Jump to content

Search the Community

Showing results for tags 'valley'.

  • Search By Tags

    Type tags separated by commas.
  • Search By Author

Content Type


Forums

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

Categories

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

Categories

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

Blogs

  • Victoria
  • K S PUBLIC SCHOOL
  • Aavishkar School
  • Stepping Stones High School
  • Best School in Gondia - MLZS Gondia

Find results in...

Find results that contain...


Date Created

  • Start

    End


Last Updated

  • Start

    End


Filter by number of...

Joined

  • Start

    End


Group


About Me

  1. For over 40 years, Green Mountain Valley School has been dedicated to supporting one very clear mission: fostering a life-long love of learning, sport, and adventure within competitive skiers. Our goal has always been to create an environment where students are encouraged to become well-rounded scholars and citizens. Founded in 1973, GMVS stands apart as a unique educational institution. GMVS is not just a school or a ski club, it’s a lifestyle. A lifestyle that celebrates the dual pursuit of rigorous academics and athletics all while cultivating a life-long love of learning, an adventurous spirit, grit, and determination – character traits that will prepare graduates to confidently and wisely impact the world. At Green Mountain Valley School, our goals go beyond providing exceptional training in alpine and Nordic ski racing with our strong college preparatory academic program. We put ski racing and studies into the broader perspective of competition and adventure. We know that the patterns of accomplishment carry over into every aspect of a student-athlete's life, especially after graduation. Living and learning at GMVS is about far more than just skiing or school. It’s about being a passionate and lifelong athlete. It’s about becoming intellectually challenged and eternally curious, being simultaneously independent and community-minded, persevering and doing far more than you think you can achieve. It’s a place, despite our focus on skiing, where you do not have to sacrifice your dreams of academic greatness, your passion for other sports, or your commitment to the arts. Here you can truly be “all you can be.” Our results and facilities are the visible embodiment of the GMVS mission and success. Yet, what might be a bit less visible are the relationships embedded in the fabric of our school that support these endeavors. GMVS alumni have gone on to become World Cup athletes and Olympians, to thrive at some of the country’s most selective colleges and universities, and to build careers as actors, CEOs, photographers, health care professionals, and entrepreneurs. Most importantly, our alumni continue to cite the values instilled in them here at GMVS as catalysts for their successes. Our goal as a ski academy is to recognize that one can compete at the highest level athletically and simultaneously pursue academic excellence. While the athletic program trains students for world-class competition, the teaching staff prepares students for a future beyond skiing. Our program encourages students to explore their interests in many areas. In addition to a full college preparatory curriculum in English, history and social sciences, foreign languages, math, and science, GMVS offers extracurricular opportunities in theater, music, and the visual arts. Students individually plan their academic schedules in consultation with the Director of Academics, their coach, and the College Placement Counselor. Courses and course load are selected based on academic preparedness, ability, and the demands of each student’s travel schedule, not necessarily by age or grade levels. GMVS continues to offer the traditional core courses as well as a variety of electives, opportunities for honors, and advanced work. Students are required to pass basic skills courses before moving on to advanced courses. Small classes encourage preparation, involvement, and performance. Course loads are demanding, and teachers maintain high standards so that students stretch the limits of their potential. At the same time, our 5:1 student to teacher ratio enables staff to adjust those standards to individual students, taking into consideration learning style, college goals, and racing schedule. Teachers mentor students to ensure mastery of class material and they teach students how to balance the demands on their time. Teachers work closely with each other as well, developing interdisciplinary projects that reinforce subject material. Our Learning Support Skills accelerate student learning by providing additional customized support beyond what the classroom teachers and advisors offer. The programs recognize students’ talents while helping them acquire skills and strategies to become independent lifelong learners. These individualized programs are designed to enhance a student’s reading, writing, organization, time management, and study skills allowing the student to effectively demonstrate understanding at GMVS and in college.
  2. For over 40 years, Green Mountain Valley School has been dedicated to supporting one very clear mission: fostering a life-long love of learning, sport, and adventure within competitive skiers. Our goal has always been to create an environment where students are encouraged to become well-rounded scholars and citizens. Founded in 1973, GMVS stands apart as a unique educational institution. GMVS is not just a school or a ski club, it’s a lifestyle. A lifestyle that celebrates the dual pursuit of rigorous academics and athletics all while cultivating a life-long love of learning, an adventurous spirit, grit, and determination – character traits that will prepare graduates to confidently and wisely impact the world. At Green Mountain Valley School, our goals go beyond providing exceptional training in alpine and Nordic ski racing with our strong college preparatory academic program. We put ski racing and studies into the broader perspective of competition and adventure. We know that the patterns of accomplishment carry over into every aspect of a student-athlete's life, especially after graduation. Living and learning at GMVS is about far more than just skiing or school. It’s about being a passionate and lifelong athlete. It’s about becoming intellectually challenged and eternally curious, being simultaneously independent and community-minded, persevering and doing far more than you think you can achieve. It’s a place, despite our focus on skiing, where you do not have to sacrifice your dreams of academic greatness, your passion for other sports, or your commitment to the arts. Here you can truly be “all you can be.” Our results and facilities are the visible embodiment of the GMVS mission and success. Yet, what might be a bit less visible are the relationships embedded in the fabric of our school that support these endeavors. GMVS alumni have gone on to become World Cup athletes and Olympians, to thrive at some of the country’s most selective colleges and universities, and to build careers as actors, CEOs, photographers, health care professionals, and entrepreneurs. Most importantly, our alumni continue to cite the values instilled in them here at GMVS as catalysts for their successes. Our goal as a ski academy is to recognize that one can compete at the highest level athletically and simultaneously pursue academic excellence. While the athletic program trains students for world-class competition, the teaching staff prepares students for a future beyond skiing. Our program encourages students to explore their interests in many areas. In addition to a full college preparatory curriculum in English, history and social sciences, foreign languages, math, and science, GMVS offers extracurricular opportunities in theater, music, and the visual arts. Students individually plan their academic schedules in consultation with the Director of Academics, their coach, and the College Placement Counselor. Courses and course load are selected based on academic preparedness, ability, and the demands of each student’s travel schedule, not necessarily by age or grade levels. GMVS continues to offer the traditional core courses as well as a variety of electives, opportunities for honors, and advanced work. Students are required to pass basic skills courses before moving on to advanced courses. Small classes encourage preparation, involvement, and performance. Course loads are demanding, and teachers maintain high standards so that students stretch the limits of their potential. At the same time, our 5:1 student to teacher ratio enables staff to adjust those standards to individual students, taking into consideration learning style, college goals, and racing schedule. Teachers mentor students to ensure mastery of class material and they teach students how to balance the demands on their time. Teachers work closely with each other as well, developing interdisciplinary projects that reinforce subject material. Our Learning Support Skills accelerate student learning by providing additional customized support beyond what the classroom teachers and advisors offer. The programs recognize students’ talents while helping them acquire skills and strategies to become independent lifelong learners. These individualized programs are designed to enhance a student’s reading, writing, organization, time management, and study skills allowing the student to effectively demonstrate understanding at GMVS and in college. View full school
  3. The Woodland Happy Valley Pre-School follows the UK National Curriculum Early Years Foundation Stage and has a significant English and Mandarin component. Accredited by The Pre-School Learning Alliance (London), the school employs traditional teaching methods. Like all Woodland Pre-Schools, we aim to provide the very highest quality international pre-school education. classes are offered at our school: Stepping Stones is for children aged 2 years 4 months of age and above and will prepare them for our pre-school classes. The classes help children become increasingly independent of their accompanying adults, develop classroom routines, learn to positively interact with others, and develop their concentration skills. Children usually attend for one term before graduating from our pre-school classes. The pre-school curriculum is designed for children aged 2½ to 5 years who are ready for the challenges of pre-school. Children don't need to have attended our Stepping Stones classes before entry to pre-school. However, children who have been more familiar with the staff, surroundings, and routines, which lead to a faster, less stressful transition into the pre-school program. You are also welcome to attend for the whole day. The National Curriculum sets out a clear and full entitlement to learning for all pupils up to the age of sixteen. It determines the content of what will be taught and sets attainment targets for learning. It also determines how performance will be assessed and reported. Each area of learning and development has a set of related Early Learning Goals. Most children will achieve all the goals. By the end of the Foundation Stage, just before entering primary school, some will have progressed beyond them. As the children prepare to move up and on to Primary School, the Prep for Primary Club focuses on each child’s strengths and weaknesses, building on the skills and knowledge they have gained in the morning program. Amongst other benefits, this program emphasizes language, literacy, and mathematics as well as prepares children mentally, emotionally, and physically for full-day school. Extra-curricular activities are a fun way to bring out a hidden talent or interest, learn new skills and make new friends. With an abundant variety of over 25 clubs available, your child can enjoy something different each day and have a fulfilling experience at any one of our schools. Please visit our Clubs and Under 3's page for more details. View full school
  4. The Woodland Happy Valley Pre-School follows the UK National Curriculum Early Years Foundation Stage and has a significant English and Mandarin component. Accredited by The Pre-School Learning Alliance (London), the school employs traditional teaching methods. Like all Woodland Pre-Schools, we aim to provide the very highest quality international pre-school education. classes are offered at our school: Stepping Stones is for children aged 2 years 4 months of age and above and will prepare them for our pre-school classes. The classes help children become increasingly independent of their accompanying adults, develop classroom routines, learn to positively interact with others, and develop their concentration skills. Children usually attend for one term before graduating from our pre-school classes. The pre-school curriculum is designed for children aged 2½ to 5 years who are ready for the challenges of pre-school. Children don't need to have attended our Stepping Stones classes before entry to pre-school. However, children who have been more familiar with the staff, surroundings, and routines, which lead to a faster, less stressful transition into the pre-school program. You are also welcome to attend for the whole day. The National Curriculum sets out a clear and full entitlement to learning for all pupils up to the age of sixteen. It determines the content of what will be taught and sets attainment targets for learning. It also determines how performance will be assessed and reported. Each area of learning and development has a set of related Early Learning Goals. Most children will achieve all the goals. By the end of the Foundation Stage, just before entering primary school, some will have progressed beyond them. As the children prepare to move up and on to Primary School, the Prep for Primary Club focuses on each child’s strengths and weaknesses, building on the skills and knowledge they have gained in the morning program. Amongst other benefits, this program emphasizes language, literacy, and mathematics as well as prepares children mentally, emotionally, and physically for full-day school. Extra-curricular activities are a fun way to bring out a hidden talent or interest, learn new skills and make new friends. With an abundant variety of over 25 clubs available, your child can enjoy something different each day and have a fulfilling experience at any one of our schools. Please visit our Clubs and Under 3's page for more details.
  5. Established in 1998 and located in El-Obour City. The Green Valley School (GVS) is a prominent private educational institute, catering for children from kindergarten (KG) to Thanaweya Amma/ (IGCSE). GVS exposes children to a mixture of cultures through the teaching of Arabic, English, and German all in parallel. The GVS environment is set to ensure that children are motivated, interested, and confident. They are secure enough to escape their comfort zone yet disciplined to adhere to boundaries. GVS dedicates itself to developing open-minded and lifelong learners through its diverse and challenging educational system. The increasing need to challenge young children to discover, experiment, and learn about the multicultural world around them is becoming a must and not an asset anymore. Through its distinctive trilingual education, GVS provides its students with the tool needed to challenge convention and to establish new benchmarks which allow students to be part of a world with no limits. For a child, learning a second or a third language is not more difficult than learning just one. Learning new languages at young ages is greatly beneficial not only because of the children’s receptivity to such but also because of how languages differ from each other. This further boosts the child’s understanding of these languages. Learning German alongside English, the child’s understanding and appreciation of German is further enhanced. Other benefits of learning three languages simultaneously are vast Children’s creative thinking skills and cognitive flexibility are developed dramatically traits that GVS finds particularly important. Through the study of these languages, students are exposed and asked to master different contexts of communication. They are required to do so regularly and this develops their communication skills considerably. Bilingual/Trilingual teaching will also stimulate a child’s urge to expose oneself to diversity and discomfort experienced. In addition, a multilingual environment exposes a child to a variety of unlike cultures. He will be exposed to unusual perspectives and ways of thinking and will come to truly appreciate his home culture. These endeavors inspire our vision: "TO BECOME AN AUTHENTIC TRILINGUAL SCHOOL" This vision has shaped the education provided by the school since it was founded. It is a vision that continues to dictate every aspect of school life today. Arabic, English, and German are taught in parallel. Every effort is made to develop students’ sensitivity and fluency in these languages and to ensure that they receive full benefit from their extensive linguistic education. GVS is committed to providing distinctive high-quality education with an emphasis on languages to meet the educational needs of the international and national community while preserving the Egyptian identity - at a reasonable cost". GVS seeks to be one of the finest schools in Egypt. To achieve this goal and its mission, the School is committed to educating students Lead lives of purpose and excellence Develop their talents and abilities appreciate learning as a lifelong endeavor Develop a strong sense of self-esteem in an atmosphere of mutual respect Develop the skills, competencies, and flexibility needed for working life and Egypt's development in a changing world. Being a trilingual school that gives students an understanding of the diversity of cultural differences and appreciation of the common experiences that bring us together. At the same time, feel privileged by their own cultural identity. distinctively prepares students to make a difference in a challenging ever-changing world. The Green Valley School will fulfill its mission by: Creating a stimulating and interesting environment for children that is secure, caring, and comfortable. Providing an active learning program, which involves learning by doing, discovering, and working with others to solve problems, hands-on experience. Creating a learning atmosphere where life–long learning becomes a habit, which directs the transition from " learning to please the teacher " to learning for its own sake. Introducing innovative curriculum development based on the most current researches. Creating opportunities for children to become confident, responsible, and self–disciplined adults. Continually seeking ways to provide services more efficiently and with higher quality. Providing an environment that actively promotes children’s language and communication skills and Places language and communication awareness as one of the highest priorities in the school. Challenging all students to envision new possibilities. Ensuring that student learning is the focus of all school activities. Creating an educational environment in which the pursuit of academic excellence and intellectual growth is complemented by a concern for the moral, physical, psychological, and creative development of each student. Supported by its Motto – follow the rules, accept your responsibilities and uphold your rights - GVS aspires to live as a community that shares responsibilities and that values intellectual integrity, loyalty, and discipline.
  6. Established in 1998 and located in El-Obour City. The Green Valley School (GVS) is a prominent private educational institute, catering for children from kindergarten (KG) to Thanaweya Amma/ (IGCSE). GVS exposes children to a mixture of cultures through the teaching of Arabic, English, and German all in parallel. The GVS environment is set to ensure that children are motivated, interested, and confident. They are secure enough to escape their comfort zone yet disciplined to adhere to boundaries. GVS dedicates itself to developing open-minded and lifelong learners through its diverse and challenging educational system. The increasing need to challenge young children to discover, experiment, and learn about the multicultural world around them is becoming a must and not an asset anymore. Through its distinctive trilingual education, GVS provides its students with the tool needed to challenge convention and to establish new benchmarks which allow students to be part of a world with no limits. For a child, learning a second or a third language is not more difficult than learning just one. Learning new languages at young ages is greatly beneficial not only because of the children’s receptivity to such but also because of how languages differ from each other. This further boosts the child’s understanding of these languages. Learning German alongside English, the child’s understanding and appreciation of German is further enhanced. Other benefits of learning three languages simultaneously are vast Children’s creative thinking skills and cognitive flexibility are developed dramatically traits that GVS finds particularly important. Through the study of these languages, students are exposed and asked to master different contexts of communication. They are required to do so regularly and this develops their communication skills considerably. Bilingual/Trilingual teaching will also stimulate a child’s urge to expose oneself to diversity and discomfort experienced. In addition, a multilingual environment exposes a child to a variety of unlike cultures. He will be exposed to unusual perspectives and ways of thinking and will come to truly appreciate his home culture. These endeavors inspire our vision: "TO BECOME AN AUTHENTIC TRILINGUAL SCHOOL" This vision has shaped the education provided by the school since it was founded. It is a vision that continues to dictate every aspect of school life today. Arabic, English, and German are taught in parallel. Every effort is made to develop students’ sensitivity and fluency in these languages and to ensure that they receive full benefit from their extensive linguistic education. GVS is committed to providing distinctive high-quality education with an emphasis on languages to meet the educational needs of the international and national community while preserving the Egyptian identity - at a reasonable cost". GVS seeks to be one of the finest schools in Egypt. To achieve this goal and its mission, the School is committed to educating students Lead lives of purpose and excellence Develop their talents and abilities appreciate learning as a lifelong endeavor Develop a strong sense of self-esteem in an atmosphere of mutual respect Develop the skills, competencies, and flexibility needed for working life and Egypt's development in a changing world. Being a trilingual school that gives students an understanding of the diversity of cultural differences and appreciation of the common experiences that bring us together. At the same time, feel privileged by their own cultural identity. distinctively prepares students to make a difference in a challenging ever-changing world. The Green Valley School will fulfill its mission by: Creating a stimulating and interesting environment for children that is secure, caring, and comfortable. Providing an active learning program, which involves learning by doing, discovering, and working with others to solve problems, hands-on experience. Creating a learning atmosphere where life–long learning becomes a habit, which directs the transition from " learning to please the teacher " to learning for its own sake. Introducing innovative curriculum development based on the most current researches. Creating opportunities for children to become confident, responsible, and self–disciplined adults. Continually seeking ways to provide services more efficiently and with higher quality. Providing an environment that actively promotes children’s language and communication skills and Places language and communication awareness as one of the highest priorities in the school. Challenging all students to envision new possibilities. Ensuring that student learning is the focus of all school activities. Creating an educational environment in which the pursuit of academic excellence and intellectual growth is complemented by a concern for the moral, physical, psychological, and creative development of each student. Supported by its Motto – follow the rules, accept your responsibilities and uphold your rights - GVS aspires to live as a community that shares responsibilities and that values intellectual integrity, loyalty, and discipline. View full school
  7. In 1993, Mestanta Technological Institute opened. MTI remained vibrant and effective until 1997 when a name change resulted in the current Stein Valley Nlakapamux School. Stein Valley Nlakapamux School is a registered member with the B.C. First Nations Schools Association. The School is mandated to provide instruction and courses approved by the B.C. Ministry of Education and BC Independent Schools. For the past few years, the SVN School Board has been preparing to implement the new BC Education Curriculum so that its students can be prepared for the 21st Century! The Board believes that the Nlakapamux culture and way of life is conducive to the 21st Century learning methodology and that the students will meet the new curriculum core competencies as identified in the new BC Education curriculum. The BC Ministry of Education has promoted 21st Century Learning that is based on individualized learning and project-based learning. According to the BC Ministry of Education discussion paper entitled, Defining Cross-Curricular Competencies, the principle of cross-curricular competencies should “lead to the development of the whole child – intellectually, personally, and socially. In a world of growing diversity and challenge, schools must do more than help students master the sets of knowledge and skills acquired through the standard subject areas.” The school offers a holistic and unique education blending Nlakapamux Culture, Language, and Traditions with a contemporary educational theme. We see it as our goal to lead the community in this process of renewal. We see our job as nurturing young people to become healthy, educated, and responsible citizens. Welcome to the Stein Valley Nlakapamux School. Our school is a community-based Independent School owned and operated by the Lytton First Nation. The School Board is appointed by the Lytton First Nation Chief and Council for a specified period. However, the board governs independently from the Lytton First Nation. The day-to-day operations are delegated to the School Principal. The Board sets the short and long-term strategic directions for SVNS. Although our school is owned by an aboriginal organization, its doors are open to every one according to the Community Vision. We hope that this handbook will provide you with all the information about our school. The School Board and Staff would like to create a family atmosphere in a community setting by promoting open communication between the students, parents, teaching staff, principal, and school board. New ideas are always welcome to enhance or improve the level of education that our children receive so that we can prepare them to be successful in the 21st Century!
  8. In 1993, Mestanta Technological Institute opened. MTI remained vibrant and effective until 1997 when a name change resulted in the current Stein Valley Nlakapamux School. Stein Valley Nlakapamux School is a registered member with the B.C. First Nations Schools Association. The School is mandated to provide instruction and courses approved by the B.C. Ministry of Education and BC Independent Schools. For the past few years, the SVN School Board has been preparing to implement the new BC Education Curriculum so that its students can be prepared for the 21st Century! The Board believes that the Nlakapamux culture and way of life is conducive to the 21st Century learning methodology and that the students will meet the new curriculum core competencies as identified in the new BC Education curriculum. The BC Ministry of Education has promoted 21st Century Learning that is based on individualized learning and project-based learning. According to the BC Ministry of Education discussion paper entitled, Defining Cross-Curricular Competencies, the principle of cross-curricular competencies should “lead to the development of the whole child – intellectually, personally, and socially. In a world of growing diversity and challenge, schools must do more than help students master the sets of knowledge and skills acquired through the standard subject areas.” The school offers a holistic and unique education blending Nlakapamux Culture, Language, and Traditions with a contemporary educational theme. We see it as our goal to lead the community in this process of renewal. We see our job as nurturing young people to become healthy, educated, and responsible citizens. Welcome to the Stein Valley Nlakapamux School. Our school is a community-based Independent School owned and operated by the Lytton First Nation. The School Board is appointed by the Lytton First Nation Chief and Council for a specified period. However, the board governs independently from the Lytton First Nation. The day-to-day operations are delegated to the School Principal. The Board sets the short and long-term strategic directions for SVNS. Although our school is owned by an aboriginal organization, its doors are open to every one according to the Community Vision. We hope that this handbook will provide you with all the information about our school. The School Board and Staff would like to create a family atmosphere in a community setting by promoting open communication between the students, parents, teaching staff, principal, and school board. New ideas are always welcome to enhance or improve the level of education that our children receive so that we can prepare them to be successful in the 21st Century! View full school
  9. "Our School exists to provide opportunities which promote the whole development of each child so that they may attain their full potential within a safe, stable, stimulating, happy, and caring environment enabling them to take their place in an ever-changing world as responsible citizens of the future." Choosing the right school for your child is extremely important in enabling them to reach their full potential, both during the time they are in Primary school and also in preparing them for Comprehensive School. We at Swiss Valley take a pride in our Educational Standards which are well above both Carmarthenshire and All Wales comparisons. Our relationships with partner Secondary schools are excellent and the vast majority of our pupils go on to excel at Secondary School and beyond. All parents want a good education for their children but they also want them to be happy and to feel safe and secure in their school environment. At Swiss Valley School we believe we can offer all of these things. We also pride ourselves on the broad, balanced, and varied opportunities that we provide for each of our pupils throughout the school and also in the high standards of teaching and learning which are a credit to the hard work of both staff and pupils. Equally, we are also proud of the atmosphere of friendliness and cooperation which is always evident. Visitors to the school often comment on the warm welcome they receive and also on the homely atmosphere within the school environment. We value all our pupils for who they are and we believe that their time in our school should be rewarding and fulfilling. The school provides a balanced and broad program of learning experiences, ensuring that all aspects of the National Curriculum receive regular attention, and sets out to ensure that every pupil has the opportunity to acquire new skills and experiences in a caring environment. We firmly believe in the importance of teaching the ‘basics’ and emphasis is placed on children achieving competence in literacy and numeracy before they transfer to Secondary Education.
  10. At Lea Valley Primary School we aim to provide our pupils with the highest quality of education in a positive and stimulating environment so that all our pupils enjoy learning, aspire to achieve excellence, and develop a determination to succeed. We aim to do this by: Providing a high-quality education so that pupils attain high standards in all areas of the curriculum Raising attainment for all pupils, enabling them to achieve their personal best Having high expectations of all pupils Developing confident, disciplined, and enquiring learners able to make informed choices Fostering a love of learning Fostering self-esteem and personal responsibility, linked to respect for the needs and feelings of others Facilitating considerate and positive relationships between all members of the school community Ensuring equal opportunities about gender, race, class, special needs, and belief Valuing and respecting all cultures Providing a safe and happy workplace Keeping up-to-date with advancements in technology so that all pupils develop the skills necessary for future learning Promoting a thoughtful attitude towards the immediate and wider environment. Making links with the wider community Ensuring that all children are safe, able to thrive, and achieve Ensuring, in line with the Prevent Duty, that all staff and governors recognize the vulnerability and mitigate the risks. At Lea Valley Primary School we value all members of the school community as individuals who are involved in teaching and learning. We recognize that positive behavior and social skills provide a sound basis for working, sharing, and playing together. We consider the physical, intellectual, and emotional atmosphere of the school environment should enable individuals to feel good about themselves and believe in themselves as learners. Teachers will provide a broad and balanced curriculum that will develop the skills, concepts, and knowledge necessary for future learning. In the course of their daily work, the staff will contribute to the development of this ethos through: Providing a calm, controlled, and effective working environment at all times, in which each child can achieve his or her maximum potential Providing a welcoming environment, in which courtesy, kindness, and respect are fostered Providing positive role models Providing a fair and disciplined environment, in line with the school’s ‘Behaviour Policy’ Maintaining purposeful and informative planning, record-keeping, and assessment documents, in line with the school’s procedures Effective management of their professional time Providing children with meaningful, purposeful tasks, related to the new curriculum programs of study and the Foundation Stage 12 areas of learning Valuing and celebrating pupils’ success and achievements Reviewing personal and professional development by providing appropriate INSET, training, and support from colleagues to ensure a high level of professional expertise We aim to put in place a wide range of organizational and teaching strategies to respond to the diverse learning needs of our school community and to show that each one of our pupils is valued. We seek to ensure that all pupils receive the appropriate assessment, curriculum, and teaching to enable them to learn most effectively.
  11. Irk Valley is a large primary school close to Manchester’s city center. We are lucky enough to serve a culturally diverse community and we enjoy learning from each other in an atmosphere of mutual respect. This is a warm and friendly school with a family feel, where our children are happy and safe. The staff team works very hard to ensure all children reach their potential. We prepare them for the next stage in their education and their lives by nurturing their skills and talents, encouraging them to pursue their interests, and supporting them to become good citizens. On request, parents will be given a Nursery Application Form to complete. This should be handed in at school with proof of the child’s date of birth. The child’s details will then be entered onto a pre-admission list for September after they are three. All parents must complete an application form even if the child already has a sibling in school. If the classes are full in Nursery, the school will hold waiting lists. The Local Authority will hold waiting lists for other school places. Waiting lists will be held in criteria order according to the oversubscription criteria. Waiting lists will not be operated on a “first come, first served” basis. The amount of time an applicant is on a waiting list will not affect their position on it. At Irk Valley, SMSC underpins much of what we do. We recognize that the personal development of children – spiritually, morally, socially, and culturally – plays a significant role in their ability to learn and to grow into well-rounded members of society. At Irk Valley we offer a broad and balanced curriculum. You will find overviews for each subject area on this page. Please check your child's class page for more information on what they are learning each half term. You can also come and join in with our lessons during parent open days. The Governing body is a team of volunteers that have the important job of looking at the overall direction of the school. It is made up of representatives from the Local Education Authority, the community, members of staff, and elected parents. Our school is a vibrant and exciting place and the Governors, like the staff, are professional, committed, and keen to ensure that every child reaches their full potential. Governors act as ‘critical friends’ of the school, supporting the Headteacher and staff. They monitor and evaluate the school to ensure that best practice is always followed and help to create a safe learning environment that delivers the best possible education to all our pupils. The governors and staff recognize that global issues are an important part of the lives of our pupils living in a world where economies are increasingly interdependent and global communication is a daily reality. At Irk Valley Community School both governors and staff believe that the global dimension should be reflected in the attitudes and values of our pupils, the ethos of the school, the Programmes of Study, and Key Skills. Through the inclusion of an international focus in Irk Valley Community Primary School, we can offer to our pupils, a range of experiences that will enhance their learning and raise awareness of their national and international identity. It is an important belief at Irk Valley Community Primary School that every teacher is a teacher of every pupil including those with SEND. This means that all teachers are responsible for helping every child in their class learn regardless of ability or whether they have a Special Educational Need and/or Disability. We aim to create a curriculum and environment in which all children can develop physically, intellectually and emotionally at a pace which is suited to their individual need and where all children have equal opportunity to access the curriculum to realize their full potential. Our vision is to create a school community where children participate, excel, are proud of their achievements, grow in self-esteem, developing their potential as global citizens. It is our aim at Irk Valley to raise the aspirations and expectations for all pupils with SEND. We want them to understand that they can achieve their goals and that, as teachers, we are here to support them to do so. We are also keen to implement the new 2014 Code of Practice in full. We want every stakeholder to understand their roles and responsibilities in helping children develop so that they achieve their full academic potential. As a school, we are focused on the outcomes that children make and their progress throughout each academic year. We are not concerned with just the hours of support that they have or their extra provision, but instead, how this will help them learn and succeed in their education. Through the aforementioned provision, we also aim to assist children in becoming effective and independent learners. We are aware that most children will not have an extra adult with them going through life to help them, so we must help them be aware of their independence and give them the life skills that are necessary to help them, not only in their education but also their later lives. To ensure that the children are making the correct progress, it is vital that we track their progress using assessments and also record the stages and progress appropriately so that gaps in knowledge are quickly identified to help the child succeed.
  12. At Date Valley School Trust we aim to develop and educate the ‘Whole Child‘, creating a caring and conducive academic environment and utilizing a range of opportunities to encourage a joy of learning, to promote independence, and to teach the value of teamwork and respect. We strive for our children to fulfill their potential through high standards of teaching, learning, and leadership. Teaching Islam as a way of life, we aim to work with our parents to nurture the Islamic identities of all our children, preparing them to become confident Muslims, valuable to the wider community. Date Valley School Trust is for parents who would like their children to learn in an Islamic environment. The development of the child’s rounded Islamic personality should be of paramount importance for all responsible Muslim parents. Islam is a way of life and we do not believe that a child’s education and religious education can be separated. A child has to learn that he or she is always a Muslim regardless of where the child is. At Date Valley School Trust, we hope to create a center of learning with an ethos where young Muslims can receive a broad and balanced education. We teach according to the National Curriculum, adapting the curriculum where appropriate to be Islamic and to meet the needs of Muslim children. At Date Valley School Trust, we hope to create a center of learning with an ethos where young Muslims can receive a broad and balanced education. We teach according to the National Curriculum, adapting the curriculum where appropriate to be Islamic and to meet the needs of Muslim children. We hope that all our children will be allowed to develop a secure sense of self-identity, thus promoting confidence and helping them to advance in higher education, as they develop into responsible members of the culturally diverse society in which they live. The school consists of an Early Years unit where we take children from the term they turn 3 (rising 3) to 5 yrs, and a Primary unit (5 yrs to 11 yrs), both based in Mitcham. Young children develop the very basics of their character by observing and absorbing from their environment, and this is why the environment they are in from a very young age is so important. At Date Valley School Trust, we try to create a calm and caring atmosphere for our children in which they will be constantly stimulated and challenged. Date Valley School is a small independent primary and nursery school (promoting an Islamic Ethos), with approximately 180 children on roll. We are keen to appoint an excellent teacher to join our vibrant staff team. Covering the National Curriculum alongside Arabic, Quran, and Islamic Studies, we strive for our children to fulfill their potential through high standards of teaching, learning, and leadership. We aim to work with our parents to nurture the Islamic identities of all our children, preparing them to become confident Muslims, valuable to the wider community. We have been looking at ways in which we can improve on our Arabic curriculum and provide the greatest benefit to our children. It is beneficial and rewarding for our children to learn Arabic as a way of improving their understanding of the Deen, Insha Allah. A successful partnership between parents and the school is the most powerful tool for successful learning. The more a parent knows about what their child is doing whilst at school and the more willing they are to participate in their child’s learning process the more productive their child’s time at school is likely to be. Children are assessed in all curriculum subjects according to National curriculum criteria. Stages are recorded on an online monitoring system that is updated every 6 weeks. Stages awarded signify the stage of knowledge, understanding, and skills that the student possesses. For the majority of subjects, children are assessed on teacher assessment. Teacher assessments are formally moderated termly to check for accuracy. Formal written assessments take place in both literacy and numeracy. These take place once in each term and the results are used, together with the teacher’s ongoing assessments, to inform planning and individual action when required. Target setting and progress checking meetings take place with subject teachers once a term. These meetings are initially used to set targets for all children. Subsequent meetings are to check that children are making the expected progress and if not to discuss why not. Parents will be asked to come in for a meeting if their child is not making the expected progress. Help is given to those who need it if this is deemed necessary. At Date Valley School the children spend a minimum of 5 hours per week Quran lessons in years 1 and 2 and 5 hours per week on Arabic and Quran from years 3 upwards. At times the subjects are taught by the same teacher and other times two teachers. The objectives are intertwined and the teachers work closely together to make sure that the objectives of the curriculum are fulfilled. In years 1 and 2 we do not teach Arabic as we first want our children to become proficient Quran readers. Our focus is to teach the children to read and once they can read well they will be introduced to the Arabic language. Children also spend part of their time during Quran lessons memorizing set Surahs.
  13. A Christian school with an Anglican foundation, inclusive of all, caring and positive. We offer high-quality, affordable education to the HSC, emphasizing care of students and their families, academic excellence, participation in a range of activities, links with the community, innovative pathways in education, and growth in Christian and civic values. The School is a co-educational Pre-Kindergarten to Year 12 School in Grafton, Northern NSW, next to the majestic Clarence River and attracts students from the many communities that exist in the Clarence Valley. The School has many strengths, but at the forefront are the School’s safe and caring environment and the dedicated and professional staff that build strong relationships with the students. While CVAS has a strong focus on academic outcomes, holistic education is encouraged that captures the strengths of the individual. Happy learners are better learners and the goal is that every student wants to come to school to be a part of the School’s learning community and they graduate with a chosen pathway beyond school. This may be a university, a trade, a traineeship, or employment. Our pastoral care of students is based on Christian values in the Anglican tradition, and the School values of Being a part of a Christian Community, Living in a Nurturing Community where each student prepares for the challenges of adult life, and Doing your best in a Learning Community. Clarence Valley Anglican School seeks to provide children with the opportunity to achieve their full potential through participation in a broad range of learning experiences. The School encourages and develops a spirit of partnerships between parents, students, and staff in a creative learning environment. The School promotes a caring community where Christian values are respected and practiced. Membership of an Anglican community where Christian truths and values form the framework of the community structure. Membership of a nurturing environment where each child has the opportunity to grow in confidence, embrace life and prepare for the challenges and demands they will encounter in life, recognizing that each of them as an individual can make a difference. Membership of a learning community within a family atmosphere where each child is encouraged to harness and extend the abilities, gifts, and talents they possess.
  14. At Childwall Valley Primary, we aim to provide our children with the best possible education and to develop the whole child during their time with us. We believe this is best achieved through a close and trusting relationship between home and school, working together at all times to promote the vision, aims, and ethos of the school. Our creative curriculum is topic-based and utilizes the latest technology to enhance learning and teaching. We believe that our children need to be educated and prepared for a world that is both challenging and constantly changing. This involves developing creativity, resilience, empathy, questioning, independence, and collaboration. Childwall Valley Primary provides a safe and stimulating environment for all our pupils. At CVP we follow a creative and thematic curriculum. Computing and new technologies are used imaginatively across all areas of the curriculum to enhance learning and teaching. Learning outside of school hours is promoted through our Learning Platform and an increasing array of cloud-based software. Our principle phonics schemes are Letters and Sounds, Floppy Phonics (Oxford Reading Tree), and Phonics Bug. Phonics Bug has an online element that can also be accessed from home. Our core schemes are the Oxford Reading Tree, Collins Big Cat, and Phonics Bug. Phonics Bug also has online reading material which can be accessed from home. Every child deserves the best possible start in life and the support that enables them to fulfill their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness and gives children a broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide: Quality and consistency A secure foundation Partnership working Equality of opportunity Seven areas of learning and development must shape educational programs in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships, and thrive. These three areas, the prime areas, and four specific areas are: Communication and language Physical development Personal, social, and emotional development Literacy Mathematics Understanding the world Expressive arts and design Each area of learning and development must be implemented through planned, purposeful play and a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, think about problems, and relate to others. Children learn by leading their play, and by taking part in play which is guided by adults.
  15. The school has received some awards which reflect the high quality of our work. The school was graded 'Good' by Ofsted in its most recent full inspection. The children are rightly proud of their school and Year 6 delight in hosting tours for prospective parents several times a year. Valley Primary School is a member of the Connect Schools Academy Trust. The vision for the school can be summarised as:- Care ~ Learn~ Aim High Be honest~Work Together~Enjoy what we do Look after what we have~Improve on our previous best Valley is a school where everyone works hard to ensure that the children are safe, secure, and part of a friendly caring community. We want children to be happy and excited about coming to school. We encourage them to learn, achieve and make progress and to develop knowledge, skills, and understanding across a wide curriculum. We aim for pupils to thrive and develop the skills they need for life-long learning. The Board of Trustees at Connect Schools Academy Trust delegates powers and duties to the Valley Primary School Local Governing Body, who then monitors, evaluates progress and acts as a champion for the school in the community. The role of the Valley Primary School Local Governing Body is to provide focused governance for the school at a local level. The Valley Primary School Local Governing Body monitors the school’s key performance indicators and acts as a critical friend to the Headteacher, providing challenges where appropriate. The day-to-day management of the school is the responsibility of the Headteacher, who reports to the Valley Primary School Local Governing Body and the Connect Board of Trustees. The Valley Primary School Local Governing Body meets at least once a term to discuss issues and developments, review policies, the finances, and make important decisions about the running of the school. There are various committees and groups which oversee the running of different aspects of the school. Some committees meet at regular intervals and others meet as and when required. All groups report to the Valley Primary School Local Governing Body. The Chair of the Local Governing Body is William Mitchell. There are two main standing committees which are: Finance & Personnel (Chair: Toby Reid) Learning & Achievement (Chair: To be confirmed) There are other committees responsible for the discipline of pupils and staff, the Headteacher’s performance appraisal, who meet as and when required. There is also a regular Building and Sites working party which oversees the School's estate and health and safety. Some Governors are appointed as points of contact for areas such as safeguarding, health and safety, and special educational needs. Valley Primary School Local Governors are unpaid volunteers and are appointed or elected for four years. Parent governors are elected by parents following an election staff governors are elected by a vote by staff (both teaching and support staff) community governors are appointed by the Local Governing Body. Parent governors can stay to complete their term even if their child leaves the school. Our school's curriculum is made up of all the learning and other experiences that staff plan for our children. The curriculum that we deliver at Valley is balanced and broadly based. We use UK National Curriculum for English and Maths and use the International Primary Curriculum for other areas e.g. history, geography, and science. Music and sport are also strong aspects of our curriculum offer. Valley Primary School is a busy place. Our general aim is to create a community where each child is helped and encouraged to become independent, happy, confident, and to develop their capacity to learn throughout their lifetime. We develop the whole child physically, intellectually, emotionally, and socially. We work hard to ensure that each child feels safe, secure, and happy and we support them and their families in promoting a healthy lifestyle. We work hard to instill a strong sense of community at Valley. Our curriculum is not static as we constantly monitor, review and develop it to meet the needs of our pupils and their community. Our high expectations build on individual achievements and children are encouraged to improve on their previous best. We are committed to the inclusion of all our learners. All children, including those with specific learning difficulties, the ablest, those with physical disabilities, and children with English as an additional language are nurtured through an extensive range of strategies, interventions, and support. Computing and E-Safety at Valley have been a development focus since March 2014 and is a key priority for us in 2015-16. Our goal is to embed the use of technology within the classroom and make it a tool that teachers and pupils can use to enable and support independent learning. Our computing journey began in 2014 when we sought independent advice and support from ‘9ine’ Technology Consultants. We acted on their advice, implementing the following: Introducing iPads for mobile learning - moving towards one to one Developing our core infrastructure with a robust Wi-Fi network Hiring a Network Manager/Learning Technologist to support us on our journey Staff training and building confidence Introducing pupil ‘Digital Leaders’ Engaging with our community through information sessions Developing strong E-safety systems and procedures, knowledge and skills A big part of our journey was working out how to effectively deliver the new National Curriculum computing syllabus. We are currently achieving this through the use of technology such as Espresso Coding and regular lessons about E-Safety and Digital Citizenship. The computing syllabus is also covered by the International Primary Curriculum units of work. Some units cover all aspects of computing and offer plenty of scopes to embed more general ICT skills including internet research, online communication and collaboration, digital presentations, and film creation in a wide cross-curricular context. View full school
  16. The school has received some awards which reflect the high quality of our work. The school was graded 'Good' by Ofsted in its most recent full inspection. The children are rightly proud of their school and Year 6 delight in hosting tours for prospective parents several times a year. Valley Primary School is a member of the Connect Schools Academy Trust. The vision for the school can be summarised as:- Care ~ Learn~ Aim High Be honest~Work Together~Enjoy what we do Look after what we have~Improve on our previous best Valley is a school where everyone works hard to ensure that the children are safe, secure, and part of a friendly caring community. We want children to be happy and excited about coming to school. We encourage them to learn, achieve and make progress and to develop knowledge, skills, and understanding across a wide curriculum. We aim for pupils to thrive and develop the skills they need for life-long learning. The Board of Trustees at Connect Schools Academy Trust delegates powers and duties to the Valley Primary School Local Governing Body, who then monitors, evaluates progress and acts as a champion for the school in the community. The role of the Valley Primary School Local Governing Body is to provide focused governance for the school at a local level. The Valley Primary School Local Governing Body monitors the school’s key performance indicators and acts as a critical friend to the Headteacher, providing challenges where appropriate. The day-to-day management of the school is the responsibility of the Headteacher, who reports to the Valley Primary School Local Governing Body and the Connect Board of Trustees. The Valley Primary School Local Governing Body meets at least once a term to discuss issues and developments, review policies, the finances, and make important decisions about the running of the school. There are various committees and groups which oversee the running of different aspects of the school. Some committees meet at regular intervals and others meet as and when required. All groups report to the Valley Primary School Local Governing Body. The Chair of the Local Governing Body is William Mitchell. There are two main standing committees which are: Finance & Personnel (Chair: Toby Reid) Learning & Achievement (Chair: To be confirmed) There are other committees responsible for the discipline of pupils and staff, the Headteacher’s performance appraisal, who meet as and when required. There is also a regular Building and Sites working party which oversees the School's estate and health and safety. Some Governors are appointed as points of contact for areas such as safeguarding, health and safety, and special educational needs. Valley Primary School Local Governors are unpaid volunteers and are appointed or elected for four years. Parent governors are elected by parents following an election staff governors are elected by a vote by staff (both teaching and support staff) community governors are appointed by the Local Governing Body. Parent governors can stay to complete their term even if their child leaves the school. Our school's curriculum is made up of all the learning and other experiences that staff plan for our children. The curriculum that we deliver at Valley is balanced and broadly based. We use UK National Curriculum for English and Maths and use the International Primary Curriculum for other areas e.g. history, geography, and science. Music and sport are also strong aspects of our curriculum offer. Valley Primary School is a busy place. Our general aim is to create a community where each child is helped and encouraged to become independent, happy, confident, and to develop their capacity to learn throughout their lifetime. We develop the whole child physically, intellectually, emotionally, and socially. We work hard to ensure that each child feels safe, secure, and happy and we support them and their families in promoting a healthy lifestyle. We work hard to instill a strong sense of community at Valley. Our curriculum is not static as we constantly monitor, review and develop it to meet the needs of our pupils and their community. Our high expectations build on individual achievements and children are encouraged to improve on their previous best. We are committed to the inclusion of all our learners. All children, including those with specific learning difficulties, the ablest, those with physical disabilities, and children with English as an additional language are nurtured through an extensive range of strategies, interventions, and support. Computing and E-Safety at Valley have been a development focus since March 2014 and is a key priority for us in 2015-16. Our goal is to embed the use of technology within the classroom and make it a tool that teachers and pupils can use to enable and support independent learning. Our computing journey began in 2014 when we sought independent advice and support from ‘9ine’ Technology Consultants. We acted on their advice, implementing the following: Introducing iPads for mobile learning - moving towards one to one Developing our core infrastructure with a robust Wi-Fi network Hiring a Network Manager/Learning Technologist to support us on our journey Staff training and building confidence Introducing pupil ‘Digital Leaders’ Engaging with our community through information sessions Developing strong E-safety systems and procedures, knowledge and skills A big part of our journey was working out how to effectively deliver the new National Curriculum computing syllabus. We are currently achieving this through the use of technology such as Espresso Coding and regular lessons about E-Safety and Digital Citizenship. The computing syllabus is also covered by the International Primary Curriculum units of work. Some units cover all aspects of computing and offer plenty of scopes to embed more general ICT skills including internet research, online communication and collaboration, digital presentations, and film creation in a wide cross-curricular context.
  17. "Our School exists to provide opportunities which promote the whole development of each child so that they may attain their full potential within a safe, stable, stimulating, happy, and caring environment enabling them to take their place in an ever-changing world as responsible citizens of the future." Choosing the right school for your child is extremely important in enabling them to reach their full potential, both during the time they are in Primary school and also in preparing them for Comprehensive School. We at Swiss Valley take a pride in our Educational Standards which are well above both Carmarthenshire and All Wales comparisons. Our relationships with partner Secondary schools are excellent and the vast majority of our pupils go on to excel at Secondary School and beyond. All parents want a good education for their children but they also want them to be happy and to feel safe and secure in their school environment. At Swiss Valley School we believe we can offer all of these things. We also pride ourselves on the broad, balanced, and varied opportunities that we provide for each of our pupils throughout the school and also in the high standards of teaching and learning which are a credit to the hard work of both staff and pupils. Equally, we are also proud of the atmosphere of friendliness and cooperation which is always evident. Visitors to the school often comment on the warm welcome they receive and also on the homely atmosphere within the school environment. We value all our pupils for who they are and we believe that their time in our school should be rewarding and fulfilling. The school provides a balanced and broad program of learning experiences, ensuring that all aspects of the National Curriculum receive regular attention, and sets out to ensure that every pupil has the opportunity to acquire new skills and experiences in a caring environment. We firmly believe in the importance of teaching the ‘basics’ and emphasis is placed on children achieving competence in literacy and numeracy before they transfer to Secondary Education. View full school
  18. At Lea Valley Primary School we aim to provide our pupils with the highest quality of education in a positive and stimulating environment so that all our pupils enjoy learning, aspire to achieve excellence, and develop a determination to succeed. We aim to do this by: Providing a high-quality education so that pupils attain high standards in all areas of the curriculum Raising attainment for all pupils, enabling them to achieve their personal best Having high expectations of all pupils Developing confident, disciplined, and enquiring learners able to make informed choices Fostering a love of learning Fostering self-esteem and personal responsibility, linked to respect for the needs and feelings of others Facilitating considerate and positive relationships between all members of the school community Ensuring equal opportunities about gender, race, class, special needs, and belief Valuing and respecting all cultures Providing a safe and happy workplace Keeping up-to-date with advancements in technology so that all pupils develop the skills necessary for future learning Promoting a thoughtful attitude towards the immediate and wider environment. Making links with the wider community Ensuring that all children are safe, able to thrive, and achieve Ensuring, in line with the Prevent Duty, that all staff and governors recognize the vulnerability and mitigate the risks. At Lea Valley Primary School we value all members of the school community as individuals who are involved in teaching and learning. We recognize that positive behavior and social skills provide a sound basis for working, sharing, and playing together. We consider the physical, intellectual, and emotional atmosphere of the school environment should enable individuals to feel good about themselves and believe in themselves as learners. Teachers will provide a broad and balanced curriculum that will develop the skills, concepts, and knowledge necessary for future learning. In the course of their daily work, the staff will contribute to the development of this ethos through: Providing a calm, controlled, and effective working environment at all times, in which each child can achieve his or her maximum potential Providing a welcoming environment, in which courtesy, kindness, and respect are fostered Providing positive role models Providing a fair and disciplined environment, in line with the school’s ‘Behaviour Policy’ Maintaining purposeful and informative planning, record-keeping, and assessment documents, in line with the school’s procedures Effective management of their professional time Providing children with meaningful, purposeful tasks, related to the new curriculum programs of study and the Foundation Stage 12 areas of learning Valuing and celebrating pupils’ success and achievements Reviewing personal and professional development by providing appropriate INSET, training, and support from colleagues to ensure a high level of professional expertise We aim to put in place a wide range of organizational and teaching strategies to respond to the diverse learning needs of our school community and to show that each one of our pupils is valued. We seek to ensure that all pupils receive the appropriate assessment, curriculum, and teaching to enable them to learn most effectively. View full school
  19. Irk Valley is a large primary school close to Manchester’s city center. We are lucky enough to serve a culturally diverse community and we enjoy learning from each other in an atmosphere of mutual respect. This is a warm and friendly school with a family feel, where our children are happy and safe. The staff team works very hard to ensure all children reach their potential. We prepare them for the next stage in their education and their lives by nurturing their skills and talents, encouraging them to pursue their interests, and supporting them to become good citizens. On request, parents will be given a Nursery Application Form to complete. This should be handed in at school with proof of the child’s date of birth. The child’s details will then be entered onto a pre-admission list for September after they are three. All parents must complete an application form even if the child already has a sibling in school. If the classes are full in Nursery, the school will hold waiting lists. The Local Authority will hold waiting lists for other school places. Waiting lists will be held in criteria order according to the oversubscription criteria. Waiting lists will not be operated on a “first come, first served” basis. The amount of time an applicant is on a waiting list will not affect their position on it. At Irk Valley, SMSC underpins much of what we do. We recognize that the personal development of children – spiritually, morally, socially, and culturally – plays a significant role in their ability to learn and to grow into well-rounded members of society. At Irk Valley we offer a broad and balanced curriculum. You will find overviews for each subject area on this page. Please check your child's class page for more information on what they are learning each half term. You can also come and join in with our lessons during parent open days. The Governing body is a team of volunteers that have the important job of looking at the overall direction of the school. It is made up of representatives from the Local Education Authority, the community, members of staff, and elected parents. Our school is a vibrant and exciting place and the Governors, like the staff, are professional, committed, and keen to ensure that every child reaches their full potential. Governors act as ‘critical friends’ of the school, supporting the Headteacher and staff. They monitor and evaluate the school to ensure that best practice is always followed and help to create a safe learning environment that delivers the best possible education to all our pupils. The governors and staff recognize that global issues are an important part of the lives of our pupils living in a world where economies are increasingly interdependent and global communication is a daily reality. At Irk Valley Community School both governors and staff believe that the global dimension should be reflected in the attitudes and values of our pupils, the ethos of the school, the Programmes of Study, and Key Skills. Through the inclusion of an international focus in Irk Valley Community Primary School, we can offer to our pupils, a range of experiences that will enhance their learning and raise awareness of their national and international identity. It is an important belief at Irk Valley Community Primary School that every teacher is a teacher of every pupil including those with SEND. This means that all teachers are responsible for helping every child in their class learn regardless of ability or whether they have a Special Educational Need and/or Disability. We aim to create a curriculum and environment in which all children can develop physically, intellectually and emotionally at a pace which is suited to their individual need and where all children have equal opportunity to access the curriculum to realize their full potential. Our vision is to create a school community where children participate, excel, are proud of their achievements, grow in self-esteem, developing their potential as global citizens. It is our aim at Irk Valley to raise the aspirations and expectations for all pupils with SEND. We want them to understand that they can achieve their goals and that, as teachers, we are here to support them to do so. We are also keen to implement the new 2014 Code of Practice in full. We want every stakeholder to understand their roles and responsibilities in helping children develop so that they achieve their full academic potential. As a school, we are focused on the outcomes that children make and their progress throughout each academic year. We are not concerned with just the hours of support that they have or their extra provision, but instead, how this will help them learn and succeed in their education. Through the aforementioned provision, we also aim to assist children in becoming effective and independent learners. We are aware that most children will not have an extra adult with them going through life to help them, so we must help them be aware of their independence and give them the life skills that are necessary to help them, not only in their education but also their later lives. To ensure that the children are making the correct progress, it is vital that we track their progress using assessments and also record the stages and progress appropriately so that gaps in knowledge are quickly identified to help the child succeed. View full school
  20. At Date Valley School Trust we aim to develop and educate the ‘Whole Child‘, creating a caring and conducive academic environment and utilizing a range of opportunities to encourage a joy of learning, to promote independence, and to teach the value of teamwork and respect. We strive for our children to fulfill their potential through high standards of teaching, learning, and leadership. Teaching Islam as a way of life, we aim to work with our parents to nurture the Islamic identities of all our children, preparing them to become confident Muslims, valuable to the wider community. Date Valley School Trust is for parents who would like their children to learn in an Islamic environment. The development of the child’s rounded Islamic personality should be of paramount importance for all responsible Muslim parents. Islam is a way of life and we do not believe that a child’s education and religious education can be separated. A child has to learn that he or she is always a Muslim regardless of where the child is. At Date Valley School Trust, we hope to create a center of learning with an ethos where young Muslims can receive a broad and balanced education. We teach according to the National Curriculum, adapting the curriculum where appropriate to be Islamic and to meet the needs of Muslim children. At Date Valley School Trust, we hope to create a center of learning with an ethos where young Muslims can receive a broad and balanced education. We teach according to the National Curriculum, adapting the curriculum where appropriate to be Islamic and to meet the needs of Muslim children. We hope that all our children will be allowed to develop a secure sense of self-identity, thus promoting confidence and helping them to advance in higher education, as they develop into responsible members of the culturally diverse society in which they live. The school consists of an Early Years unit where we take children from the term they turn 3 (rising 3) to 5 yrs, and a Primary unit (5 yrs to 11 yrs), both based in Mitcham. Young children develop the very basics of their character by observing and absorbing from their environment, and this is why the environment they are in from a very young age is so important. At Date Valley School Trust, we try to create a calm and caring atmosphere for our children in which they will be constantly stimulated and challenged. Date Valley School is a small independent primary and nursery school (promoting an Islamic Ethos), with approximately 180 children on roll. We are keen to appoint an excellent teacher to join our vibrant staff team. Covering the National Curriculum alongside Arabic, Quran, and Islamic Studies, we strive for our children to fulfill their potential through high standards of teaching, learning, and leadership. We aim to work with our parents to nurture the Islamic identities of all our children, preparing them to become confident Muslims, valuable to the wider community. We have been looking at ways in which we can improve on our Arabic curriculum and provide the greatest benefit to our children. It is beneficial and rewarding for our children to learn Arabic as a way of improving their understanding of the Deen, Insha Allah. A successful partnership between parents and the school is the most powerful tool for successful learning. The more a parent knows about what their child is doing whilst at school and the more willing they are to participate in their child’s learning process the more productive their child’s time at school is likely to be. Children are assessed in all curriculum subjects according to National curriculum criteria. Stages are recorded on an online monitoring system that is updated every 6 weeks. Stages awarded signify the stage of knowledge, understanding, and skills that the student possesses. For the majority of subjects, children are assessed on teacher assessment. Teacher assessments are formally moderated termly to check for accuracy. Formal written assessments take place in both literacy and numeracy. These take place once in each term and the results are used, together with the teacher’s ongoing assessments, to inform planning and individual action when required. Target setting and progress checking meetings take place with subject teachers once a term. These meetings are initially used to set targets for all children. Subsequent meetings are to check that children are making the expected progress and if not to discuss why not. Parents will be asked to come in for a meeting if their child is not making the expected progress. Help is given to those who need it if this is deemed necessary. At Date Valley School the children spend a minimum of 5 hours per week Quran lessons in years 1 and 2 and 5 hours per week on Arabic and Quran from years 3 upwards. At times the subjects are taught by the same teacher and other times two teachers. The objectives are intertwined and the teachers work closely together to make sure that the objectives of the curriculum are fulfilled. In years 1 and 2 we do not teach Arabic as we first want our children to become proficient Quran readers. Our focus is to teach the children to read and once they can read well they will be introduced to the Arabic language. Children also spend part of their time during Quran lessons memorizing set Surahs. View full school
  21. A Christian school with an Anglican foundation, inclusive of all, caring and positive. We offer high-quality, affordable education to the HSC, emphasizing care of students and their families, academic excellence, participation in a range of activities, links with the community, innovative pathways in education, and growth in Christian and civic values. The School is a co-educational Pre-Kindergarten to Year 12 School in Grafton, Northern NSW, next to the majestic Clarence River and attracts students from the many communities that exist in the Clarence Valley. The School has many strengths, but at the forefront are the School’s safe and caring environment and the dedicated and professional staff that build strong relationships with the students. While CVAS has a strong focus on academic outcomes, holistic education is encouraged that captures the strengths of the individual. Happy learners are better learners and the goal is that every student wants to come to school to be a part of the School’s learning community and they graduate with a chosen pathway beyond school. This may be a university, a trade, a traineeship, or employment. Our pastoral care of students is based on Christian values in the Anglican tradition, and the School values of Being a part of a Christian Community, Living in a Nurturing Community where each student prepares for the challenges of adult life, and Doing your best in a Learning Community. Clarence Valley Anglican School seeks to provide children with the opportunity to achieve their full potential through participation in a broad range of learning experiences. The School encourages and develops a spirit of partnerships between parents, students, and staff in a creative learning environment. The School promotes a caring community where Christian values are respected and practiced. Membership of an Anglican community where Christian truths and values form the framework of the community structure. Membership of a nurturing environment where each child has the opportunity to grow in confidence, embrace life and prepare for the challenges and demands they will encounter in life, recognizing that each of them as an individual can make a difference. Membership of a learning community within a family atmosphere where each child is encouraged to harness and extend the abilities, gifts, and talents they possess. View full school
  22. At Childwall Valley Primary, we aim to provide our children with the best possible education and to develop the whole child during their time with us. We believe this is best achieved through a close and trusting relationship between home and school, working together at all times to promote the vision, aims, and ethos of the school. Our creative curriculum is topic-based and utilizes the latest technology to enhance learning and teaching. We believe that our children need to be educated and prepared for a world that is both challenging and constantly changing. This involves developing creativity, resilience, empathy, questioning, independence, and collaboration. Childwall Valley Primary provides a safe and stimulating environment for all our pupils. At CVP we follow a creative and thematic curriculum. Computing and new technologies are used imaginatively across all areas of the curriculum to enhance learning and teaching. Learning outside of school hours is promoted through our Learning Platform and an increasing array of cloud-based software. Our principle phonics schemes are Letters and Sounds, Floppy Phonics (Oxford Reading Tree), and Phonics Bug. Phonics Bug has an online element that can also be accessed from home. Our core schemes are the Oxford Reading Tree, Collins Big Cat, and Phonics Bug. Phonics Bug also has online reading material which can be accessed from home. Every child deserves the best possible start in life and the support that enables them to fulfill their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe, and happy childhood is important in its own right. Good parenting and high-quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness and gives children a broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide: Quality and consistency A secure foundation Partnership working Equality of opportunity Seven areas of learning and development must shape educational programs in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships, and thrive. These three areas, the prime areas, and four specific areas are: Communication and language Physical development Personal, social, and emotional development Literacy Mathematics Understanding the world Expressive arts and design Each area of learning and development must be implemented through planned, purposeful play and a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, think about problems, and relate to others. Children learn by leading their play, and by taking part in play which is guided by adults. View full school
  23. Ziro Valley School was founded in the year 2002. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2230076, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Lower Subansiri district of Arunachal Pradesh and is currently being managed by the Ziro Valley Charity Mission Society, Arunachal Pradesh. It is presently under the principal -administration of LOITAM SANJOY SINGH, with a total of 15 staff members. There are a total of 29 rooms, 1 Labs, and 695 Library present in the school. The nearest railway station is Harmuty and it is 120 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Harmuty Distance in KM 120 Nearest Police Station HarmutyZiro Distance in KM 9 Nearest Nationalised Bank SBI, Ziro Distance in KM 9 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 20 I-V 5 175 VI-VIII 3 80 IX-X 0 0 XI-XII 0 0 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 1 695 3 22 2 46300 5100 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Other Rooms 16 15 12 Library 1 40 20 Class Room 10 20 20 Composite Science Lab 1 40 20 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 20 20 Computer Science Lab 1 24 20 Home Science Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 2 0 2 PRTs 6 0 6 TGTs 4 4 0 Librarian 1 0 1 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 46300.0840724 (in Acres.) 11.441 Built up Area in (in sq. Mtrs.) 9700 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 30000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 12 No. of Urinals/Lavatories Separately for Girls 12 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 2000 Periodicals 6 Dailies 2 Reference Books 500 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes
  24. Ziro Valley School was founded in the year 2002. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2230076, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Lower Subansiri district of Arunachal Pradesh and is currently being managed by the Ziro Valley Charity Mission Society, Arunachal Pradesh. It is presently under the principal -administration of LOITAM SANJOY SINGH, with a total of 15 staff members. There are a total of 29 rooms, 1 Labs, and 695 Library present in the school. The nearest railway station is Harmuty and it is 120 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Harmuty Distance in KM 120 Nearest Police Station HarmutyZiro Distance in KM 9 Nearest Nationalised Bank SBI, Ziro Distance in KM 9 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 20 I-V 5 175 VI-VIII 3 80 IX-X 0 0 XI-XII 0 0 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 1 695 3 22 2 46300 5100 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Other Rooms 16 15 12 Library 1 40 20 Class Room 10 20 20 Composite Science Lab 1 40 20 Physics Lab 0 0 0 Chemistry Lab 0 0 0 Biology Lab 0 0 0 Maths Lab 1 20 20 Computer Science Lab 1 24 20 Home Science Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 2 0 2 PRTs 6 0 6 TGTs 4 4 0 Librarian 1 0 1 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 46300.0840724 (in Acres.) 11.441 Built up Area in (in sq. Mtrs.) 9700 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 30000 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 12 No. of Urinals/Lavatories Separately for Girls 12 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 2000 Periodicals 6 Dailies 2 Reference Books 500 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school
  25. Zee Litera Valley School was established in the year 2010. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1930396, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Karur district of Tamilnadu and is currently being managed by the The Karur Foundation, Tamilnadu. It is presently under the principal -administration of Mr.Sushil Sahi, with a total of 16 staff members. There are a total of 24 rooms present in the school. The nearest railway station is Karur and it is 8 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Karur Distance in KM 8 Nearest Police Station KarurVangal Distance in KM 6 Nearest Nationalised Bank karur Distance in KM 5 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 3 60 I-V 5 92 VI-VIII 3 44 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Composite Science Lab 1 41 26 Biology Lab 0 0 0 Maths Lab 1 20 26 Computer Science Lab 1 41 26 Home Science Lab 0 0 0 Library 1 50 21 Other Rooms 4 14 25 Chemistry Lab 0 0 0 Class Room 16 26 20 Physics Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 3 3 0 PRTs 8 8 0 TGTs 3 3 0 Librarian 1 1 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 0 0 0 Physical Size Area of Campus (in sq. Mtrs.) 18575.070876 (in Acres.) 4.59 Built up Area in (in sq. Mtrs.) 3237.048512 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 3100 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 29 No. of Urinals/Lavatories Separately for Girls 29 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1562 Periodicals 6 Dailies 3 Reference Books 127 Magazine 4 SPORTS & GAMES Swimming Pool Yes Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes
×
×
  • Create New...