed, bilingual community comprehensive school of around 1600 pupils, catering for all abilities between the ages of 11 and 18. We currently have 1511 pupils on a roll this includes approximately 270 in our Sixth Form and 70 in our highly successful Additional Needs Unit, Canolfan Elfed. Queen Elizabeth High School strives to be an exciting and creative learning community in which all pupils develop their knowledge, skills, and understanding to achieve excellence. We are committed to every pupil achieving their personal best. To help guarantee each pupil's success we work in partnership with parents and the wider community. Each pupil is encouraged to: Reach their full potential Be ambitious Achieve the best qualifications possible Enjoy all aspects of school life Develop a wide range of skills Respect themselves and others Be healthy and safe Be trustworthy, honest, and tolerant Contribute fully within the community Our facilities are exceptional. Our purpose-built £28 million school offers the perfect mix between traditional and innovative learning spaces, creating a true 21st Century learning environment. We share leisure facilities with our neighbor, Carmarthen Leisure Centre. As you make the very important decision of where and what to study we trust our prospectus gives you a feel for what life is like here as a sixth-form student. We are confident that whether you stay with us from Year 11 or join us in Year 12 from another school you will settle quickly and feel part of our very unique community. Ours is a vibrant school of around 1500 pupils which is justly proud of its quality of education, especially its Year 12/13 provision. The entire campus has been redeveloped with a multi-million pound, county council-funded investment in: A purpose-built school to accommodate 1600 pupils An extended and refurbished leisure facility New external sporting facilities, including tennis courts, an all-weather pitch, running track, and playing fields. Should you enroll with us, you will be a member of the sixth form studying in a facility that is the envy of other schools and colleges. Indeed, there is a range of leisure and study facilities exclusively devoted to sixth form students, aimed at promoting individual development. In our sixth form, we offer a broad range of academic and vocational courses, with an options menu that we are constantly working hard to improve in conjunction with neighboring educational institutions to ensure that our students are given the widest possible choice of courses post 16. This collaboration is underpinned by the Learning and Skills (Wales) 'Measure' which provides clear guidelines for the creation of local curricula and is the statutory base of 14-19 Learning Pathways.
  11. Here at Queen Victoria School, we are proud to serve the families of military personnel, particularly those who have a connection to Scotland. Since 1908, we have provided educational stability to our students, whilst their parents are serving the country in various locations around the world. We provide our students with a top-class education, coupled with the highest standard of care. This is a school where every student is nurtured and encouraged to exceed their potential in every way. We strive for excellence in all areas: Our academic results far exceed national averages and our students benefit from small classes with teachers able to provide individual attention. The standard of care provided at QVS is very high and we are regularly praised by the Care Inspectorate. Ceremonially, we have several parades every year and our SSM demands excellence on our parade square. Our Pipe Band and Dancers compete regularly around the country and are invited to perform at many VIP events. Our students are regularly described as the most polite and well-mannered people you could ever meet – they are our best ambassadors and make us proud daily. If you are serving, or have served, in Scotland or with a Scottish regiment and you would like your child to attend QVS, get in touch and we will arrange a time for you to visit. At Queen Victoria School we want our pupils to be well exercised not only physically but also intellectually, morally, socially, and culturally. Our Vision Statement is below. We aim to provide a unique, thriving boarding and educational community in which all pupils and staff work to support and respect one another in realizing their full potential. We exist to provide a caring but stretching learning environment, valued by the military families whom we serve. We embody and promote values of honesty, integrity, compassion, and empathy. Queen Victoria School has a long tradition of ceremonial excellence we take pride in this and all that our School has to offer.
  12. Queen Elizabeth’s Girls’ School in Barnet, founded in 1888. The school was founded after Queen Elizabeth 1 granted Robert Dudley, Earl of Leicester’s request for a charter for the establishment of a school of Queen Elizabeth “for the education, bringing up and instruction of boys” in Barnet and at a future date, a school for girls in Barnet. A copy of the charter, bearing the Queen’s seal is held as part of the school’s archive collection in our Library. We have a strong tradition of excellence. Our vision for the future is quite simply to continue to develop our school to be a sustainably outstanding and inspiring school, at the forefront of girls’ secondary education. Students and staff are proud to be a vibrant part of our learning community. We encourage the development of each girl’s inner resources so that she acquires the wisdom and integrity to make positive choices in a rapidly changing world. Most importantly, girls leave our school as well-qualified, confident, caring, and happy members of their community, equipped to be capable of supporting themselves financially and contributing economically and socially to wider communities We strongly believe that all students are individuals each should pursue excellence and develop their talents in academic, creative, physical, and social skills. Collectively we are a community. Students and staff at our school have a love of learning a process that is constant, regardless of time or place. For students that means an environment in which their education can flourish and be enjoyed not just as a means to good academic results but as an interest for life, nurtured by the school’s commitment to providing the girls with access to a full range of study and enrichment experiences. For staff, that means an environment where they can develop professionally and excel in their practice. Our curriculum is designed to challenge the girls, to support them in their education to acquire knowledge and understanding, and also to develop their skills and flexibility so that they can participate confidently in the rapidly changing and increasingly technological society of the 21st century. Our girls are expected to show increased maturity and a growing sense of responsibility for their work and progress so that they develop as resilient and self-reliant young women. The broad and balanced curriculum offers girls a wide platform of learning opportunities to facilitate excellent outcomes and to foster excitement about learning for its own sake. The school offers a varied program of activities that run alongside the taught curriculum. Such activities complement the taught curriculum and extend the learning, engagement, and personal development of our students. For this reason, these activities are highly valued. They take place during the break for lunch, before or after school, and are often the result of student initiatives, developed through interests and enthusiasm and often led by the students themselves. Quality First Teaching is our priority staff benefit from a planned program of continuing professional development to model innovative and rigorous practice. Learning and teaching are closely and systematically monitored to ensure girls are supported to achieve their best and secure the highest outcomes. A variety of learning and teaching strategies are used to engage and stimulate learning and the learning experience is continually developed in response to systematic data checks on potential, prior attainment, and student learning needs. In this way, the school ensures maximum intellectual challenge for each student, regardless of ability or educational needs as a result, students make excellent progress.
  13. At Queen Anne’s we value our girls as individuals and strive to help them reach their potential. Strong academic and pastoral care encourages students to build confidence, stretch their abilities and achieve their goals. We have a ‘no limits’ approach to the girls’ learning and development that produces excellent academic results and outstanding achievements in every field. The school’s warm and friendly atmosphere makes it easy for girls to settle into the school and make long-lasting friendships, while the house system creates a home-from-home environment, which encourages girls to develop interpersonal skills and learn to understand and respect those around them. As we face the challenges of the 21st Century, we aim to create happy, successful, independent young women, who thrive on new experiences and can pursue their goals with confidence. We aim to provide an excellent education for girls between the ages of 11–18. By the time our girls leave us, we strive that they: Will benefit from an excellent, all-round education Will be able to develop their creative, physical, emotional, and spiritual qualities and talents Will be encouraged to celebrate their own and others’ individuality and helped to identify their strengths and needs Will benefit from belonging to a nurturing boarding community where they learn to be mutually supportive as well as responsible, enterprising, and independent individuals Will become confident, well-balanced individuals, able to take their places in society as good citizens and leaders, and able to form strong and enduring relationships with others. Through boarding, we aim to enable girls to: Grow into independent, disciplined, and self-reliant adults Develop good relationships with families, friends, staff, and fellow students Develop their own moral, spiritual, and social values Thrive in the community using the school’s core values as a guidance Fulfill their potential both intellectually and academically Fulfill their potential in sporting, creative and other interests Have opportunities for leadership and responsibility within the house. At Queen Anne’s, we see girls excel, both in and outside of the classroom. The girls have ambitions as varied as their talents and we encourage high aspirations through an innovative and rigorous curriculum. Through inspirational teachers working in conjunction with motivated girls, we see our girls leave us as capable and confident young women prepared for and excited by the next steps in their lives. The girls discuss their academic options at every stage with their tutor to make appropriate choices to suit their aspirations.
  14. Set in more than 220 acres of beautiful North Yorkshire countryside, Queen Ethelburga’s has provided students with a vibrant and supportive school community since 1912. We welcome girls and boys from 3 months and support them through our four schools - Chapter House (3 months to Year 5), King’s Magna (Year 6 to 9), The College and Faculty (both Year 10 to 13) – to become resilient, confident and independent young adults who are well prepared for their future. QE is known locally, nationally, and internationally as a place that promotes the highest standards in all that it does. Our reputation has grown considerably over recent years, and we believe this is due to our drive to ensure that our outcomes for QE students, across all areas of their endeavor and aspiration, match those of the world’s best schools. The Independent Schools Inspectorate (ISI) awarded the Collegiate the top grading of Excellent across all schools and areas, following an inspection in February this year, praising the pupils’ outstanding academic achievements and personal development. Our exam results speak for themselves, consistently ranking us amongst the top 10 day and boarding schools in the UK, with students benefiting from the wonderful study, boarding, and leisure facilities as part of campus life. Queen Ethelburga’s is known locally, nationally, and internationally as a Collegiate of four schools that promotes the highest standards in all that it does. Our mission is for all members of the QE community to aspire to the Hill Standard:‘To be the best that I can with the gifts that I have. We have the vision to be recognized, consistently, as one of the strongest educational institutions worldwide in all aspects of our endeavor. Our broadly Christian ethos, welcoming all faiths and none, instills the virtues of mutual respect and support, tolerance, and compassion. We aim to: Nurture, educate and equip our students to become considerate, self-assured, independent, and resilient adults, respecting and celebrating cultural diversity and ready to take their place in the society in which their future lies. Create a safe, happy and caring community in which students take pride in their endeavor and thrive, both mentally and physically. Promote the highest academic standards for all, by providing a challenging, stimulating, and varied curriculum, which fosters confidence, enthusiasm, and curiosity. Provide an enrichment program that complements the academic curriculum, building resilience, responsibility, self-belief, and skills, and promotes a sense of fulfillment and achievement in its widest sense.
  15. Queen Mary’s size and ethos ensure we provide truly individualized education. This allows you to make your own story, from your learning and passions to whether you wish to make Queen Mary’s your second home. You will receive the very best tuition tailored to your needs within an environment that inspires excellence and a desire to achieve. We are proud of our progress throughout the year groups and our excellent GCSE results. Former pupils have gone on to succeed in many areas and we currently have girls studying at Oxbridge and other top universities. Whether you crave national success or wish to try a new opportunity, discover your passions from a host of activities on offer. Queen Mary’s pupils have received national awards in Music, Sport, and Riding and get involved in everything from the Annual Charity Fashion Show to the UK Youth Parliament. At Queen Mary’s you are not just taught how to pass examinations. Going beyond the curriculum you will enjoy amazing adventures and experiences including Outdoor Education on the river, climbing wall, and WOLF run within the school grounds and trips and study tours with Queen Mary’s Head of Adventure. You will be inspired to embrace challenges and become a well-rounded, resilient, independent thinker, comfortable in your skin and ready to grasp any opportunity. You will be welcomed into what feels like a big happy family, living in a family home. Boarders and Day Girls, who can stay into the evening, create a friendly community. A Queen Mary’s education for girls from age 4 - 16 is very special. It encourages friendship across the year groups, earlier leadership opportunities for senior girls, and opportunities for peer-to-peer learning proven to increase academic outcomes. The school’s welcoming Christian ethos and provision of single-sex education at the right time provide a culture where respect and understanding are built and no judgments are made. A Queen Mary’s education is extremely special providing a nurturing, all-girls education at the right time and leadership and first-team opportunities at an earlier age. You may be asking the question as to whether a single-sex or co-educational environment is right for you and your family. At Queen Mary’s you will see the best of both worlds with single-sex education at the right time. This includes a co-educational Pre-Prep School and all-girls Prep and Senior Schools. The girls’ school environment affirms and encourages young women to be confident individuals, leaders, and agents of social change. They are places where girls are accustomed to being heard and being valued for who they are, irrespective of what they look like or what they wear. We have had many success stories from boys who have attended our Pre-Prep for boys and girls aged 4 – 7. From boys who wish to be stretched academically to boys who may thrive in a nurturing, caring community where they can gain confidence, Queen Mary’s is proud to have been part of their learning journeys.
  16. Queen Elizabeth's is a state-funded grammar school, with 445 years experience of in producing confident, able, and responsible young men. We provide a meritocratic environment, in which our boys reach their very considerable potential both in their academic and extra-curricular pursuits. Our rich history is reflected in the School Chronicle, which is read annually on Founder’s Day and which records the Governors’ requirement that the education we provide should be as much in “good manners as in nurture for learning”. Similarly, our formal mission is “to produce young men who are confident, able and responsible”.Our mission is to produce young men who are confident, able, and responsible We are committed firstly to the pursuit of academic development at the highest level among our boys. As a meritocracy, we unashamedly celebrate intellectual accomplishment and we seek to nurture clear thinking and scholarly curiosity. The fruit borne by this relentless focus is seen every year in our public examination results: QE is consistently placed at or very near the top of national league tables. Second, we aim to inculcate in our boys attributes such as confidence, resilience, and perseverance – qualities that will equip them to thrive at school, at university, and beyond, whatever the storms of life may throw at them. This is achieved partly through our bespoke tutoring system and carefully structured pastoral arrangements, and partly through our expectation that all boys participate fully in the life of the School. We have an exciting, diverse range of extra-curricular activities through which every boy can pursue his interests and stretch himself as he learns new skills and talents. Finally, through an emphasis on service within the School and initiatives such as our Sixth Form external volunteering program, we encourage boys to devote themselves to causes greater than themselves. We thus develop in them an awareness that genuine fulfillment comes through seeking to make a contribution to society rather than in pursuing only personal gain. Queen Elizabeth’s School, then, offers a meticulous and richly faceted holistic approach to the education of the boys in our charge. It is this approach, combined with our excellent facilities and a proud history dating back to 1573, that make the QE experience truly a state school experience like no other. The original charter, granted by Queen Elizabeth I, established the School, “for the education, bringing up and instruction of boys”. This holistic view of the School’s role has continued to this day. When boys leave us they not only have exceptional academic records but are prepared to go and take their place in the world. We want them to go on to enjoy successfully, fulfilled and happy adult lives, whilst making a positive contribution to others in society. Boys typically perform incredibly strongly in public examinations, with a clean sweep of A* at GCSE or A-level not being uncommon. They then take up places at the very best universities, both in the UK and overseas – with a recent trend for more boys going to Ivy League institutions in the United States. Further details on these outcomes can be found on our School Performance page. However, there is far more to life at QE than examination results. Boys gain a fully rounded experience, with as much focus on what goes on beyond the classroom as within it. In keeping with the School’s ancient traditions, but recognizing the opportunities presented by technological advances, the Governors have recently reconfirmed the School’s mission.
  17. We welcome girls and boys from 3 months and support them through our four schools - Chapter House (3 months to Year 5), King’s Magna (Year 6 to 9), The College and Faculty (both Year 10 to 13) – to become resilient, confident and independent young adults who are well prepared for their future. QE is known locally, nationally, and internationally as a place that promotes the highest standards in all that it does. Our reputation has grown considerably over recent years, and we believe this is due to our drive to ensure that our outcomes for QE students, across all areas of their endeavor and aspiration, match those of the world’s best schools. The Independent Schools Inspectorate (ISI) awarded the Collegiate the top grading of Excellent across all schools and areas, following an inspection in February this year, praising the pupils’ outstanding academic achievements and personal development. Our exam results speak for themselves, consistently ranking us amongst the top 10 day and boarding schools in the UK, with students benefiting from the wonderful study, boarding, and leisure facilities as part of campus life. Set in more than 220 acres of beautiful North Yorkshire countryside, Queen Ethelburga’s has provided students with a vibrant and supportive school community since 1912. Steeped in history, Thorpe Underwood Estate supported a stew pond that fed monks on their way to and from Fountains Abbey. The site was also home to literary great, Anne Bronte. The present Thorpe Underwood Hall, which sits at the heart of the campus, was built by renowned York architect Walter Henry Brierley as ‘a fine modern mansion of Elizabethan design’. QE began its life in 1912 in Harrogate and moved to its present site in 1991, bringing with it several fun traditions. These have remained firm favorites of QE students, such as the annual School Ghost Production, celebrating QE’s birthday, battling it out in the annual School Quiz, and singing carols around the huge Christmas tree outside Thorpe Underwood Hall before sitting down for Christmas dinner. QE traditions bring students together from the four schools and from one generation to the next, uniting them in a common heritage and shared memories. Blending these traditions and family values with modern facilities and a global outlook is central to the QE approach, we welcome girls and boys from 3 months and support them through four schools - Chapter House, King’s Magna, The College, and The Faculty – to become successful independent adults who are well prepared for the future. College students are expected to be strongly self-motivated and have a pro-active approach to their studies. They take responsibility for their learning and have the academic ability to succeed on the traditional GCSE or A-Level curriculum, following a demanding study program. Our students are highly aspirational, aiming for the highest grades in all their subjects, and challenging themselves to apply to the best universities. All students at QE benefit from a well-resourced and experienced Careers Department that can offer advice and guidance at all stages of a student’s education. Students in the College are well supported in their university applications and enjoy great success in achieving places at prestigious universities in the UK and beyond, such as Oxford, Cambridge, Imperial College London, and those in the Russell Group. Life in College is demanding, yet exceptionally rewarding, for those students who are determined to rise to the challenge. Enrichment options allow students to broaden and deepen their knowledge in areas of interest and give a challenging and stimulating experience. Some of these lead to additional qualifications such as the Extended Project Qualification, highly prized by universities and helping to build on students’ independence and research skills. Students in Years 12 and 13 can benefit from super-curricular courses in subjects such as medicine and law, to extend them beyond the curriculum and develop a greater knowledge of, and interest in, fascinating and rewarding subject areas. Benefiting from excellent teaching and facilities, students can achieve outstanding results, whilst taking full advantage of all the opportunities that you would expect in a day and boarding school, including a huge range of music, drama, sporting, and co-curricular activities. Students also have many opportunities to develop and demonstrate leadership skills and contribute to the community, with roles as Prefects, Peer Mentors, and members of the various school councils. The College is a diverse community made up of students from all walks of life. It is fully representative of the world today and helps to create a stimulating, enjoyable and caring community in which they can thrive. Queen Ethelburga’s is known locally, nationally, and internationally as a Collegiate of four schools that promotes the highest standards in all that it does. Our mission is for all members of the QE community to aspire to the Hill Standard:‘To be the best that we can with the gifts that we have. We have the vision to be recognized, consistently, as one of the strongest educational institutions worldwide in all aspects of our endeavor. Our broadly Christian ethos, welcoming all faiths and none, instills the virtues of mutual respect and support, tolerance, and compassion. We aim to: Nurture, educate and equip our students to become considerate, self-assured, independent, and resilient adults, respecting and celebrating cultural diversity and ready to take their place in the society in which their future lies. Create a safe, happy and caring community in which students take pride in their endeavor and thrive, both mentally and physically. Promote the highest academic standards for all, by providing a challenging, stimulating, and varied curriculum, which fosters confidence, enthusiasm, and curiosity. Provide an enrichment program that complements the academic curriculum, building resilience, responsibility, self-belief, and skills, and promotes a sense of fulfillment and achievement in its widest sense.
  18. Queen Margaret’s is an independent school for independent girls. We are a school that encourages every girl to pursue her interests confidently girls at Queen Margaret’s are recognized for their willingness to try everything that life has to offer them. As one of the top private schools in Yorkshire, Queen Margaret’s exists to provide a holistic education, underpinned by warm-hearted pastoral care, inspiring every girl to develop and flourish in a safe and happy boarding environment, empowering her to achieve her life, academic, and career aspirations. Queen Margaret’s is a forward-thinking school for girls who aspire to be leaders in every walk of life. QM girls take advantage of our vibrant and complementary program of studies and activities. In doing so, they will: Achieve excellence inside and outside the classroom Develop an enthusiasm for independent thought, learning, and research Grow with emotional maturity, social awareness, and respect for individuality and difference Forge special friendships that will stay with them for the rest of their lives Be interesting, well-informed, happy, and confident members of the community. Our Values are: Commitment and Excellence Honesty and Openness Bravery and Resilience Kindness, Respect, and Tolerance Friendship, Fairness, and Fun. We are delighted to share with you the approach to our journey to next year, in the form of Queen Margaret’s Strategic Plan, which outlines our aims, values, and vision, as well as the goals required to fulfill them. The Strategic Plan has been developed to equip our girls to succeed in the modern and changing world, whilst maintaining the core qualities of Queen Margaret’s education. As a single-sex school, QM is ideally positioned to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In our school, every girl has a voice. Curricula are tailored and timetables are personalized for each student and all are given opportunities to develop and excel. Our girls can captain the Debating team, choose to study Physics, or be part of a Rugby team. Our girls enjoy not only equal opportunity but every opportunity. All activities are open to them they participate, influence, and lead. There are no gender stereotypes here – indeed our latest results showed that Mathematics and Science are amongst our strongest subjects. QM girls can work through the challenges of adolescence without fear of embarrassment or distraction. We work hard at counteracting negative body imagery and ideals of how girls and women are portrayed in the media. Educators in girls’ schools believe strongly in helping girls to accept and be comfortable with ‘who they are. On entering QM each girl also becomes a member of one of our vertical Houses and she remains in this House throughout her time at the School – this provides the opportunity to mix and socialize with other year groups encouraging a spirit of teamwork and friendly competition. There are regular inter-House competitions in Music, Cookery, Sport, Singing, and Dancing. For a school of its size, Queen Margaret’s provides an immense variety of activities, clubs and societies, and other Enrichment opportunities while never sacrificing the needs of the individual girl. As one parent recently noted, QM ‘benefits from being led and run as if it were a large school but has all benefits and familiarities you would expect of a small school.’
  19. Queen Maud University College of Early Childhood Education (QMUC) was established in 1947 as a foundation built on Christian values. We currently have about 1400 students and 150 professional employees. Much effort has been made to encourage men to start in Early Childhood Education and Care. Queen Maud University College has received The Gender Equality Prize for its successful work in recruiting men to the profession. QMC is participating in several research projects regarding Early Childhood Education and Care, both nationally and internationally. QMUC participates in the ERASMUS program. QMC is leading the Network for Preschool Teacher Training and Preschool Development in Southern Africa, namely Zambia, Namibia, Swaziland, Botswana, Mozambique, and Tanzania. We also take part in several other national and international networks. QMUC aims to expand our international networks of partner institutions and increase student and staff exchanges. Some of the lecturers are engaged in research work from an international perspective. The university college is co-operating broadly with local and national administrations/agencies, with public and private bodies in our region, and with other colleges and universities engaged in Early Childhood Education. The college's main aim is to educate pre-school teachers, leading to a Bachelor in Early Childhood Education and Care. Furthermore, the aim is to offer postgraduate courses in different topics, up to 1st-degree level (BA). We also offer four Master's Degree Programmes: Master's Degree Programme in Early Childhood Education and Care - Early Childhood in a Changing Society. Master's Degree Programme in Leadership in Early Childhood Education and Care. Master's Degree Programme in Child Culture and Arts Education. Master's Degree Programme in Special Needs Education with a Focus on Early Childhood. Queen Maud University College (QMC) is the largest university college in Norway solely dedicated to teachers' education within the field of early childhood education and care (ECEC). QMUC aims to produce relevant research and provide new knowledge of ECEC to society in general and our students and collaborating institutions at home and abroad. Our primary research interests are leadership in early childhood education and care, special needs in early childhood education, child culture and arts education, the impact of physical and psychosocial environment for learning and play in ECEC, childhood, and cultural diversity. The international involvement at QMUC has grown steadily over the past few years. The staff has gained valuable experiences and an international perspective from participating in international conferences, mobility, and research with international colleagues. These activities have given a basis for further internationalization and co-operation within pre-school teacher training and research relating to Early Childhood Education. Every academic year, several QMUC undergraduate students go abroad for a study period of 3 months within the framework of ERASMUS in Europe and within bilateral agreements with partner institutions in other parts of the world. Graduate students in Special Needs Education can do five weeks of practical training in partner institutions in the CBN for South or East Africa. Trondheim is the third-largest city in Norway and is well known for it is student life. Together with your fellow students at QMUC, there are many things you can do to make your stay in Trondheim memorable. QMUC students have a photography group, a football team, a hiking group, and a choir. If you do not find a group that covers your interests, you can create your group. View full university
  20. Queen Margaret College first opened its doors on 19 February 1919 with 53 pupils. Our Scottish Presbyterian founders, The Hon. John Aitken and The Very Rev. Dr. James Gibb had a resolute belief in girls’ education. The College’s original purpose, as stated in its first prospectus, was ‘to provide for girls a sound intellectual and moral education and to build up strong Christian character on a broad religious basis and thus to produce the best type of girlhood and womanhood. The heritage building which the College currently occupies was designed and erected by T.C.Williams and his wife Anne Beetham as a family homestead in Hobson Street, Thorndon. Scots College was housed in the building from 1916 till 1918 when they moved to Miramar and Queen Margaret College was established. The International Baccalaureate is an international qualification for students from Preschool through to Year 13. The International Baccalaureate (IB) program is taught in more than 4000 schools worldwide and aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. At the heart of the IB is the “learner profile”, a long-term, holistic vision of education that underpins all three programs and puts the student at the center of everything we do at Queen Margaret College. The learner profile is the IB mission statement translated into a set of learning outcomes. It describes a broad range of human capacities and responsibilities that go beyond academic success. The New Zealand early childhood curriculum, Te Whāriki, is delivered by qualified teachers who know how to extend and challenge students, drawing on their interests and recognizing individual strengths and abilities. The daily timetable allows for play-based inquiry as well as teacher-facilitated group times including regular art, gymnasium, and library sessions. To support Te Whāriki we also deliver the International Baccalaureate (IB) Primary Years Programme (PYP) for Pre-School. The PYP curriculum framework supports an inquiry-based approach and aligns well with our national curriculum Te Whāriki. PYP focuses on the holistic growth of the developing child encompassing social, physical, emotional, and cultural needs, in addition to academic development. The program is shaped by the belief that young children are capable learners and are well-positioned to acquire early literacy and numeracy skills and concepts in a stimulating environment. Here you can expect the very best start to education for your child in a well-structured and nurturing setting. Implementation of our daily program is semi-structured and provides an opportunity for children to investigate, explore and extend their strengths and interests. The daily timetable allows for play-based inquiry and teacher-facilitated group times. Group learning supports the development of skills and dispositions for a successful transition into primary school. We also have regular art, gymnasium, and library sessions with specialist staff at Queen Margaret College. Queen Margaret Preschool works with our families to build the foundations of learning before starting school, to help make the right decision for your child’s next steps, and to facilitate the transition process to primary school. Girls entering the Queen Margaret College Junior School will participate in weekly school visits in the new entrant's classroom. The visits provide a smooth transition from Preschool to Junior School ensuring that when your daughter starts, she already has an excellent relationship with her teacher and classmates. For children not continuing at Queen Margaret College, our Preschool staff will help facilitate school visits to their new school and provide any information required. Information evenings about transitioning to primary school are available throughout the year at QMC for parents to attend. “Our Preschool is committed to providing the highest quality education as your child prepares for the transition to primary school and they continue on their lifelong learning journey,” Emily Dominican, Head of Preschool. We are an International Baccalaureate World School authorized to teach the IB Middle Years Programme (MYP). The MYP emphasizes learning, community service, attitude development, and preparation for participation in an increasingly global society. Building on the skills and knowledge developed through the Primary Years Programme in the Junior School, the program is ideal preparation for the dual qualification pathway offered in the Senior School of either the IB Diploma or NCEA. Students can choose to take different elected subjects, depending on their interests and future goals. We encourage them to think about their education as a whole and transfer their knowledge of one subject to another. We develop learners who have a growth mindset, empowering them to develop their talents through hard work, good strategies, and effective feedback. Students learn how to learn using communication, research, self-management, collaboration, and critical thinking. Developing these skills helps students meet deadlines, concentrate, bounce back, persist, and think positively. In our rapidly changing world, these are fundamental skills for students to prepare for increasingly complex life and work environments. The program can be illustrated by the MYP Curriculum Model which has the IB Learner Profile at the center surrounded by the features of the program, its outcomes, and the curriculum students study. This provides a broad and balanced education for early adolescents. View full school
  21. St. Queen Mary'S Public School was established in the year 2003. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2130248 and has a General affiliation which is valid up to 31/3/2016. It is located in the Agra district of Uttar Pradesh and is currently being managed by the Bibi Amar Kaur Educational Society, Uttar Pradesh. It is presently under the principal -administration of GEETA DUTT. There are a total of 40 rooms, 3 Labs, and 1 Library present in the school. The nearest railway station is AGRA CANTT and it is 8 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 AGRA CANTT Distance in KM 8 Nearest Police Station AGRA CANTTTEHRA THANA Distance in KM 1 Nearest Nationalised Bank PNB Distance in KM 1.5 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.) 40 3 1 2 31 7 8883 4046 LIBRARY FACILITIES Total No of Books 25000 Periodicals 20 Dailies 6 Reference Books 150 Magazine 15 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium Yes Music Rooms Yes Hostel No Health and Medical Check up Yes
  22. Here at Queen Victoria School, we are proud to serve the families of military personnel, particularly those who have a connection to Scotland. Since 1908, we have provided educational stability to our students, whilst their parents are serving the country in various locations around the world. We provide our students with a top-class education, coupled with the highest standard of care. This is a school where every student is nurtured and encouraged to exceed their potential in every way. We strive for excellence in all areas: Our academic results far exceed national averages and our students benefit from small classes with teachers able to provide individual attention. The standard of care provided at QVS is very high and we are regularly praised by the Care Inspectorate. Ceremonially, we have several parades every year and our SSM demands excellence on our parade square. Our Pipe Band and Dancers compete regularly around the country and are invited to perform at many VIP events. Our students are regularly described as the most polite and well-mannered people you could ever meet – they are our best ambassadors and make us proud daily. If you are serving, or have served, in Scotland or with a Scottish regiment and you would like your child to attend QVS, get in touch and we will arrange a time for you to visit. At Queen Victoria School we want our pupils to be well exercised not only physically but also intellectually, morally, socially, and culturally. Our Vision Statement is below. We aim to provide a unique, thriving boarding and educational community in which all pupils and staff work to support and respect one another in realizing their full potential. We exist to provide a caring but stretching learning environment, valued by the military families whom we serve. We embody and promote values of honesty, integrity, compassion, and empathy. Queen Victoria School has a long tradition of ceremonial excellence we take pride in this and all that our School has to offer. View full school
  23. Queen Mary’s size and ethos ensure we provide truly individualized education. This allows you to make your own story, from your learning and passions to whether you wish to make Queen Mary’s your second home. You will receive the very best tuition tailored to your needs within an environment that inspires excellence and a desire to achieve. We are proud of our progress throughout the year groups and our excellent GCSE results. Former pupils have gone on to succeed in many areas and we currently have girls studying at Oxbridge and other top universities. Whether you crave national success or wish to try a new opportunity, discover your passions from a host of activities on offer. Queen Mary’s pupils have received national awards in Music, Sport, and Riding and get involved in everything from the Annual Charity Fashion Show to the UK Youth Parliament. At Queen Mary’s you are not just taught how to pass examinations. Going beyond the curriculum you will enjoy amazing adventures and experiences including Outdoor Education on the river, climbing wall, and WOLF run within the school grounds and trips and study tours with Queen Mary’s Head of Adventure. You will be inspired to embrace challenges and become a well-rounded, resilient, independent thinker, comfortable in your skin and ready to grasp any opportunity. You will be welcomed into what feels like a big happy family, living in a family home. Boarders and Day Girls, who can stay into the evening, create a friendly community. A Queen Mary’s education for girls from age 4 - 16 is very special. It encourages friendship across the year groups, earlier leadership opportunities for senior girls, and opportunities for peer-to-peer learning proven to increase academic outcomes. The school’s welcoming Christian ethos and provision of single-sex education at the right time provide a culture where respect and understanding are built and no judgments are made. A Queen Mary’s education is extremely special providing a nurturing, all-girls education at the right time and leadership and first-team opportunities at an earlier age. You may be asking the question as to whether a single-sex or co-educational environment is right for you and your family. At Queen Mary’s you will see the best of both worlds with single-sex education at the right time. This includes a co-educational Pre-Prep School and all-girls Prep and Senior Schools. The girls’ school environment affirms and encourages young women to be confident individuals, leaders, and agents of social change. They are places where girls are accustomed to being heard and being valued for who they are, irrespective of what they look like or what they wear. We have had many success stories from boys who have attended our Pre-Prep for boys and girls aged 4 – 7. From boys who wish to be stretched academically to boys who may thrive in a nurturing, caring community where they can gain confidence, Queen Mary’s is proud to have been part of their learning journeys. View full school
  24. Queen Margaret’s is an independent school for independent girls. We are a school that encourages every girl to pursue her interests confidently girls at Queen Margaret’s are recognized for their willingness to try everything that life has to offer them. As one of the top private schools in Yorkshire, Queen Margaret’s exists to provide a holistic education, underpinned by warm-hearted pastoral care, inspiring every girl to develop and flourish in a safe and happy boarding environment, empowering her to achieve her life, academic, and career aspirations. Queen Margaret’s is a forward-thinking school for girls who aspire to be leaders in every walk of life. QM girls take advantage of our vibrant and complementary program of studies and activities. In doing so, they will: Achieve excellence inside and outside the classroom Develop an enthusiasm for independent thought, learning, and research Grow with emotional maturity, social awareness, and respect for individuality and difference Forge special friendships that will stay with them for the rest of their lives Be interesting, well-informed, happy, and confident members of the community. Our Values are: Commitment and Excellence Honesty and Openness Bravery and Resilience Kindness, Respect, and Tolerance Friendship, Fairness, and Fun. We are delighted to share with you the approach to our journey to next year, in the form of Queen Margaret’s Strategic Plan, which outlines our aims, values, and vision, as well as the goals required to fulfill them. The Strategic Plan has been developed to equip our girls to succeed in the modern and changing world, whilst maintaining the core qualities of Queen Margaret’s education. As a single-sex school, QM is ideally positioned to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In our school, every girl has a voice. Curricula are tailored and timetables are personalized for each student and all are given opportunities to develop and excel. Our girls can captain the Debating team, choose to study Physics, or be part of a Rugby team. Our girls enjoy not only equal opportunity but every opportunity. All activities are open to them they participate, influence, and lead. There are no gender stereotypes here – indeed our latest results showed that Mathematics and Science are amongst our strongest subjects. QM girls can work through the challenges of adolescence without fear of embarrassment or distraction. We work hard at counteracting negative body imagery and ideals of how girls and women are portrayed in the media. Educators in girls’ schools believe strongly in helping girls to accept and be comfortable with ‘who they are. On entering QM each girl also becomes a member of one of our vertical Houses and she remains in this House throughout her time at the School – this provides the opportunity to mix and socialize with other year groups encouraging a spirit of teamwork and friendly competition. There are regular inter-House competitions in Music, Cookery, Sport, Singing, and Dancing. For a school of its size, Queen Margaret’s provides an immense variety of activities, clubs and societies, and other Enrichment opportunities while never sacrificing the needs of the individual girl. As one parent recently noted, QM ‘benefits from being led and run as if it were a large school but has all benefits and familiarities you would expect of a small school.’ View full school
  25. Set in more than 220 acres of beautiful North Yorkshire countryside, Queen Ethelburga’s has provided students with a vibrant and supportive school community since 1912. We welcome girls and boys from 3 months and support them through our four schools - Chapter House (3 months to Year 5), King’s Magna (Year 6 to 9), The College and Faculty (both Year 10 to 13) – to become resilient, confident and independent young adults who are well prepared for their future. QE is known locally, nationally, and internationally as a place that promotes the highest standards in all that it does. Our reputation has grown considerably over recent years, and we believe this is due to our drive to ensure that our outcomes for QE students, across all areas of their endeavor and aspiration, match those of the world’s best schools. The Independent Schools Inspectorate (ISI) awarded the Collegiate the top grading of Excellent across all schools and areas, following an inspection in February this year, praising the pupils’ outstanding academic achievements and personal development. Our exam results speak for themselves, consistently ranking us amongst the top 10 day and boarding schools in the UK, with students benefiting from the wonderful study, boarding, and leisure facilities as part of campus life. Queen Ethelburga’s is known locally, nationally, and internationally as a Collegiate of four schools that promotes the highest standards in all that it does. Our mission is for all members of the QE community to aspire to the Hill Standard:‘To be the best that I can with the gifts that I have. We have the vision to be recognized, consistently, as one of the strongest educational institutions worldwide in all aspects of our endeavor. Our broadly Christian ethos, welcoming all faiths and none, instills the virtues of mutual respect and support, tolerance, and compassion. We aim to: Nurture, educate and equip our students to become considerate, self-assured, independent, and resilient adults, respecting and celebrating cultural diversity and ready to take their place in the society in which their future lies. Create a safe, happy and caring community in which students take pride in their endeavor and thrive, both mentally and physically. Promote the highest academic standards for all, by providing a challenging, stimulating, and varied curriculum, which fosters confidence, enthusiasm, and curiosity. Provide an enrichment program that complements the academic curriculum, building resilience, responsibility, self-belief, and skills, and promotes a sense of fulfillment and achievement in its widest sense. View full school
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