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About Me

  1. If you are looking for an international private high school in Toronto, Canada, Royal Crown Academic School is the place to be. We offer a challenging curriculum to all students that will highlight their strengths and improve their weaknesses. Each of our classes is designed to provide our students with a challenge and help them work on their problem-solving skills so that when they graduate and move on to university and into their careers, they will be ready. Royal Crown Academic School is a private high school in Toronto, Canada that is committed to helping students excel and achieve their dreams. We are part of the Royal Group of Schools, which includes a career college students can attend. Our school welcomes international students from all over the world. Upon arrival, students are met with caring educators, a challenging curriculum, and the means to push forward to achieve success. Registered with the Ontario Ministry of Education, our school is open to both local students throughout the area and international students who want to pursue and further their education here. We provide quality education, safe housing, and challenging extracurricular activities to engage students and keep them involved in their academia while abroad. If you are ready to learn more, call us today! We know how vital a student's education is, especially as they prepare to head off to university. Our team works with each student to help them develop and advance their personal and academic goals. Through our challenging curriculum and supportive atmosphere, each student will succeed and learn as much as possible. We have a 100% success rate and are ecstatic about it! Our school welcomes international students from all over the world. Upon arrival, students are met with caring educators, a challenging curriculum, and the means to push forward to achieve success. Registered with the Ontario Ministry of Education, our school is open to both local students throughout the area and international students who want to pursue and further their education here. Whether a student wants to attend college in Canada, the United States, or any other post-secondary education, we are here to help them. Located conveniently at Bayview and Sheppard Avenue's intersection, our school is easily accessible to downtown, the airport, the bus station, and the subway. Students looking to get out and explore the Toronto area are only a few steps away from transportation and a day full of shopping or dining out. View full school
  2. Royal Canadian College provides secondary and English as a Second Language instruction to students, including international students and immigrants to Canada, in order that they will be able to fit more easily into Canadian society, find employment, advance to higher levels of education. Our CollegeCollegeCollege attracts students from all over the world, including Belgium, Brazil, Brunei, Canada, Colombia, China, Hong Kong, Japan, Korea, Mexico, Poland, Taiwan, Singapore, and the USA. This exposes students at Royal Canadian College to the enriching experience of learning about different cultures in one place. Royal Canadian College (RCC) was founded in January 1989 and registered as a non-profit society under British Columbia Society Act. As a society, Royal Canadian College is governed by a Board of Directors. The CollegeCollegeCollege functioned primarily as an English as a Second Language (ESL) institution at its original campus at Inverness Street in Vancouver. Students in the ESL program attended intensive conversation, grammar, reading, writing, vocabulary, and pronunciation classes. They were also offered classes in computer literacy. RCC registered with the British Columbia Ministry of Advanced Education and subsequently the Private Post-Secondary Education Commission of British Columbia (PPSEC) to offer the ESL program to post-secondary students. A second campus was opened in September 1990 at 2236 West 12th Avenue in Vancouver. RCC started offering a high school academic program (Grades 8-12), soon after being certified by the British Columbia Ministry of Education'sEducation'sEducation's Independent Schools Office. The second campus occupied initially half of the building at 2236 West 12th Avenue but expanded to occupy the entire building by May 1991. The school then closed the original campus at Inverness Street and consolidated all programs at the new campus. Our excellent high school program (Grades 8 to 12) adopts the curriculum set out by the Ministry of Education of British Columbia. With our commitment to offering additional hours of instruction (especially for English courses) and a strong emphasis on academic subjects, our Ministry of Education authorized program is specially designed to prepare students for studies at the post-secondary level properly. To obtain the British Columbia government issued a Dogwood Diploma, students must fulfill the graduation requirements laid out by the Ministry of Education. This includes completing courses in core subject areas, such as English, Mathematics, Science, and Social Studies. In compliance with the Independent School Act, Royal Canadian College maintains valid bonds on a continued basis to afford students protection on their fee deposits. All instructors at Royal Canadian College are licensed by the Teacher Regulation Branch of the Ministry of Education of British Columbia. The English as a Second Language program is an academically oriented secondary school preparation program designed for students whose native language is not English. Subjects taught in our English as a Second Language program include Academic Preparation Reading and Writing, Grammar, Vocabulary and Pronunciation, Conversation, Reading, and Writing. English as a Second Language program is offered on a year-round basis. We are committed to providing students, including international students and immigrants to Canada, with an environment conducive to learning. Experienced British Columbia teaches all classes certified teachers. Our post-secondary initiative leaped forward in January 2000 when our CollegeCollegeCollege signed an articulation agreement with Idaho in Moscow, Idaho, USA. The University of Idaho agreed to recognize first and second-year university transfer credits offered at Royal Canadian College. Our University Transfer program was officially launched in September 2000. We began to offer university preparation and university transfer courses in Arts and Social Sciences, Science (including Computer Science), and Business. Students obtaining transfers to the University of Idaho would eventually obtain a University of Idaho baccalaureate degree in their specialization area. In early 2002, the Royal Canadian College Society purchased a property at 8610 Ash Street in Vancouver. After extensive renovations to the building located within the property, in May 2002, RCC closed the old campus on West 12th Avenue and moved to its current campus at 8610 Ash Street. Today, Royal Canadian College is a dynamic and innovative institution certified by the BC Ministry of Education. RCC'sRCC'sRCC's longstanding goal is to offer high-quality programs that will adequately prepare students for future challenges. The availability of land in the RCC campus allowed the CollegeCollegeCollege to make plans for expansion to improve the physical assets of the CollegeCollegeCollege and allow for further growth in programming. In 2009, RCC obtained a building permit to construct a two-story 5,389 sq. ft. building on the existing campus grounds. The new building was completed in September 2012 and featured additional classrooms, a multi-purpose hall, a specific area, and recreational space. Extensive renovations to the campus grounds have resulted in additional car and bicycle parking spaces and a brand new outdoor multi-use sports court designed for basketball, volleyball, and other related sports. In the past two years, the original building on campus has also gone through extensive renovations, including new flooring, windows, paint, and central air-conditioning, and heating systems. With the completion of our capital project and upgrades to our original building, our plan in the foreseeable future is to work on program development and increasing student enrolment. The long-range objective of RCC is to strive to continue to be a vibrant and relevant institution that will stand the test of time. View full school
  3. The rich history of the Royal Bafokeng Nation can be traced back to 1140 and is characterized by a spirit of independence, adaptability, and foresight. Under the insightful leadership of Kgosi Mokgatle, who reigned from 1834 to 1891, the men of the Bafokeng left Phokeng to raise money by working on the diamond mines in Kimberley. As black South Africans could not own property at that time, the Bafokeng Nation pooled its money and bought land with the help of Lutheran missionaries, who fronted the purchases and then held it in trust for the community. In the 1920s, platinum deposits were discovered on Bafokeng land, which led to a wave of encroachment over the years by mining companies. With the arrival of democracy in 1994, the Bafokeng, under Kgosi Edward Lebone Molotlegi (Lebone I), was for the first time able to legally control their territory, negotiate a mutually beneficial agreement with mining companies, and gain a stake in the mines and earning rights from their land’s use. It is with the profits from these rights that the Nation is now able to invest in civil and infrastructure programs to uplift its community. Visionary leadership has led to the Bafokeng Nation’s prosperity – a tradition that is carried through to its investment in projects such as Lebone II – College of the Royal Bafokeng. The school was established as the vision of Kgosi Lebone II (1995-2000), who founded a world-class education facility in Phokeng. This vision has been further supported and nurtured by Kgosi Leruo Tshekedi Molotlegi (2000-present). Under Kgosi Leruo, the school moved to its new world-class campus in 2012, and he remains unwavering in his support of the school and the development of excellent educational opportunities and facilities for the Nation. Lebone II is an African school with a royal heritage, grounded in Setswana culture and shaped by a consciousness of our African context. It is in this spirit that we celebrate difference, and are proud of a student and staff body that is truly diverse. What makes us unique is our Royal Bafokeng heritage, our service to the community, and our approach to education. Lebone II aims to provide the inspiration, education, and opportunities that positively influence the Royal Bafokeng Nation and the world. Our learning environment is dynamic, innovative, and creative. We equip our students with the skills, tools, and mindfulness necessary for them to complete their academic careers and make a positive contribution to their communities, South Africa, and the rest of the world. At Lebone II, every child is seen and taken care of. We focus on all aspects of our students’ well-being, combining academic excellence with a comprehensive cultural and sporting program, as well as pastoral care. Our excellent teaching and boarding facilities further enhance this, and the school allows children to learn, live and grow in an uplifting environment. Lebone II is a research-driven school where high-quality learning programs are developed in line with international best practices. Ours is a school that encourages curiosity and experimentation while following the example of some of the best educational institutions around the world. We are focused on achieving excellence and our alumni have a strong track record of success. Lebone II’s staff members are an exceptional group of experienced education specialists dedicated to improving education in our school, community, and country. Our school was built to foster a sense of community. We designed the school to take on the shape of a village, where departments are defined as neighborhoods and the space between is communal and social. We believe that everyone at Lebone II belongs with us and can be uplifted by us, and we welcome them compassionately. Our values shape the purpose and reality of our school. We not only communicate with them – we live and teach them. In addition to equipping our students with skills that will provide them with a solid academic foundation, we teach them our values to foster a sense of belonging at Lebone II, where they support and have respect for one another and the broader school community. Our values are important to us and are an illustration of what we as a school stand for and believe in. We bring our school values to life through the #livingourvalues campaign, where we explore what each value stands for, and encourage students and teachers to practice these values and live out their meaning. Each year our Grade 4 students explore the question “What influence do leaders have in communities and how does it impact your life?” Their exploration includes their consideration of what we can learn from our leaders and the identification of good leadership traits. At the same time, they explore the history of the Royal Bafokeng Nation, where they are tasked to collect and research objects and materials of cultural, religious, and historical importance for the Nation. The students display all their findings at their wonderful ‘Bafokeng Museum’, where they take turns to present their findings and insights to visiting staff and students.
  4. The Royal Grammar School, Guildford in Qatar (RGS) is an independent, British curriculum school for boys and girls, located in the quiet, convenient area of Um Salal Mohammed, close to IKEA and the new Festival City and enjoying close and convenient transport links to Qatar’s main areas, including The Pearl, Madinat Khalifa, Gharaffa, West Bay and surrounding areas. Whilst still relatively new to Doha (we opened in September 2016), our school is part of the prestigious Royal Grammar School, Guildford, and Lanesborough Preparatory School, located in Surrey, UK. We are proud to bring over 500 years of academic excellence to Qatar. We provide an outstanding British curriculum education based upon traditional values of decency and respect, supported by exceptional pastoral care and a wide range of extra-curricular opportunities. Our facilities are first class and our plans for the future are ambitious, which will see pupils aged 3 to 18 receive an RGS education in Qatar. The Royal Grammar School, Guildford in Qatar, an exceptional British School delivering a bespoke British curriculum to boys and girls. Whilst we are a young school in Doha we are a school steeped in the traditions of excellence, which has seen our home school, the Royal Grammar School, Guildford deliver an outstanding education to hundreds of young people over the past 500 years. As part of the RGS Guildford family, our ethos maintains that a school must provide a superior, all-round education that prepares a child for the challenges of their life ahead. We strive to create an environment where our pupils will be happy learners, develop self-confidence, thrive academically, and make the most of opportunities that may arise. We celebrate the diversity of the whole community and are driven by the ethics of inclusion and equal opportunity for all. Our principal aim is for all our pupils to leave the RGS as confident young adults, well equipped with the necessary skills to succeed in whatever career path they choose to follow. Whilst excellent academics are important, our primary concern for your children is their happiness and well-being. At The RGS Guildford in Qatar, we believe that happy children are better learners and the pastoral care of all the children is of the utmost importance. Our British qualified teachers are passionate about the development of the pupils and understand that for a child to learn, they must feel safe, respected, and valued by the staff and by their peers. As such, our classrooms are joyful places where children learn traditional values of manners, respect, and tolerance. To help our pupils develop within the all-around education of which the RGS Guildford is so proud, we offer a British curriculum, tailored to the needs of our pupils, which is delivered in English. Whilst, in addition, we fully support the Islamic, Arabic, and Qatari History curriculums specified by the Ministry of Education. To achieve the standards of academic excellence that the RGS Guildford schools are renowned for, we place the development of our pupils’ ability to learn as one of our highest priorities. We are a school that understands and can teach the art of learning we are a school that recognizes that learning may not come easily and we are a school that celebrates the pupils who have risen to that challenge. Our comprehensive extra-curricular program includes music, sport, and the creative arts: such activities enable our pupils to explore their imaginations and expand their horizons, ensuring a positive development of the child. As a result, we believe that your child’s experience of life at The RGS Guildford in Qatar will be rich in opportunity and challenge. “Our philosophy is simple – ensuring our children are happy ensures excellent learning takes place that is what we do throughout all of our RGS family of schools”. Our vision is to be a community that is internationally recognized for the quality of learning, where our pupils can excel and develop into caring and confident individuals who are well prepared for the challenges ahead. Our values are that: Everyone involved with the School embraces the challenge of learning. We have high expectations of all who are involved with the education of our students. Children should be happy at school and that happy children are better learners. An RGS Guildford in Qatar education should prepare students for life beyond school and all of its challenges. Service to the community should be a part of every student’s school life. Everyone in the School should be confident in expressing their opinions and respectful of others in turn. Every child participates in a broad and varied range of opportunities. The historic traditions of The Royal Grammar School, Guildford should inform and inspire the School. Daily life at our school is based upon fostering a love of learning and encouraging all of our children to be curious, tenacious, independent, and above all else, happy, lifelong learners. Building upon the success of RGS Guildford in the UK, we ensure that all of our pupils in Qatar acquire the sixteen RGS Learning Habits, which are taught through our very own RGS Super Squad characters. Even our youngest children enjoy learning from the RGS Superheroes and strive to emulate their values and characteristics in their learning behaviors. These habits include the ability to learn with creativity, to work effectively with others, to be reflective, and to take responsibility for their learning and organization. The acquisition of these Learning Habits not only helps RGS pupils achieve the outstanding academic progress for which the School is renowned but also prepares them well for the challenges they will face beyond life at the RGS. They will have the know-how, the ability, social skills, and confidence to achieve their ambitions.
  5. We aim to provide academic excellence by implementing a challenging, broad, balanced, and differentiated curriculum. We encourage pupils to enjoy the adventure of learning and provide them with opportunities to develop a range of skills and knowledge. These will help them to achieve their maximum potential and prepare them academically and socially for the next stage of their education. We seek to establish positive attitudes, self-confidence, good behavior, and personal integrity. Our curriculum is perfectly attuned to the needs of children in Primary School (3 to 11 years of age), based on the English National Curriculum. The Class Teacher is responsible for English, Mathematics, Science, Design Technology, History, and Geography. Art and Design, Computing, Drama, Music, Physical Education, French, Arabic, and Learning Support are taught by specialist staff. We have a purpose-built school with spacious, beautifully landscaped grassed areas. Within the main school building, there are large, well-equipped classrooms and specialist teaching rooms for Art, Music, Drama, Home Economics, French, Arabic, and a modern computer suite where all children receive tuition. The Pre-school and Reception classes are in their block with indoor and outdoor play areas. The classrooms are very spacious and bright with lots of room for formal and informal learning. There is an Infants Library on the ground floor and a Juniors Library on the first floor. The libraries have a wide variety of books, with both fiction and non-fiction titles, and are under the supervision of a qualified Librarian. The Juniors Library also has computers for class research work. We have a large Multi-Purpose Hall which is used for PE lessons, indoor games, and after-school activities. Outside the children enjoy swimming lessons in the 6-lane, temperature-controlled, 25m covered competition pool or the smaller training pool. During break times the children can stay under the shaded play area or use the adventure playground, basketball courts, or the large Astro-turf pitch which is also used for athletics, football, and PE lessons in the cooler months.
  6. The Royal School Dungannon is a co-educational Voluntary Grammar School and Boarding School established by the Royal Charter in 1608. The School aims to provide pupils with an opportunity to study a broad curriculum and to develop a life-long love of learning and foster an environment within which pupils may seek and fulfill their personal development. There is an expectation that every pupil will always give his or her best and seek excellence. There is an equal expectation that in seeking excellence each pupil will do so with integrity. The School has a broad Christian ethos and this provides a moral compass for our work but no denomination is favored and all pupils, from whatever background, are warmly welcomed. The School’s motto is ‘Perseverando’ which might best be thought of as ‘achieving excellence through perseverance’. More broadly the School is committed to the following Aims. To strive for excellence in all that we do. To provide a secure, stimulating, and happy environment where life-long learning and academic rigor flourish. To foster intellectual curiosity, a spirit of inquiry, and a belief in the value of learning as an ongoing process. To develop well-balanced individuals with the intellectual courage to question and to reflect upon life and their learning. To nurture each pupil in our care so that he or she feels valued and able to develop into a confident, caring, and socially responsible individual. To make pupils aware of social and moral problems and the cultural and spiritual aspects of life. To develop a mutually supportive community in which respect, integrity, and tolerance inform our thinking and actions. To provide opportunities for pupils to acquire skills and interests that will enable them to use their leisure time purposefully, in the present and long term. To ensure that each pupil is known and valued as a person in his or her own right but conscious of their place in a corporate body, where teamwork and competition can thrive together. To encourage pupils to embrace opportunities, challenges, and change. To foster a sense of public service so that the School contributes fully to its broader community. RSD has been helping boys and girls to fulfill their potential for over 400 years. Traditions are cherished but we are also a school committed to looking forward to and embracing new opportunities. The personal development of young people is our focus and we encourage each boy and girl to learn about their favorite subjects, to find out about the world around them and to learn something about themselves. RSD is a caring community, underpinned by shared values, strong relationships, and excellent pastoral care. We are passionate about helping every girl and boy to enjoy school and to reach their potential. Opportunities to lead, take on responsibility and operate as part of a team resonate throughout school life outside the classroom and in the wider community. Pupils are encouraged to be the best that they can be with a sense of resilience and integrity. The values of an RSD education will stay with our pupils for the rest of their lives. The Royal Charter to establish a free school for boys in County Tyrone was laid down by King James I in 1608. In 1614 the Royal School Dungannon came into being at the village of Mountjoy near Lough Neagh. Sometime later, the school relocated to Dungannon, finally coming to rest at its present site in 1789 with the erection of the building we now know as the ‘Old Grey Mother’ by the Archbishop of Armagh, Richard Robinson, and the then Headmaster, Rev Dr. William Murray. The 1789 building acquired the nickname of the Old Grey Mother after the red sandstone with which it was built was rendered with cement sometime in the 19th Century. New windows and doors were required but the Board of Governors had insufficient funds for sandstone blocks and instead used handmade brick. To preserve a unified appearance, the building was covered with cement. For the generations of boys who lived and learned under its roof that old grey building must have been an object of great affection. Throughout the 19th and 20th centuries the school grew and new facilities, such as the ball alley, cloisters, and assembly hall, were added. Amalgamation with Dungannon High School for Girls in 1986 and the subsequent refurbishment and new build of 1999-2003 gave us the school we know today. Classrooms are large and well resourced. There are specialist teaching facilities in the Sciences, Design & Technology, Music and Food Technology as well as extensive computer provision, and sporting facilities such as a modern sports hall and multi-gym and a floodlit Astro-turf pitch to complement rugby and hockey pitches and tennis courts. RSD’s facilities make it a school for the 21st century.
  7. The Royal School is wholly committed to whole person education. Pupils acquire confidence by being encouraged into new experiences outside their comfort zone. Increased self-esteem accrues from successful participation in such activities. In light of this, as many extra-curricular activities as possible are offered by the staff at the school. The Royal School Armagh aims to provide its pupils with an education which in its wholeness will enable them to achieve their full potential in academic, social, moral and spiritual terms. The values of the School, both implicitly and explicitly, reflect and ar The Royal School is wholly committed to whole-person education. Pupils acquire confidence by being encouraged into new experiences outside their comfort zone. Increased self-esteem accrues from successful participation in such activities. In light of this, as many extra-curricular activities as possible are offered by the staff at the school. The Royal School Armagh aims to provide its pupils with an education which in its wholeness will enable them to achieve their full potential in academic, social, moral, and spiritual terms. The values of the School, both implicitly and explicitly, reflect and are informed by the reformed tradition of the Christian faith. The School warmly welcomes the presence of pupils and staff of other Christian traditions, other world faiths, and those with no religious convictions. The Royal School, Armagh was founded in 1608 by James I. It has been regarded since then as one of the leading schools in Ireland and a school which achieves considerable academic success. The school is co-educational with modern facilities. The school welcomes children of all faiths and offers an excellent caring and learning environment of over 700 pupils from the ages of 5 to 18 with accommodation for 90 boarders including a new dedicated sixth form boarding facility which provides an effective transitional step between school and university. All pupils study for GCSE examinations and the vast majority continue to study for A-Levels and then progress to universities and colleges throughout the United Kingdom. Situated on 27 acres of grounds, it is close to the center of Armagh – an ancient city that is widely renowned for its cultural, sporting, and educational activities. Features of the city include two Cathedrals, a Planetarium, an Astropark, attractive open spaces, excellent leisure facilities, and fine Georgian buildings. Armagh is about 45 minutes from the Belfast airports and 1 hour and 20 minutes from Dublin Airport. Courses are offered in 24 GCSE subjects and 25 A-Level subjects. Facilities include science and technology laboratories/workshops, six computer suites, a lecture theatre, a study hall, a sixth form center, and a library. Every classroom has several networked PCs and most rooms are equipped with interactive whiteboards. School teams regularly participate in inter-school competitions and to a high level. Sports facilities include playing fields for hockey, rugby, and cricket, tennis courts, a running track, a squash court, a fitness room, and a sports hall. There is a very wide range of non-sporting, extra-curricular facilities, and school tours are regularly organized for visits throughout Europe. Music is a particular strength of the School. Welcome to the Royal School, Armagh. The school’s original foundation in 1608 was “For the increase of learning and good manners”. This twin objective of promoting knowledge and building sound character remains today. Whilst each year our pupils achieve the highest levels of academic success in public examinations, we believe that a good education is about more than just gaining qualifications. A good education is about one’s character and the endeavor to be a positive influence on others. The willingness and ability to learn, to lead, to serve, and to build strong relationships are what enable a life to be well-lived. We believe that by developing a strong work ethic and holding a growth mindset our pupils will go on to flourish academically, morally, and socially. The school’s ethos is its characteristic spirit or culture and it is based upon Christian values, promoting and maintaining high standards of personal conduct, striving for the best possible individual achievement, caring for each other, and getting involved in school life. This is a school where tradition and progress go hand in hand, traditional values of hard work, good manners, and respect for self and others combine with forward-thinking learning and teaching practices to ensure our young people are equipped to succeed in the modern world. Pupils joining the school encounter consistent rules, role models, and traditions which help them quickly feel part of the Royal School community, take responsibility for themselves and each other, and make a positive contribution to school life. We work hard to ensure an effective pastoral system operates which, at its core, values each pupil for their uniqueness. We are influenced by the work of the German educationalist Kurt Han whose philosophy is centered on the conviction that schools should be infused with the ideals of: Democracy Service Environmentalism Leadership Adventure Internationalism Throughout this website and by following the school’s activities on Facebook or Twitter, we believe you will see these ideas in practice. For over four centuries the Royal School, Armagh has served as one of Ireland’s premier schools. Today it flourishes as a vibrant school community for pupils aged from 3 to 19. Pupils are drawn from in and around County Armagh and also much further afield through our large international boarding department which is a valued and integral part of the school. The Royal School has a membership of the prestigious Headmasters’ and Headmistresses’ Conference (HMC). This is an association that represents the Heads of the top 250 schools in the UK. Membership is accepted as a mark of excellence in education and is an indication of the high academic standards and commitment to whole-person education in the school. Having visited the website, you are welcome to visit the school please feel at liberty to make an appointment to see our facilities for yourself. e informed by the reformed tradition of the Christian faith. The School warmly welcomes the presence of pupils and staff of other Christian traditions, other world faiths and those with no religious convictions. The Royal School , Armagh was founded in 1608 by James I. It has been regarded since then as one of the leading schools in Ireland and a school which achieves considerable academic success. The school is co-educational with modern facilities. The school welcomes children of all faiths and offers an excellent caring and learning environment of over 700 pupils from the ages of 5 to 18 with accommodation for 90 boarders including a new dedicated sixth form boarding facility which provides an effective transitional step between school and university. All pupils study for GCSE examinations and the vast majority continue to study for A-Levels and then progress to universities and colleges throughout the United Kingdom. Situated in 27 acres of grounds, it is close to the centre of Armagh – an ancient city which is widely renowned for its cultural, sporting and educational activities. Features of the city include two Cathedrals, a Planetarium, an Astropark, attractive open spaces, excellent leisure facilities and fine Georgian buildings. Armagh is about 45 minutes from the Belfast airports and 1 hour and 20 minutes from Dublin Airport. Courses are offered in 24 GCSE subjects and 25 A-Level subjects. Facilities include science and technology laboratories/workshops, six computer suites, a lecture theatre, a study hall, a sixth form centre and a library. Every classroom has a number of networked PCs and most rooms are equipped with interactive white boards. School teams regularly participate in inter-school competitions and to a high level. Facilities for sport include playing fields for hockey, rugby and cricket, tennis courts, a running track, a squash court, a fitness room and a sports hall. There is a very wide range of non-sporting, extra-curricular facilities and school tours are regularly organised for visits throughout Europe. Music is a particular strength of the School. Welcome to the Royal School, Armagh. The school’s original foundation in 1608 was “For the increase of learning and good manners”. This twin objective of promoting knowledge and building sound character remains today. Whilst each year our pupils achieve the highest levels of academic success in public examinations, we believe that a good education is about more than just gaining qualifications. A good education is about one’s character and the endeavor to be a positive influence on others. The willingness and ability to learn, to lead, to serve and to build strong relationships are what enable a life to be well lived. We believe that by developing a strong work ethic and holding a growth mindset our pupils will go on to flourish academically, morally and socially. The school’s ethos is its characteristic spirit or culture and it is based upon Christian values, promoting and maintaining high standards of personal conduct, striving for the best possible individual achievement, caring for each other and getting involved in school life. This is a school where tradition and progress go hand in hand, traditional values of hard work, good manners and respect for self and others combine with forward-thinking learning and teaching practices to ensure our young people are equipped to succeed in the modern world. Pupils joining the school encounter consistent rules, role models and traditions which help them quickly feel part of the Royal School community, to take responsibility for themselves and each other and make a positive contribution to school life. We work hard to ensure an effective pastoral system operates which, at its core, values each pupil for their uniqueness. We are influenced by the work of the German educationalist Kurt Han whose philosophy is centered on the conviction that schools should be infused with the ideals of: Democracy Service Environmentalism Leadership Adventure Internationalism Throughout this website and by following the school’s activities on Facebook or Twitter, we believe you will see these ideals in practice. For over four centuries the Royal School, Armagh has served as one of Ireland’s premier schools. Today it flourishes as a vibrant school community for pupils aged from 3 to 19. Pupils are drawn from in and around County Armagh and also much further afield through our large international boarding department which is a valued and integral part of the school. The Royal School has membership of the prestigious Headmasters’ and Headmistresses’ Conference (HMC). This is an association which represents the Heads of the top 250 schools in the UK. Membership is accepted as a mark of excellence in education and is an indication of the high academic standards and commitment to whole person education in the school. Having visited the website, you are welcome to visit the school please feel at liberty to make an appointment to see our facilities for yourself.
  8. RBAI is committed to realistic and robust self-evaluation, as an integral tool, in a school improvement strategy, which leads to raised standards of teaching for learning, for each pupil. This is alongside outstanding pastoral support to enable each student to develop academically, emotionally, personally, and socially through active and challenging learning experiences. The agreed priorities of the School Development Plan and Department Development Plans reinforce and restate what makes us successful and what will continue to provide excellent opportunities for our pupils. Resources will continue to be effectively deployed to support learning, including the use of online learning. An excellent practice is retained with a focus on student achievement and a collective sense of ownership. The priority will include consistency across the School and evidence-based planning, which will respond to internal and external requirements and which will maintain focused and monitored outcomes. The Board of Governors has traditionally regarded the education of the boys at RBAI as a cooperative process involving themselves, the Principal, SLT, the Council of Studies (Senior Management Team), the Staff, the parents, and the boys. The doors of the School are open to boys of good ability without regard to race, creed, or background it is a School of the whole community and not of a section only. Within this context the aims of the School are: To develop each pupil to his maximum academic potential and to stimulate him to enjoy the attainment of knowledge and excellence. The School will offer a broad and balanced range of subjects within which boys may choose appropriate courses. The School will provide comprehensive pastoral care. All boys will be encouraged to develop a wide range of learning skills, to acquire habits of self-study and inquiry. To provide each pupil with the knowledge and skills necessary for everyday life and working life. The broad curriculum will cover areas of the experience from the expressive and creative to the scientific and technological. Appropriate use will be made of educational technology. There will be a comprehensive careers education, information, advice, and guidance program. Extra-curricular programs will complement the academic courses. To provide and promote the conditions in which each pupil can develop as an individual and to his potential. The School will encourage tolerance, service, discipline, reliability, and responsibility. The School will help pupils to recognize their strengths and weaknesses. To prepare pupils to become responsible and active members of society. The School will foster awareness of the structure of today's societies. Pupils will develop an awareness of man's heritage in a wide range of areas. The School will encourage initiative and co-operation as well as developing suitable attitudes towards healthy competition. To stress the importance of good health, mental well-being, and physical fitness.
  9. Located in the heart of the city and easily accessible, Royal Buckingham School, Jakarta is the first choice of parents for their children’s education. We offer a wide variety of programs and high-standard education for students between the ages of 3 to 16. vision and mission as a school are to inspire creative, confident, and caring individuals with the love of learning. We visualize students growing up with all the resources they need to thrive and become valuable citizens of their community and the evolving world around them. Our global community offers rich opportunities for cultural sharing and fosters a natural curiosity about the world. Within this multicultural community, we strive to respect, listen and respond to all our students’ and families’ needs. We Provide: High-quality education for every student. Parent and community support. A rigorous curriculum and fair assessments. Sufficient resources to help all students achieve their academic ambitions. Safe, healthy, and supportive learning environments. Classrooms equipped for teaching and learning. Modern Science laboratory. Qualified, experienced, and caring teachers who encourage and motivate each student in every classroom. Strong school leadership. We at RBS make it a norm to create a commodious, conciliating, and blithesome environment for our students. We believe that education is not about competition, instead, it is about imparting knowledge, training faculties, and developing the skills of our students. RBS has diverse students from different parts of the globe thus we must create an environment, which will accord students to cooperate and intellectually understand each other. The mission of Royal Buckingham School, Jakarta is to build the future generation and this cannot be optimally achieved without ebullience, allegiance, and above all the cooperation of parents. Our doors are always open for suggestions and further inquiries. We look forward to a blissful academic year. We strive to create an educational environment that promotes the harmonious development of each person’s physical, moral, intellectual, and spiritual gifts, and that encourages a sense of responsibility, the correct use of freedom, and active participation in social life. Royal Buckingham School, Jakarta is divided into three sections, the Preschool Department, the Primary Department, and the Secondary Department. Emphasis is placed on academic continuity through each section. Royal Buckingham School Jakarta, provides a rigorous all-rounded education within an innovating and enlightening environment using both the traditional, tried and tested as well as modern forms of educational methods. Students at Royal Buckingham School Jakarta, are provided a wide choice of subjects. The curriculum at Royal Buckingham School Jakarta centers around a group of core life skills in the areas of English, Maths, coping with the world of work, adaptability, skills, and leadership, Information Technology, and Physical Education.
  10. RPA is a prestigious International Primary School located in South-Central Jakarta. The quality of education determines the destiny of our children. We aim for continuous improvement for all students towards achieving excellence in their education. Our learning community totals approximately 110 students represented by 18 nationalities. We feel this mix of nationalities and cultures provides the foundation for internationally-minded students, which is essential to fulfilling our vision as a school. Royal Primary Academy offers a unique environment that enables your child to develop and grow into a confident, well-rounded, global citizen. This vision is further supported by our internationally diverse teaching team, as well as our curriculum, the International Primary Curriculum (IPC). The IPC can be found in over 1,800 schools in over 90 countries around the world. Using the IPC, we aim to fulfill our mission of equipping our students with 21st-century skills to prepare them for the challenges of the rapidly changing world. At Royal Primary Academy, as a part of our philosophy of learning, we believe that each learner is unique. We seek to actively engage our learners in rigorous learning experiences that challenge them at their development levels, focusing on fundamental knowledge and skills, as well as pushing our students to adapt, collaborate, and innovate. We believe in a holistic approach to education, meaning that as a school, we aim to develop the whole child, not simply focusing on core academic subjects. In addition, every student at RPA has classes in Music, Information and Communication Technologies (ICT), Art, Mandarin, and Physical Education each week. Students also attend a variety of Enrichment Activities, after school, to ensure a range of learning opportunities for our students. Each student is treated as an individual with huge potential. We intentionally cultivate the character of our students through the IPC Personal Goals, as well as leadership skills, through our implementation of The Leader In Me program.
  11. The Royal Heritage Public School was established in the year 2004. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1030314 and has a General affiliation which is valid up to 31/3/2022. It lies in the Jabalpur district of Madhya Pradesh and is currently being managed by the Shri Lal Mahesh Pratap Singh Memorial Charitable And Education Society, Jabalpur(Mp), Madhya Pradesh. It is presently under the principal -administration of KAMKSHI SAXENA. There are a total of 29 rooms, 6 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 29 6 1 6 20 3 15883 4087 View full school
  12. The Royal Roads University campus sprawls over 260 hectares of lush parkland, where you will find walking, hiking, and biking trails, magnificent examples of the west coast's flora and fauna, gorgeous views of the Juan de Fuca straight with the majestic Olympic mountain range in the background, a stunning Japanese garden, and a castle built for one of Vancouver Island's most recognized coal barons. Moreover, that is just what you will see when you get here. Once you start getting around campus, you will discover the breadth and depth of the education we provide and the opportunities a degree can bring to your personal and professional world. We are leaders and partners, creating enduring prosperity. Our teaching and research transform careers and lives by solving problems and creating opportunities in the world. We connect people, ideas, experiences, and cultures to change lives and the world. Our Goals Lead change and advance demand-driven growth in high-quality, practical education, and research that contribute to economic productivity, social advancement, and environmental sustainability. The university of choice for relevant applied and professional education provides continuous opportunities to learn and transform lives and careers. A financially sustainable, high-performance organization. A workplace of choice supporting professional and personal success. A university with strong partnerships, supportive to our alumni and the communities we serve. A leader in sustainable stewardship meets the needs of the present without compromising future generations' ability to meet their own needs. One of the things you will notice when you arrive on our campus is that we are pretty passionate about sustainability. We have committed to living and manage our activities to balance social, economic, environmental, and institutional considerations to meet the needs of today without compromising tomorrow's generation's ability to meet their own needs. Royal Roads University exists to provide high quality, innovative, competitively priced applied post-secondary education to career-focused students in Canada and abroad in a manner that meets their needs, is financially self-sufficient, and is socially and environmentally responsible. View full university
  13. When Mount Royal first opened its doors more than 100 years ago — Sept. 1911 — welcomed 179 students. Today, some 12,000 credit students take a variety of programs and courses, including bachelor's degrees, applied degrees, university transfer courses, diplomas, and certificates. The courses offered have changed over time, but Mount Royal's focus remains the same — providing you with quality teaching and small class sizes. Experience has also taught Mount Royal the importance of preparing students well for life after graduation. That means practical and current information and hands-on learning through work placements, practicum, and co-op education. Quam bene nonquantum: our motto, and Latin for "how well, not how much." Since our beginnings more than 100 years ago, we have been committed to quality post-secondary education. Mount Royal has transformed since then, but some things will never change. We remain committed to providing intellectually engaged learning opportunities in classes led by a passionate professor. From the time of our first campus — affectionately known as "the barn" — to today's high-tech university grounds, environmentally-friendly buildings, and diverse educational offerings, Mount Royal has continually embraced change to meet people's needs and the community it serves. Our facilities and programs have expanded dramatically since our 1910 founding, but our purpose remains the same — to provide personalized learning that fosters the success and satisfaction of our students. In providing an exceptional undergraduate educational experience, Mount Royal University cultivates student academic, personal and professional learning experiences. Fostering comprehensive post-secondary learning means creating an environment with accessible academic and personal learning resources for all students and connecting students to these outstanding opportunities. We are looking to you and others like you, who believe in the value of education. Supporters who desire to make a difference in the lives of our students and community understand that education is not just about getting a job — it's also about creating an outstanding learning experience and becoming the engaged citizens we encourage all of our students to be. View full university
  14. The Royal Australasian College of Physicians (RACP) connects, represents, and trains over 15,000 Physicians and 7,500 trainee Physicians in Australia and New Zealand. The RACP is committed to establishing and maintaining a high standard of practice through our Fellows and Trainees' training and continuing professional development. We promote a proactive approach to health and advocate on behalf of Physicians to shape the future of healthcare. Physicians have completed further training in a medical specialty to diagnose and manage complex medical problems. The RACP trains Physicians in more than 33 medical specialties and works in partnership with other leading Colleges in Australia and New Zealand. The RACP Foundation is the philanthropic arm of the RACP. The RACP Foundation supports exceptional Fellows and trainees through Awards using fellowships, scholarships, grants, and prizes. There are also Awards to encourage medical students and graduates to learn and consider undertaking a career as a physician. The College has two Divisions – Adult Medicine and Paediatrics & Child Health. All Fellows who hold an FRACP belong to one of the Divisions. The Divisions offer Physician training in various medical specialties and administer the continuing professional development program for all Fellows who hold an FRACP.
  15. The RAU has achieved IS014001 - the international standard for environmental management - a regularly audited structured system to protect the environment. As part of this, we have created an Environmental Action Plan outlining ambitious targets and a program for achieving these. We also have an Environmental & Sustainability Policy, which is signed off by the Vice-Chancellor. The Sustainability team are provided with resources and a stable budget to undertake this work. The Royal Agricultural College (RAC), now the Royal Agricultural University (RAU), is the oldest agricultural college in the English-speaking world and has been at the forefront of agricultural education since 1845. "To be a center of excellence for developing the leaders of tomorrow in sustainable development relating to the rural economy, built environment and food chain, and to provide leadership regionally, nationally and internationally through its education, research, and knowledge exchange activities." The Royal Agricultural University is a limited company and a registered charity. The directors and trustees are all non-executive. There are between 12 and 18 independent governors appointed to serve for up to three terms of three years on the Governing Council. The Governing Council can also appoint up to five co-opted governors who provide unique skills to the Council or work on particular projects. Three elected staff representatives and two Student Union Officers also sit on Governing Council but are not directors or trustees. Beneath the Governing Council are a range of sub-committees that either report to it directly or through the Senior Management Group. Governors chair these sub-committees. Enterprise With a strong entrepreneurial focus, we are committed to enhancing our students' real-life business experiences. From student societies to organized workshops and awards, the RAU provides students with the opportunity to develop their business ideas and receive tailored support. Budding entrepreneurs can benefit from their lecturers' bountiful knowledge and experience, and the robust industry links the University has carefully cultivated over the years. Your Carbon Management Plan commits the RAU to a 34% decrease in CO2 by 2020, signed off by the Governing Council. To achieve this, we have invested in a range of renewables on campus, including a 500kW biomass boiler powering all lecture blocks and our new accommodation blocks. This is fuelled by locally sourced woodchips and has reduced the University's carbon footprint by over 100t/CO2 per year. We were fortunate to benefit from a grant to support this from the South West Regional Development Agency, delivered by Regen SW. We also have several solar photovoltaic arrays, rainwater harvesting systems, and air source heat pumps. Our building developments incorporate energy efficiency measures, such as LED lighting and natural ventilation. Residential carbon emissions made up 26% of our total emissions in 2015/16. Sustainability and environmental matters are a core element of our teaching, research, and consultancy activities. Much of our expertise and teaching relates to the management of natural resources and property, and, as such, sustainability underpins much of what we do. You will learn about different principles of sustainability relevant to your course and develop holistic skills such as long-term planning, critical reflection, and lateral thinking. Please take a look at our Student Sustainability Opportunities page for more information. RAU sustainability is incorporated throughout the University community, including sustainability inductions for new staff, engagement with trade union representatives, and staff and student champion schemes. If you want to find out more about this, look at our Student Sustainability Opportunities page or contact the sustainability team. The Royal Agricultural University is situated on the outskirts of the market town of Cirencester. During the summer months, accommodation is available on a bed and breakfast or dinner, bed, and breakfast. All year-round, the University is available for weddings, functions, parties, and day meetings. Several ground-floor rooms are located close to the dining areas, and accessible meeting, function rooms, and lecture theatres available for hire. The Royal Agricultural University is committed to being a community in which equality of opportunity is a reality for all applicants, students, staff, prospective staff, and the governing body. It aims to develop an inclusive culture, free from discrimination, harassment, and victimization. To help students and staff understand how the University spends its money, the RAU developed a "clear, simple way of presenting information" about its income and expenditure.
  16. The Royal Welsh College of Music & Drama, the National Conservatoire of Wales, and part of the University of South Wales Group competes alongside an international peer group of conservatoires and specialist arts colleges for the best students globally, enabling students to enter and influence the world of music, theatre, and related professions. The College educates some of the most talented students worldwide, aiming to give them the technical and craft skills they will need to succeed at the top levels of the profession and help them develop their artistic voice.' The College's events calendar encompasses over 300 public performances every year, including orchestral concerts, recitals, drama, opera, and musical theatre. The creative diversity of the College ensures a stimulating environment and broad experience for students of all disciplines. Our dedicated teachers have a wealth of professional and industry experience, and the College collaborates with several high-profile arts organizations, including Welsh National Opera, BBC NOW, visiting artists and directors, to ensure that the unique vocational nature of our training programs reflects the current practices and conditions of the professional world. The College is continually pushing boundaries with innovative and exciting programs of study tailored to contemporary arts and creative industries' demands. In 2009, its 60th anniversary year, the College became the UK's first All-Steinway Conservatoire. The focus is always on the future, and we take immense pride in our students' world-class talent. Set in the grounds of Cardiff Castle, bordering one of the largest and most beautiful urban parks in the UK, the College is well known for its distinctly warm and welcoming character. With just over 600 students, there is a real sense of community, and we can offer our students an outstanding level of support. Our ambition is to make an ever more central contribution to Cardiff's cultural life, to Wales, and through our graduates, to the international arts industry. In June 2011, the Royal Welsh College's dream of having its world-class performance and rehearsal spaces became a reality as it opened its doors to new £22.5 million facilities. This year, students will be learning in a performance arts center that will be a hub of cultural life.
  17. Central stands at the forefront of training and research in the Dramatic Arts. Graduate employment statistics are amongst the highest in our sector, and our research has recently been assessed as 'World Leading' – and is unique in the realm of drama conservatoires. The ratio of undergraduate applications to places is the highest of any UK university. While our actors win many of the most coveted awards worldwide and frequent accolades in the media, a broad range of industry organizations rank Central as the gold standard in technical and design work leadership. So too, Central continues as a pioneering force in applying dramatic skills in many social contexts. We hope you will wish to explore the range of courses, both undergraduate and postgraduate, set out on this website. Do visit for an open day, or come to our regular public productions – focused around the historic Embassy Theatre. Our facilities are widely regarded as exemplary, with other specialized studios and performance spaces added to dynamic new development. Elsie Fogerty founded The Central School of Speech Training and Dramatic Art at the Royal Albert Hall in 1906. Fogerty was a specialist in speech training. She also had a firm belief in the social importance of education. The students of her School quickly became famous for their delivery in verse-speaking competitions, their appearance in theatres, and their work with children in London's deprived areas. While Central developed a name for actor training, its founder was at the same time committed to advancing the study of theatre as an academic discipline. Long before founding the first university drama department in the UK, Fogerty argued that theatre should be studied at university and that theatre training should be awarded degrees. In 1937 Fogerty was offered space on the site earmarked for the National Theatre building, with the college alongside the theatre. But that scheme, like many of the National Theatre schemes, fell through. In 1957 the School, at last, moved from the Albert Hall, having acquired the lease of the Embassy Theatre at Swiss Cottage and its associated buildings. The Embassy had a reputation, from the 1930s, for experimental and politically left-wing theatre. By 1957 this reputation had faded. When Central arrived, it rescued an old theatre and weaved it into the fabric of new college buildings. At least that was the plan: inevitably, funds had to be raised. On this occasion, the champion was Sir John Davis. His work in pursuing endowments established the resources to build a new building. This was opened in 1961 by Her Royal Highness the Duchess of Kent, who was then Central's Patron.
  18. The Royal Veterinary College is the largest and longest-established vet school in the English-speaking world and is a college of the University of London. The College offers undergraduate, postgraduate, and CPD programs in veterinary medicine and veterinary nursing and is ranked in the top 10 universities nationally for biosciences. RVC produces world-class research and supports the veterinary profession through its referral hospitals, including the Queen Mother Hospital for Animals, Europe's largest small animal hospital. As one of the world's leading specialist veterinary and biological science research institutions, the RVC brings together talented individuals, all of whom share a passion for human and animal health and welfare. We offer undergraduate, postgraduate, and CPD programs in veterinary medicine and veterinary nursing and are ranked in the top ten universities nationally for biosciences. We are the only vet school in the world to hold full accreditation from AVMA, EAEVE, RCVS, AVBC, and the Society of Biology; as a research-led institution, we are ranked as the top vet school in the Agriculture, Veterinary, and Food Science unit of the most recent Research Assessment Exercise, with 55% of academics producing world-class and internationally excellent research. The College provides support for veterinary and related professions through our three referral hospitals, including the Queen Mother Hospital for Animals, Europe's largest small animal referral hospital. Our programs are of international appeal and attract students who become practicing veterinarians, research scientists, veterinary nurses, and industry and government leaders. The College owns and manages the London BioScience Innovation Centre, London's first center for early-stage life science companies. This puts the College at the heart of biotechnology and other biomedical research in London and opens doors for research collaboration. The RVC has a unique heritage in the English speaking world of over 200 years of innovation and leadership in veterinary medicine and science. Recent advances mean that the RVC now stands apart from its competitors as being the only vet school in the world to have accreditation from all the major professional bodies. Our programs and our students are more varied and more diverse than any other. The College is committed to the three pillars of its mission: To education To the discovery and translation of new knowledge To the delivery of the very best clinical care and opinion Above all, we seek to push back the frontiers of what is possible in veterinary medicine and its associ­ated sciences. To be the place of recommendation for education, clinical care, expert opinion, and employment in veterinary medicine and science, To provide inspirational leadership and excellence in veterinary science through innovative scholarship and pioneering clinical activity, For any organization with a commitment to health and welfare, one must expect that the values associated with care and compassion will be writ large. Indeed, there is no shortage of words that we might associate with our day-to-day activities. What defines us is the combination of professionalism and commitment, manifest in a culture of compassion and caring, that speaks to others of our respect for our heritage, our dedication to quality and innovation, our devotion to the advancement of knowledge, and the alleviation of suffering. The Royal Veterinary College has a dedicated workforce of around 850 employees based at its two central London and rural Hertfordshire sites. We focus on educating the brightest and best students in the veterinary sciences and providing support for the veterinary profession. Our people play a crucial role in ensuring that we maintain our position as one of the leaders in our field by supporting our academic and research community and maintaining high service levels within our hospitals, teaching facilities, administration, and across the Estate. Staff development is vital to us, and we promote professional development for all categories of staff. For further details or to see our current vacancies, please choose from the menu options on the left. The Royal Veterinary College attracts talented veterinary and biological scientists who work together in interdisciplinary teams. Our research is of the highest quality and impacts the health and welfare of humans and animals around the world. RVC researchers benefit from being close to London's international centers of excellence in biomedical and biological science Researchers have easy access to expertise in functional genomics, proteomics, metabolomics, and bioinformatics support Co-operation and collaboration between clinicians and basic scientist leads to high-quality research outcomes RVC scientists are focused on bridging the gap between early scientific discovery and its translation into new therapies for patients Our approach extends from the molecular level to the whole animal or population of animals. Underpinning research across these themes are animal welfare, biomechanics, genetics, bioinformatics, pathology and epidemiology, and public health. RVC researchers are actively involved in developing and delivering postgraduate programs at masters and doctoral levels. These specialist programs help develop future researchers and professionals with specialist knowledge to work in the industry, government, and teaching, both within the UK and internationally. Our Research Strategy Committee oversees our research programs.
  19. RAD is one of the world's most influential dance education organizations. Our exams set standards in classical ballet, and we are a global leader in Continuing Professional Development for dance. Founded in 1920 to set standards for dance teaching within the UK, today we have a presence in 84 countries, with 36 offices and around 14,000 members worldwide. We count more than 1,000 students in our teacher training programs, and more than a quarter of a million students are being examined on our syllabi. We support our membership through the knowledge and expertise of our highly qualified staff and conferences, workshops, training courses, and summer schools. Our Faculty of Education is dedicated to meeting our current and future dance teachers' needs by providing dance teacher education programs and qualifications. Our exams are recognized by Ofqual and contribute to UCAS points. Now in our 95th year, we continue to promote and develop excellence in dance. Our syllabi are taught worldwide, and thousands of students are enrolled in our many dance courses and study programs. Our alumni have worked with the most prestigious dance companies and become the best teachers. As part of our social responsibility remit, we continue to bring dance into a growing range of communities and schools. To fulfill our aims, we rely upon our directors' efforts and the passion and guidance of our president, vice presidents, and trustees' board. We are not required to comply with the Freedom of Information Act 2000; however, we publish documents on our work and practices in the interest of openness and transparency.
  20. Central stands at the forefront of training and research in the Dramatic Arts. Graduate employment statistics are amongst the highest in our sector, and our research has recently been assessed as ‘World Leading’ – and is unique in the realm of drama conservatoires. The ratio of undergraduate applications to places is the highest of any UK university. While our actors win many of the most coveted awards worldwide, and frequent accolades in the media, a broad range of industry organizations rank Central as the gold standard in the leadership of technical and design work. So too, Central continues as a pioneering force in the application of drama skills in many social contexts. We hope you will wish to explore the range of courses, both undergraduate and postgraduate, set out on this website. Do visit for an open day, or come to our regular public productions – focused around the historic Embassy Theatre. Our facilities are widely regarded as exemplary with other specialised studios and performance spaces to be added as part of dynamic new development. Elsie Fogerty founded The Central School of Speech Training and Dramatic Art at the Royal Albert Hall in 1906. Fogerty was a specialist in speech training. She also had a firm belief in the social importance of education. In 1937 Fogerty was offered space on the site earmarked for the National Theatre building, with the college alongside the theatre. But that scheme, like many of the National Theatre schemes, fell through. In 1957 the School, at last, moved from the Albert Hall, having acquired the lease of the Embassy Theatre at Swiss Cottage and its associated buildings. The Embassy had a reputation, from the 1930s, for experimental and politically left-wing theatre. By 1957 this reputation had faded. When Central arrived, it was both rescuing an old theatre and weaving it into the fabric of new college buildings. At least that was the plan: inevitably, funds had to be raised. On this occasion, the champion was Sir John Davis. His work in pursuing endowments established the resources to build a new building. This was opened in 1961 by Her Royal Highness the Duchess of Kent, who was then Central’s Patron. By 1961 three distinct departments had been established within Central. The Stage department was running its three-year course for actors, with alumni as distinguished as Lord Olivier and Dame Peggy Ashcroft already a part of its history, and a two-year course for stage managers. The Teacher Training department was preparing students for its Diploma, then a recognized teaching qualification, and for the London University Diploma in Dramatic Art. That qualification was instituted in 1912 precisely due to Fogerty’s campaign for the recognition of drama and drama teaching as subjects worthy of proper academic study. By this time, the college was as famous for its Speech Therapy department for its work in training actors. Building work continued. In June 1972, a new studio was built on the corner of Buckland Crescent and formally opened by the School’s new patron, Her Royal Highness Princess Alexandra. Central became grant-aided by the Inner London Education Authority in 1972. In 1989 it was ‘incorporated’ as a higher education college in its own right and funded directly by the government. It had been offering degrees since 1986, first of all, validated by the Council of National Academic Awards. From 1992 its degrees were validated by the Open University. From the early 1990s onwards, extensive building work has taken place: a new workshop facility was opened in 1991. In the summer of 1993, an extension was added to the Embassy Theatre – a studio theatre, design studios, and wardrobe facilities. In 1997 the college completed a five-story block to the east of the campus, providing a new library, a learning resources center and computing facilities, a student standard room, student bar, and staff offices. A refurbished Embassy Theatre was opened in 2002 and followed in 2005 by the West Block, with its several floors of state-of-the-art performance spaces and rehearsal rooms. In 2005 the Privy Council granted the college the power to award its own taught degrees. In the same year, students from the Webber Douglas Academy of Dramatic Art transferred to Central, bringing the academy’s 100-year history of significant contributions to stage and screen. In that year, the School was the only specialist theatre institution to win the award of Centre for Excellence in Learning and Teaching, becoming the Higher Education Funding Council for England’s designated Centre for Excellence in Training for Theatre. Its purpose as a Centre for Excellence is to provide a national resource for vocational performing arts training and learning, a focus for theatre research and scholarship, and national and international collaboration. With effect from September 2005, Central became a College of the University of London and fulfilled Elsie Fogerty’s original ambitions. And then in 2012, came new recognition... Fogerty used to say that while the Principal of the Academy of Dramatic Art had been seeking a royal title for his institution, she had been too busy working with children in the slums to do that sort of thing. But a century later, the achievement of the college she founded properly got its recognition when in November 2012, Her Majesty the Queen conferred Royal Title on Central.
  21. The RNCM is a leading international conservatoire located in Manchester's heart, with a reputation for attracting talented students, teachers, conductors, and composers from all over the world. In its fifth decade, the RNCM is relatively young, but its rich history spans back to 1893 when Sir Charles Hallé founded the Royal Manchester College of Music. In 1973, this institution merged with the Northern School of Music, and the RNCM was born. Complementing this role, the RNCM is also a vibrant live music venue that offers unparalleled opportunities for students to regularly perform to public audiences and work alongside professional musicians and visiting artists. Housing four central performance spaces, including a professionally-staffed, fully-equipped Theatre and recently refurbished Concert Hall, the College presents more than 400 concerts each year, ranging from RNCM orchestras ensembles and large-scale opera productions to a host of touring companies and external hires. The 2014 Research Excellence Framework (REF) rated the RNCM the UK's leading music college for research, and in 2017 the College was ranked Gold in the Higher Education Funding Council for England's first Teaching Excellence Framework. The RNCM has also been awarded two Times Higher Education Awards: Excellence and Innovation in the Arts (2015) and Outstanding International Student Strategy (2016). The RNCM's history dates back to the late 19th century and the establishment of the Royal Manchester College of Music (RMCM). In 1858, Sir Charles Hallé founded the Hallé Orchestra in Manchester, and by the early 1890s, had raised the idea of a music college in the city. Following an appeal for support, a building on Ducie Street was secured, Hallé was appointed Principal, and Queen Victoria conferred the Royal title. The RMCM opened its doors to 80 students in 1893, rising to 117 by the end of the first year. Less than four decades later, in 1920, the Northern School of Music was established (initially as a branch of the Matthay School of Music). For many years the two institutions peacefully coexisted. It was not until 1955 that NSM Principal Hilda Collins, in recognizing the importance of performance in training students, met with RMCM Principal, Frederic Cox, to raise the merging question. Discussions continued until September 1967, when a Joint Committee was formed to combine the two colleges' plans. The RNCM was formed in 1972, moving to its purpose-built home on Oxford Road in 1973, where it continues to deliver world-class musical training.
  22. The Royal Conservatoire of Scotland is a national and international center of excellence for performing arts education. Building on our roots in 1847 as a national academy of music, we are now one of the world's most multi-disciplinary conservatoires, offering specialized and intensive teaching in dance, drama, music, production, and film. We welcome over 40,000 members of the public every academic year to watch our talented and passionate students perform on stage. Please use this website to find out more about the Royal Conservatoire – here, you will find information about all of our programs, summer schools, widening access programs, performances, and hopefully learn what it is like to be a student here RCS. We invite you to look at the Digital Hub, in particular, to find out more about what makes RCS distinctive and like nowhere else. First and foremost, our students train to achieve excellence in every way in their chosen specialism. But they are also exposed to a wide variety of influences, approaches, and attitudes, from one another and through the wealth of experiences we ensure they encounter at the Conservatoire. Our new artists are being prepared to become an active part of the creative communities they join. We believe our facilities are amongst the best in Europe. In 2011 we expanded our facilities and opened our state of the art dance, production, and ensemble rehearsal studios, The Wallace Studios, joining Scottish Opera and the National Theatre of Scotland. It is just a ten-minute walk from Renfrew Street. In May 2014, phase two of this development opened with eight new large multi-purpose ensemble studios, apt for all our specialisms and trans-disciplinary work, keeping our facilities ahead of our contemporaries. All these are backed up by the latest IT and digital technologies. Our students receive a rich tuition experience at the Royal Conservatoire of Scotland. We have the most significant number of full-time staff of any British conservatoire, and all our teaching staff is practicing professionals in their own right. We are also reliable in our international reach. Our visiting International Fellows are some of the most renowned artists in their field and come to work with our students several times a year. Through Masterclasses and workshops, our students are privileged to receive their tuition and inspiration. Equality and Diversity are of central importance to our working ethos. Performance is our purpose at the Royal Conservatoire. The nurturing and development of the individual creative potential inherent in every member of our community, staff, and students alike lies at our efforts' very heart. In turn, this means that the unique identity of every single individual who works or studies here is valid and is valued and respected. We welcome a diverse population of staff and students. Further, we are committed to promoting equality in all of our activities. We aim to provide a performing, learning, teaching, working, and research environment free from unlawful discrimination against applicants, staff, and students on the grounds of gender (actual or perceived), sexual orientation, disability, race, color, nationality, national or ethnic origin, marital status, age, and actual or perceived religious or similar belief. The Conservatoire fosters learning, teaching, research, and working culture, which supports Diversity, inclusion, and equity and requires those principles. We are thoroughly committed to promoting equal opportunities across all of our functions and practices, including learning and teaching, employment, representation, decision making, and procurement and partnerships. Our Equality and Diversity Forum consists of students and staff from across the institution. This forum is active, is honest, and has an impact. It represents our genuine commitment to this crucial aspect of our community and its daily life.
  23. The Royal Agricultural College (RAC), now the Royal Agricultural University (RAU), is the oldest agricultural college in the English-speaking world and has been at the forefront of agricultural education since 1845. "To be a center of excellence for developing the leaders of tomorrow in sustainable development relating to the rural economy, built environment and food chain, and to provide leadership regionally, nationally and internationally through its education, research, and knowledge exchange activities." The Royal Agricultural College (RAC), now the Royal Agricultural University (RAU), was the first agricultural college in the English-speaking world. In 1842, the seeds were sown at a meeting of the Fairford and Cirencester Farmers Club. Concerned by the lack of government support for education, Robert Jeffreys-Brown addressed the meeting on the 'Advantages of a Specific Education for Agricultural Pursuits.' A prospectus was circulated, a general committee was appointed, and Earl Bathurst was elected President. Funds were raised by public subscription, with much of the support coming from the day's wealthy landowners and farmers. There was no Government support. Earl Bathurst leased a site to build the College, and construction in the Victorian Gothic style began in April 1845. Queen Victoria granted the Royal Charter to the College in the same year, and Sovereigns have been Patrons ever since, visiting in every reign. His Royal Highness, the Prince of Wales, became President in 1982. The first 25 students were admitted in September 1845, and the following year student numbers increased to 108. Many early students went on to careers in Colonial Agricultural Administrations and the Diplomatic and Foreign Service. From its early days, the College was staffed with innovators and pioneers and impacted farming practice and agricultural science. In 1931, Professor R ("Bobby") Boutflour, CBE, became Principal. Professor Boutflour was mostly responsible for raising the prestige of the College to its current high standards. It was said of Boutflour, on his death in 1961, that he was "... the most capable, colorful and forceful character that ever adorned the fields of agriculture". Frank Garner, the next Principal, enhanced the educational standards, and Sir Emrys Jones, his successor, was responsible for the Hosier Library and the Frank Parkinson Lecture Theatre. Vic Hughes, whose service to the College is one of the longest recorded, uplifted the teaching standards by establishing the many degree programs that the University can now offer. The first modern degree program, started in 1984, was in co-operation with Reading University - a BSc (Hons) degree in Rural Land Management. Subsequently, as the RAC, the University reclaimed its right to award degrees from the Privy Council. The RAC had been independent of government control since its foundation until 2001 when it first received funding from the Higher Education Funding Council for England (HEFCE), allowing it to widen access to its courses to students of all backgrounds. In 2013, the Privy Council awarded the College full University Status in recognition of its provision as a higher education institution. The Royal Agricultural University will continue to develop teaching and research in agriculture, agri-business, equine, food, and land & property management. The University motto is 'Arvorum Cultus Pecorumque,' a quote from Virgil's Georgics, it means 'Caring for the Fields and the Beasts'. What more appropriate maxim could there be for a University which, in every facet of its teachings, now incorporates a broader understanding of our countryside? Founded in 1845, the RAU has a long-standing reputation in learning, research, and consultancy. Undergraduate and postgraduate study is managed and taught by experienced staff and specialist consultants in an exciting learning environment in which our students play a pivotal role. Our unique portfolio includes disciplines as varied as Rural Land Management, Real Estate, Business, Agriculture, Food, Environment, and Equine matched by an extensive choice of research areas at the Masters and Doctoral level. The University maintains solid links with its industry partners. Our courses are designed and updated to meet the market demands, both in the UK and worldwide, and employment rates for RAU graduates are amongst the highest in the country. Leadership and enterprise have always featured strongly at the RAU, and our former students have gone on to perform at the highest levels across a broad range of careers both in the UK and overseas. There has rarely been a more critical time for agriculture, food, and land management – and the opportunities that flow from our courses are numerous and stimulating. Our student community is enriched by its diversity, with students from around the globe. We encourage applicants from urban as well as rural backgrounds and all cultures and faiths.
  24. The Royal College of Music (RCM) is one of the world's great conservatoires, training gifted musicians from all over the world for international careers as performers, conductors, and composers. Founded in 1882 by the then Prince of Wales (later Edward VII), the RCM has trained some of the most important figures in British and international music life, including composers such as Holst, Vaughan Williams and Britten conductors such as Leopold Stokowski, Sir Colin Davis and Sir Roger Norrington singers such as Dame Joan Sutherland, Sir Thomas Allen and Alfie Boe instrumentalists such as James Galway, John Lill, and Natalie Clein. The RCM's many performing groups – including five orchestras, two jazz bands, and the RCM International Opera School – are celebrated for the vitality and excellence of their performances and are regularly invited to perform at notable venues UK and overseas. The RCM's buildings, facilities, and location are the envy of the world. The Royal College of Music is one of the world's great conservatoires, training gifted musicians from all over the world for international careers as performers, conductors, and composers. Founded in 1882 by the then Prince of Wales (later Edward VII), the RCM has trained some of the most important figures in British and international music life, including composers such as Holst, Vaughan Williams, Turnage and Britten conductors such as Leopold Stokowski, Sir Colin Davis and Sir Roger Norrington singers such as Dame Joan Sutherland, Sir Thomas Allen and Alfie Boe instrumentalists such as Sir James Galway, John Lill, and Natalie Clein. With 840 students from more than 60 countries studying at undergraduate, master's, or doctoral levels, the RCM is a vibrant community of talented and open-minded musicians. RCM professors are musicians with worldwide reputations, accustomed to working with each generation's most talented students to unlock their artistic potential. Regular visitors include the likes of Lang Lang, Dame Kiri Te Kanawa, and Bernard Haitink. The RCM's many performing groups – including five orchestras, two jazz bands, and the RCM International Opera School – are celebrated for the vitality and excellence of their performances and are regularly invited to perform at notable venues UK and overseas. The RCM's buildings, facilities, and location are the envy of the world. The RCM is situated in South Kensington, the home of science, arts, and inspiration, directly opposite the Royal Albert Hall. Our iconic building, our concert hall, Britten Theatre, studios, library, and RCM Collections all inspire RCM students. The RCM is established under a Royal Charter that dates from 1883. The Charter was revised in 1994 when a Supplemental Charter was granted. The Royal Charter and Statutes were extensively revised by the College most recently in 2009, when Her Majesty The Queen was pleased to allow the amendments at a meeting of the Privy Council held on 9 July 2009. The Council is the governing body of the RCM and is supported in this role by several committees, principal among these being the Finance & General Purposes Committee. A register of Council members' interests is maintained and is available for inspection on request to the Council's Clerk. The senior academic committee of the RCM is the Senate. The Senate's functions are described in the Charter as to "advise the Council on all academic matters affecting the College's educational policy and related matters." In practice, this means that the Senate is responsible for matters of academic policy and regulations, quality assurance and academic standards, curriculum design, and arrangements for assessment and research policy. It has a committee structure to support it in this comprehensive task.
  25. The Academy's mission is to provide pre-professional, undergraduate, and postgraduate musical training of the highest national and international standards. We aim to enrich musical culture by training and educating the most talented musicians. The Academy was founded in 1822; it has trained versatile and resourceful musicians with the skills they need in the ever-changing profession. Great traditions do not guarantee future success, but they do inspire us to achieve an especially happy blend of continuity and cutting-edge work at the Academy. Cherish as we do our distinguished alumni, our many exceptional teachers, and our enterprising study programs at the Academy; we never rest on our reputation. The Academy occupies a striking, purpose-built Edwardian building dating from 1911, joined to the converted Nash-designed terrace of 1-5 York Gate by the David Josefowitz Recital Hall. The Academy includes all the requirements of a modern conservatoire. Lord Burghersh founds the Royal Academy of Music at the first premises in Tenterden Street, Hanover Square. King George IV grants a Royal Charter. Arthur Sullivan (later Sir Arthur Sullivan) enters the Academy. The Academy now has more than 340 pupils. A system of metropolitan examinations for teachers begins. The Academy moves to new custom-built premises in Marylebone Road. Sir Henry Wood, a former student, joins as a professor. Junior Academy is founded. The official Coronation of Her Majesty Queen Elizabeth II: co-ordination of choral and orchestral arrangements is entrusted to Hugh Marchant and David Martin, both of the Academy. HM, The Queen is the Academy's Patron. Harrison Birtwistle (later Sir Harrison, Visiting Professor of Composition) studies clarinet at the Academy. Sir John Barbirolli, a former student, joins the Academy as Conductor of the First Orchestra. The new Library is opened by Her Majesty Queen Elizabeth, the Queen Mother. Simon Rattle (later Sir Simon), Chief Conductor/Artistic Director of the Berlin Philharmonic Orchestra from 2002, studies at the Academy from 1971 to 1974. The Sir Jack Lyons Theatre is opened in HRH Princess Alice, Duchess of Gloucester, the Academy's President. The Academy presents its first International Composer Festival, each of which is devoted to a distinguished living composer's work, with a tribute to Wiltold Lutoslawski. The composer himself attends the festival. The Academy's innovative BMus degree course is launched. The Sinfonia's first overseas orchestral tour travels to the Republic of Korea. The refurbished Duke's Hall is re-opened. The Da Capo Composers Festival, featuring over 60 composers who studied at the Academy. The British and American Film Music Festival features four concerts conducted by Ron Goodwin, Michael Nyman, Michael Kamen, and John Williams. HRH The Duchess of Gloucester becomes the Academy's President. The Sinfonia makes its first orchestral visit to Beijing and Tokyo. The Academy becomes the first conservatoire to be admitted as a full member of the University of London, Britain's largest university. The Academy's new museum and the David Josefowitz Recital Hall are both opened. The new two-year postgraduate Royal Academy Opera course is introduced. Sir Elton John performs at the Royal Opera House with the Academy's Symphony Orchestra and musical theatre choir, raising nearly £1million for the Academy's Elton John Scholarship Fund. The Academy, with generous assistance from the Foyle Foundation, acquires Yehudi Menuhin's archive. A combined orchestra of students from the Academy and Juilliard School perform under Sir Colin Davis at the BBC Proms. In the final events of the Academy's Paganini in London festival, Maxim Vengerov plays Paganini's Cannone violin — the instrument's first visit to London since Paganini himself played it here. Academy students play crucial roles in critically-acclaimed performances of Luigi Nono's Prometeo and Gérard Grisey's Les espaces acoustiques at the Southbank Centre, in collaboration with top professional ensembles. New facilities include a suite of practice facilities and an opera rehearsal suite. The Guardian's league tables show that the Royal Academy of Music is Britain's top specialist institution in higher education, and also number one for Music. The Academy is ranked Britain's top conservatoire in Times Higher Education Table of Excellence, based on results from the national Research Assessment Exercise. Honorary Doctorates are presented to Daniel Barenboim, Pierre Boulez, and Stephen Sondheim. The acclaimed premiere production of Sir Peter Maxwell Davies's Kommilitonen!. Honorary Doctorate is presented to Sir Simon Rattle, who studied at the Academy in the 1970s. The Academy tops the Guardian's table for music education for the third year running. The Academy celebrates a century in Marylebone and 190 years since the first discussions, which led to its founding in 1822. Appointments include Maxim Vengerov, Semyon Bychkov, and Sir Harrison Birtwistle. An orchestra of Royal Academy of Music and Juilliard School students performs at the BBC Proms, conducted by John Adams with soloist Imogen Cooper. Installation of the new Sir Elton John / Ray Cooper Organ in the Duke's Hall. Outline planning permission is granted for a new theatre and recital hall: construction began in Summer 2015. New appointments include Robin Ticciati (Sir Colin Davis Fellow of Conducting), Edward Gardner (Sir Charles Mackerras Chair of Conducting), and Oliver Knussen (Richard Rodney Bennett Professor of Music). Historical performance instrumentalists and singers from the Academy and the Juilliard School in New York combine to perform in the United States and Europe, conducted by renowned Bach authority Masaaki Suzuki. Honorary Doctorate is presented to Quincy Jones. The Academy is host conservatoire for the Menuhin Competition London 2016, celebrating the centenary of Yehudi Menuhin.
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