Curriculum for Excellence Sample Clauses

Curriculum for Excellence basket of 7 indicatorsIncrease the positive outcomes for pupils across Argyll and Bute. 100% 100% Argyll and Bute Council
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Curriculum for Excellence. The authority and its schools have engaged proactively with Curriculum for Excellence from its inception, and are in the position where some elements, such as Assessment is for Learning, Enterprise, health promotion and citizenship are in the main well-embedded in schools and developments in other areas are in accordance with the national timelines. The main challenges for the authority are as follows:  Ensuring closer interaction between pre-school and primary 1, where the pre- school is not on the same site as the primary school;  Arranging class groupings where the numbers do not justify a separate P1 class, which is the situation in all except 2 schools.  Ensuring that the curriculum offered at the early secondary stage (S1-3) provides equitable provision for all our pupils, which is not possible within current structures. This has been addressed by the Comhairle in a decision to discontinue the S1-S2 stage of education in 7 schools and transfer pupils to S1- S6 provision. For four of these schools, decisions had to be referred to Scottish ministers, and consent to discontinue was not granted. The timing of discontinuation is largely dependent on the completion of the new Nicolson Institute. The authority has set up a Learning Community Model of service delivery which initially aims to provide early identification of young people at risk of social exclusion and thereby coordinate an assessment of need and preparation of an effective action plan at an individual, group, community or system level. The authority is also looking to extend the Learning Community model to include partner agencies in providing services centred around the child. Further Education Education has always been highly valued in the Outer Hebrides. No part of Scotland has a higher staying-on rate and Careers Scotland statistics for 2007 indicate that 94% of pupils leaving school ‘enter a positive outcome’, that is, enter employment, training and/or further/higher education. This is considerably higher than the Scottish Government’s national target of 87%. The demand for education has in the past been met by a significant migration of young people to the major Scottish cities and centres of higher education. Many do not return to their home islands after higher education, and their skills and earning power are thus lost to the local communities. The range of provision offered by Lews Castle College throughout the Outer Hebrides is designed in large part to retain young people, thei...
Sample 1
Curriculum for Excellence. The College is working closely with Fife Council, DYW Fife and Skills Development Scotland (SDS) to ensure the curriculum offer meets the needs of the young person to achieve a positive destination in the Fife region and beyond. Course pathways to a career, along with advertising SCQF Levels, are being heavily promoted with marketing, via the website and prospectus, and training initiatives are being used to inform key decision influencers of the vocational qualifications available and what they are. The College is placing a focus on the development of a growing network of connections with local and national Higher Education Institutions and thereby fully supporting the widening access agenda through increased and improved articulation opportunities and co-design of shared programmes at HE level. The School College Partnership and HE Partnerships strategies focus on the development of effective pathways to support a seamless journey.
Sample 1
Curriculum for Excellence. The University is committed to the successful implementation of Curriculum for Excellence and we are working to ensure that our policies on learning and teaching and admissions are aligned with the changes which the implementation of Curriculum for Excellence will bring in terms of interaction with university level study. In 2012‐13, we will establish a working group to examine the full implications of Curriculum for Excellence for admissions criteria, curriculum, pedagogy and the student experience.
Sample 1
Curriculum for Excellence. The College is working closely with Fife Council, DYW Fife and Skills Development Scotland (SDS) to ensure the curriculum offer meets the needs of the young person to achieve a positive destination in the Fife region and beyond. Course pathways to a career, along with advertising Scottish Credit and Qualifications Framework (SCQF) Levels, are being heavily promoted with marketing, via the website and prospectus, and training initiatives are being used to inform key decision influencers of the vocational qualifications available and what they are. The College is placing a focus on the development of a growing network of connections with local and national Higher Education Institutions and thereby fully supporting the widening access agenda through increased and improved articulation opportunities and co-design of shared programmes at HE level. The School College Partnership and HE Partnerships strategies focus on the development of effective pathways to support a seamless learner journey.
Sample 1

Related to Curriculum for Excellence

  • For example If an employee utilises two weeks recreation leave over a period of four weeks at half pay, service based entitlements (e.g. personal leave, long service leave, paid parental leave) will be deferred by two weeks.

  • Credit for Experience A. Newly employed teachers will receive the equivalent year's credit for each year of experience. The experience granted will be equal to the FTE experience for each year worked. This credit will be granted if, in the judgment of the Superintendent, the teaching experience has been appropriate to the position which has been offered. For example, teaching experience at the secondary level may not be appropriate if the applicant is being considered for an elementary position. Placement on the salary schedule beginning with the 2017-18 contract year will be accomplished in the following manner:

  • Curriculum Committee The Curriculum Committee shall consist of sixteen (16) members of the bargaining unit, three (3) students, and three (3) administrators; provided, however, that in the case of the Massachusetts College of Art and Design, the Massachusetts College of Liberal Arts and the Massachusetts Maritime Academy, the Curriculum Committee shall be composed of ten (10) members of the bargaining unit, two (2) students, and two (2) administrators.

  • Curriculum Vitae (a) The Chief Librarian shall maintain a curriculum vita for each Librarian. It is the Librarian’s responsibility to ensure that the curriculum vita on file is kept current. Members shall prepare their curriculum vita with the advice and assistance of their Chief Librarian. Members may revise their curriculum vita at any time.

  • Curriculum 2.U The Academy Trust must provide for the teaching of religious education and a daily act of collective worship at the Academy.

  • Criteria for Evaluation Criteria for employee performance review shall be made available to the employee before the start of the evaluation period and shall remain unchanged during the evaluation period unless the employee is made aware of the changes.

  • Requests for Exclusion Any Settlement Class member who wishes to opt-out of the Settlement must complete and mail a Request for Exclusion (defined below) to the Settlement Administrator within sixty (60) calendar days of the date of the initial mailing of the Notice Packets (the “Response Deadline").

  • Prior Experience 3.4.6 The teacher is responsible for providing proof of experience satisfactory to the School Division in accordance with this article.

  • Issues for Expedited Arbitration (a) All grievances except those relating to the following shall be resolved by expedited arbitration:

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

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