Victorian specialist schools 20111

victorian specialist schools 20111

Jane Austen Knits Knitting Magazine - Free download as PDF File .pdf), Text File .txt) or read online for free. Jane Austen Knits Magazine - Premiere Issue. Schools are heavily influenced by the examination boards that devise courses, set exam papers, draw up the mark schemes 2 Seán Lang and mark the examination scripts. Universities have a significantly different history. In the Middle Ages they were self-sufficient communities of scholars. Here at the University of Arizona, our sense of foreboding was especially acute in August , when the Colleges of Arts, Humanities, and Social Sciences all received 7% cuts, while the Colleges of Science, Optics and Agricultural and Life Sciences, as well as the professional schools, got much smaller reductions of 2% or less. victorian specialist schools 20111

Australia's ten Territories are home to over half a million Australians. Each territory has different legal origins, and a different relationship with the Australian Government. Choose the territory you are interested in for details of its laws and governance:.

These territories have since become the independent nations of Nauru and of Papua New Guinea. The Federal Register of Legislation does not cover all sources of Australian law. To browse other sources of Australian law, choose a jurisdiction and type of information:. Many jurisdictions are working together to harmonise their legislation, and harmonised or 'model' laws have been developed and enacted on more than 80 issues.

Skip to primary navigation Skip to primary content. Choose a category for information and where to find it on the Federal Register of Legislation. Choose a portfolio for details of its current legislation:. Administrative Decisions Judicial Review Act Maternity Leave Commonwealth Employees Act A few years before, Husmann had witnessed the atrocities of World War I and how it devastated Europe much less the world.

Institut Montana war to end all wars. He believed that if a child can grow up on the principles of internationalism, individualism and integration, they would be able to understand someone from another culture, religion and race and this mutual understanding would benefit society as a whole.

In the end, opening up a pathway of success for them. Internationalism To see the world through the lens of others, students must be surrounded by people from all different walks of life. When you learn how and why a country, political system or even an individual works and thinks the way it does, then you would have the emotional intelligence to make educated and well-thought out plans and decisions.

This way, students are exposed to new cultures, opinions and ideas that they may have not even considered before and to get a wider view of issues and potential solutions. Switzerland is the ideal location with its longstanding history of neutrality, diplomatic stands, safety and stability to ensure the optimal setting for learning and understanding.

Individualism For a student to reach their full potential, they must receive personalized care, attention and support, especially given that fact that no one learns the same way. Everyone has their own unique capabilities and talents and these strengths can be fostered under the right guidance.

Whether a student wants to become a doctor, artist, businessman or anything else, our school helps turn goals into reality by being a place to grow. Students in turn develop into well-rounded individuals who bring the best version of themselves to university and beyond. Integration Whether it is settling on a business deal, visiting a new country or being in a relationship, students are taught how to adapt and deal with various environments and life in a holistic way.

They become flexible, versatile and adaptable. They are equipped with a plethora of. They are fearless, innovative and know how to tackle any challenge head-on. Shaping the world in their own way These principles laid the ground work for Institut Montana and still hold true after almost years, which we can see with our alumni community.

Take Tom Hannan, another fellow student. He believed early on in the potential of a scientifically supported, digital marketing world and was one of the first employees of Yahoo! Geza and Andre Scholtz, two brothers from our school, made history in January by being the first humans to navigate the km Magellan Strait from the Pacific to the Atlantic Ocean on kiteboards.

Their goal was to not only set a world record but to push the sport to a new level — expedition kiteboarding. Thus, these values clearly instilled in our students a sense of believing that nothing is impossible. To know a future with no borders, be it physically or even mentally.

The students that come out of Institut Montana are positive disrupters that contribute to society with their unique experiences and global mindset. Glocalization — when students attend an international school at home Michael Maniska, Head of School at the International School of Los Angeles, on the impact of an emerging trend in enrolment Typically, when people consider international schools, they can default to thinking about schools that serve Anglophone students who are away from their home country.

In general, such schools are characterized by expatriate communities and predominantly Englishlanguage instruction. But there are different types of international schools; ones that go beyond servicing the needs of an expatriate enclave seeking portability of educational experience across different settings and countries.

The International School of Los Angeles is one such school. Our school is 40 years old this year, and we are proud of how far we have come, from a modest initial enrolment of 7 students to 1, today.

As we reflect on this milestone, so too have we observed that, especially in the last In turn, we have needed to effect changes which reflect the current and emerging needs of our students. Whereas our school was once upon a time more of an incubator for short-term expatriate students seeking continuity of educational experience, the same cannot be said today.

Approximately half our students are US nationals, albeit with many holding dual nationality. Not surprisingly, many of our students are Third Culture Kids, being raised in a country and by parents who are not locals. What levers have been at our disposal to effect the kind of change needed to respond to the future needs of our students? Recognizing an evolving identity Third Culture Kids share many common attributes beyond growing up in a country that is not where their parents were raised.

These students are invariably able to speak at least two languages frequently without accent , have nuanced intercultural capacity, enhanced empathy, and navigate the world as unashamed hybrids. In recognizing this reality, we added an English version to the name of our school, which, until , had only a French designation.

We were a bilingual institution struggling to express our identity monolingually. But that has changed. Having an English name immediately opened the doors for us to be better understood by US institutions, especially universities. It has also enabled us to welcome more local families who previously felt they could not access our school because they were not French. Tweaking our curriculum Our school offers a rigorous blended bilingual curriculum in English and French. One distinctive feature of this offering is that all English courses are taught as English literature rather than as ESL classes.

There is a real appetite for a school like ours in the LA area, with our outward-looking philosophy and emphasis on bilingualism, and we look forward to the opportunity to welcome new families by way of this additional entry point. Our students get the best of both worlds, and the wider world We draw on pedagogical and well-being practices from both the Francophone and the Anglophone worlds.

Our students sometimes joke about what makes our French faculty French and what makes our American faculty American, observing the idiosyncrasies, strengths, and weaknesses of both. Naturally, we have field trips to France but our global field trips go well beyond to destinations such as Costa Rica, Ecuador, and Taiwan.

In living out the best of both worlds, our students are equally developing the all-critical 21st century soft skills: communication, citizenship, creativity, critical thinking and problem-solving, collaboration, and character.

These skills complement well our academically rigorous, challenging bilingual program and are a vital piece in nurturing open-minded and well-rounded individuals who will thrive both locally and globally. Setting students up for glocal success Our globally-minded students are enhanced glocal citizens.

Our programs prepare them for that space. We have seen from our college entry profiles with many of our students in recent years accessing Top Global Universities in North America the value-added proposition of an education such as the one we offer at the International School of Los Angeles.

As our students aim for local schools, their global educational trajectory is making them more attractive on the local market. Many political indicators have suggested in recent years that there is a reversion to local sometimes seen as parochial behaviors; some see it is a backlash against globalization. What a great place to be, therefore, when you are a student who can embody and extoll the virtues of glocalization!

Such learning relationships have become a prominent focus of learning and teaching across ISL Qatar, between students, between students and teachers and between colleagues. We know that another key investment that we must make in building our collective capacity is to pay attention to what happens between people in the learning process.

We have learned that there are several key attributes worth paying attention to in order to develop better quality learning relationships. Two areas of inquiry have included relational trust and the role of conversations in learning.

As we look to develop the highest possible conditions for learning, we have come back to the role of relational trust in learning relationships. In Guiding Professional Learning Communities by Roussin, Hord and Summers, they talk about the role of a benevolence, b honesty, c openness, d reliability and e competence in developing better trust. For example, a person showing benevolence not only shows interest, but also acknowledges it verbally.

Someone showing competence is able to meet or exceed the expectations of others or the perceived expectations of their role. Starting from a premise that every learner students and adults alike deserve high quality learning conversations, we continue to develop powerful interactions as a platform for learning. Such conversations are beginning to take on different forms and have been influenced by the following ideas: our role as a teachers in such conversations is to engage thinking that results in self-modification by the learner that will sustain longer-lasting change.

In addition, in significant learning relationships, it is more important to develop rapport, to. International School of London Qatar listen, and pose questions that support thinking than to tell people what to do. At ISL Qatar, we have embraced Cognitive Coaching as a way to facilitate the development of individual capacity within a social learning context.

Developing individual capacity within a social learning context means that we are looking to craft learning relationships that develop self-directed leaders and learners — students and adults alike. Over the last 24 months, three groups of ISL Qatar teachers have completed both part 1 and part 2 of the training.

Punctuated throughout the year, we have begun the process of embedding coaching conversations in our professional learning. We know that enhanced student learning success will come from developing great teachers and in appreciating how we interact. Understanding that the most fundamental of all pedagogical patterns is the conversation, we have extended the use of learning conversations to students.

As part of their self-assessment process, students in the Secondary school now seek the support of a homeroom. The initial response has been very positive. Students have relished the focused attention and sustained time to understand themselves at a deeper level. Existing only within the development of trust, our learning conversations are a strengths-based practice aiming to impact learning within the context of strong collaboration. Therefore, some of the most important work we engage in here at ISL Qatar looks to cultivate and maintain learning relationships.

Works cited Bryk, A. Costa, A. Comer, J. Houston, TX. Lecture given at Education Service Center. Hord, S. Now applied to learning throughout the School, our teachers challenge students to excel in their studies whilst encouraging personal and academic achievement. In international teaching what you learn certainly is important, but so too is the way it is taught.

And one of the challenges — and rewards — of international education is taking students to new and unexpected places, while at the same time unlocking their creativity across the curriculum. It is a well-proven fact that creative and experimental teaching and learning develops students of all ages into thinkers and doers who can explore their interests, develop their strengths and grow into knowledgeable and independent learners, workers and citizens of the future.

Even the way a question is phrased can encourage intellectual development. It brings out the fun in life, and with.

The visual arts and performance subjects such as drama and music are traditionally seen as the main sources of creativity in the classroom. But they are not the only ones, and they are often mere starting points to explore other academic disciplines.

For example, in one learning activity tried out by teachers at ISV during a Book Day pupils spent time listening to a poem and then creating visual metaphors to express ideas and experiences.

This enhances their understanding and appreciation of plays and also their use of language. The use of technology in the classroom also has a special place because children and young people are already familiar with computer programmes and with the social media that come with them. Younger children, too, are already naturally curious and beginning to learn from the world around them, so schools can easily encourage them to develop information, communication and technology skills. At ISV, for example, children are free to experiment with the latest emerging technologies, and the computer suite is an open space for exploration, design and interdisciplinary project work, which can enhance learning across all subjects.

Even physical education PE can become an exercise in creative thinking. Students at ISV, for example, draw illustrations to demonstrate their conceptual understanding of movement, position and healthy living.

By making mathematics as creative as possible through visual stimulii, students begin to look at the numerical and computational challenges quite differently. For example, at ISV a Year 3 assignment to find out more about the relationship between mathematics and the real world using data on film favourites created a spark of excitement among the young learners. Whether it is a problem-solving exercise, a research.

Schools should be developing the kind of mindset that meets the needs of tomorrow. And putting this into practice should be as enjoyable as it is rewarding. Schools must innovate in order to keep children interested and engaged. And for international schools this is especially important because it is such a highly competitive field. While it used to be OK for creativity to be addressed in the form of drawing, painting and a few field trips, schools today have to go much further — arranging more outdoor learning activities, community events, trips abroad and other ways of bringing children outside their own box in order to explore the world around them.

It is a given that children learn better when they are having fun. From science laboratory experiments to constructing robots, there are many ways to inspire pupils and to help them think and work differently. Their responses and justifications provide excellent opportunities to develop their ability to argue, reason and conclude. In an international context this approach also offers invaluable opportunities for language learning.

And in schools made up of a mix of students from different nations, cultures and backgrounds, a creative approach to learning can also help to establish a comforting environment where children feel safe and confident in a global world. Despite the general sense of globalization which draws so many people abroad today, and in spite of the high level of digitalization, relocation abroad remains a challenge for families.

What families can expect While parents are trying to find a new home in the foreign country and are settling into their new jobs and social lives, their children are busy settling into a new school or kindergarten. All family members will be working on getting used to a new culture, and parents will be faced with many questions. What language skills will we need to acquire or freshen up?

What means of payment do the locals use? Will we find our way around the local supermarkets and other stores? Are there any sensitive political issues we need to know? How to spend our free time? Many of the international schools located in the Frankfurt metropolitan region specialize in expat families.

Christoph Kexel. They develop respect for different cultures from the very first day of school. They can share experiences and gain valuable advice when it comes to finding their feed in a new country.

The German-taught subjects help children from abroad to also socialize in their free time, e. Older expat students especially benefit from bilingualism at school when seeking internships or academic programmes in Germany. In addition, many international schools provide foreign language courses to parents as well as students. Learning German with the immersion method International schools apply a large variety of different language learning concepts.

This way, the child gains independently — step by step — access to the new language based on the given situation. At the accadis ISB Secondary School education focuses more on the English language to allow international students to follow the lessons more easily and to allow German students to learn English more quickly.

The German school system The German school system consists of several stages. Kindergarten or Nursery is followed by four or five years of elementary school. Characteristically Germany also has comprehensive schools, which offer the above mentioned school branches parallel to one other. Graduates of the Haupt- und Realschule GCSEs usually take up an apprenticeship with a company or continue their studies at a secondary school.

IB graduates can go on to study at universities worldwide. Developing social skills International schools also help children in developing social skills. They offer learning, music and sport clubs, theatre groups as well as after school care.

Many Cambridge International Schools in Germany educate on the basis of a combination of the federal state curriculum and the Cambridge Assessment curriculum. IB Diploma students choose to study six subjects covering a wide range of curricular areas. The IB Diploma Programme is characterized by a high academic standard and promotes an interdisciplinary approach.

In addition to the academic content, the programme also focuses on a holistic approach which enables students to become critical thinkers, to be open-minded with an interest in lifelong learning.

Relocation to Germany — good to know Every country has characteristics that are helpful to know when moving there. For most Germans it is important to be on time both privately and professionally and to work efficiently. For example, initially you would formally address your neighbours, colleagues or people in everyday public life as Mrs or Mr X until they ask you to call them by their first name.

German is considered a difficult language. Therefore, parents are recommended to inquire about suitable language courses well in advance. In Germany, there are clubs for almost everything. This offers expat children and their parents an excellent opportunity to socialize and integrate with the locals outside of school or work. In some shops and restaurants, there is a minimum charge for card payment.

For more information about the bilingual teaching approach at accadis ISB: www. Early childhood learning: planting the seeds for success How the American School of Paris prepares young students for the jobs of the future About the American School of Paris The American School of Paris ASP , is a coeducational, independent day school of students representing more than 60 nationalities, ages The school offers an American curriculum with both the IB diploma and Advanced Placement courses, and emphasizes a wide range of authentic learning opportunities in and out of the classroom as part of its rigorous pedagogical program.

Amongst those prized and recruited in the new talent economy: independence, entrepreneurship, collaborative skills, problem solving, decision-making, flexibility, resiliency, resourcefulness, and confidence. While these important qualities are frequently explored with adolescents, research suggests that starting the conversations at an even younger age yields a stronger probability of solid acquisition. Supporting young learners How does ASP support their youngest students in developing these life skills?

ASP children are exposed to learning and problem solving through self-initiated activities and teacher guidance in play-. The intellectual, academic, and cognitive effects of quality play experiences help develop independence, entrepreneurship, collaboration, problem solving, and more.

Preparing for play To prepare for the launch of play-based learning at ASP, the school provides teacher training around play, finetuned its pedagogical program, invested in new indoor. The things that I can build will make the world way better. Teachers may design contexts in which children can be playful in their encounters with classmates and with materials, and they provoke and empower them to explore, experiment, discover and solve problems in imaginative and playful ways.

Playbased learning leads a child to reflect on various ideas at hand and stretch their thinking to a higher level,. Well, there has been no one school to fit the bill — until now. Dwight Global Online School is dedicated to offering students in grades all over the world a substantially wide range of AP and IB courses and the highest level of personalization. Through a combination of the following, students experience the intimacy of an independent school coupled with the freedom to pursue their passions:.

While every one of these students is on his or her own path, they share one thing in common: they are not willing to give up their pursuit of excellence in one arena — their spark of genius — to pursue excellence in another: a world-class education.

As no two students are the same, neither are their educational journeys. Dwight Global offers both the International Baccalaureate curriculum and Advanced Placement courses, plus the opportunity for students to select from both and customize their own path. Flexible scheduling Dwight Global enables students to adapt their schedules beyond the traditional 8 am to 3pm school day to train, practice, travel, perform, or compete at elite levels.

It gives me more freedom, more time, and more flexibility. Performing and rehearsing make meeting my academic goals more difficult, but through Dwight I can take challenging courses. I can access all of the lessons and assignments when I want to, and I can connect with my teachers on Skype regularly. It makes so much sense for me now to be part of this online program. Dwight Global gives me the flexibility to live in Costa Rica and travel for my passions.

These students spend their winter break working with local teachers in Nepal, building homes through Habitat for Humanity in Portugal, strengthening school infrastructure in Tanzania, studying the legacy and memory of the Holocaust in Poland, and organizing extra-curricular activities for children of migrant workers in Thailand. Show me, and I may remember. It promotes learning through direct experience and taking much of the responsibility for the production of knowledge and understanding.

The ASH service learning. Aligned with the curriculum, it offers opportunities for students to research, study and build the skills and competencies required to address validated social and environmental needs both near and far.

The Global Service Travel program in the high school runs year-long with a week of international field service at the site of our designated partners. They also engage in contextual research and develop strategies for becoming global ambassadors for their work with the local partner. Students must give the program thorough thought before applying, as it requires of them a year-long. American School of The Hague commitment, an open mind, an emotionally and mentally strong disposition, and a willingness to work hard and be compassionate and positive leaders.

Successful applicants are in good standing academically and behaviorally and will reap plentiful learning outcomes from investing in the program. Most importantly, they will have a strengthened sense of empathy. Our younger students also develop an understanding of social and environmental issues and receive plentiful opportunities to connect the skills and competencies they develop at school with genuine community needs.

As they grow older, ASH students become more involved with exploring and addressing local community issues and take on more responsibility in groups or individually for planning service initiatives, picking up new challenges, working collaboratively with community partners and engaging with a variety of issues.

A group of Grade 9 students, for example, created a Beach Clean Up Team, going out every week to pick up litter along our local beach and using the collected trash to raise awareness about environmental issues. What distinguishes service learning from volunteering or community service is the melding of the service with the learning. Gradually, our students evolve from being sideline observers to active participants in tackling community needs. What distinguishes service learning from volunteering or community service is the melding of the service with the learning, where students simultaneously learn and apply their learning to real-world contexts and reflect on their engagement.

I am thrown into a new environment that challenges my perceptions, teaches me empathy better than anything else can, and encourages me to push myself further than what I ever imagine is possible.

Small town, small school — big memories Archbishop Walsh Academy in Olean, NY can offer international students something quite unique — and the benefits are plenty When students and their parents look to spend time learning in an international setting they have many concerns and issues to consider.

Will a student be safe? Will they make friends? Will they fall behind in their academics? Aside from these perfectly natural questions, they are often drawn to communities that they are already familiar with. American cities like New York and Los Angeles are known throughout the world due to the influence of American media and are often the first localities that students from other nations. Archbishop Walsh Academy in Olean, NY has found that often meeting the needs and concerns of international students can be served by a smaller school in a smaller community.

Olean is a city of about 14, people. It is in the western region of New York State. The nearest major city is Buffalo which is about an hour and a half drive to the north. It is home to Dresser-Rand and Cutco who produce industrial equipment and cutlery, respectfully.

It is near St. Bonaventure University, a major regional university. However, it is an area that is not necessarily the first stop an international tourist might make in the United States. However, this environment can be one that is a more positive one for international students than some alternatives. Archbishop Walsh Academy has made a point to recruit international students for the benefit they provide to the school as well as the benefits to the students.

Archbishop Walsh is an International Baccalaureate school. It is the only school to use that curriculum in its region of New York State and one of the few International Baccalaureate IB Catholic schools with a focus on international students in the United States. The school feels that its international students provide their American students with a fresh perspective they might not have been exposed to otherwise.

The international student presence opens up a view into other cultures and walks of life. Also, the small class sizes at Archbishop Walsh mean that students of all backgrounds not only interact, they become family. It is a regular occurrence for students to maintain relationships with classmates and host families long after their time in the United States has ended.

The community as well is one that is open to an international presence and the family atmosphere extends beyond the limits of the campus. The smaller school environment that is more common in a more rural area can also be an advantage.

When you are in a class with 11 students, the average class size at Archbishop Walsh, no one can fall through the cracks. Each individual student is known to the staff and administration. This is important for all students preventing social isolation and bullying. However, it is especially beneficial for international students who have to forge new relationships and often experience homesickness.

This family atmosphere is a conscious choice on the part of Archbishop Walsh. Students who get to know each other in a deeper way will have a greater path to success. Archbishop Walsh has made academic choices that aid the international student experience in addition to the advantages geography brings. Many international students come from a school that utilizes the IB curriculum — this makes the academic transition seamless.

This means that students have a consistency in quality and content that improves their experience. Now, what about what a student might be afraid of missing in a smaller community? While it is undeniable that the major metropolitan areas of the United States offer amazing memories and world class attractions, they are not the end all and be all of the American experience.

Many, rural schools, like Archbishop Walsh are with a reasonable drive of major attractions. This means that students can still experience was places like New York, Toronto and Philadelphia have to offer while not living there. Foremost on the minds of many parents of international students is that of safety.

The lower crime rates in small cities can help lend a peace of mind to parents. Also, there is more to America than just the major coastal communities. A smaller town experience can give a student a perspective on the American culture that is more nuanced than that presented in the media. While the glamor of the big city may be lacking it is more than made up for in the friendships, community and experiences of small town life.

When students choose to study internationally they are choosing a unique experience that will stay with them for a lifetime. Those who reject out of hand schools like Archbishop Walsh Academy are shutting themselves off from a world of positive and growth filled experiences.

Parents and students should take the time to seek out all the different options available to them before they make a decision as to where to spend time traveling abroad. If they do they will be more likely to find a school that fits them, and it may be in a corner of the America that they never though they would find. Ensuring a smooth transition Halcyon London International School places a focus on making students relocating feel at home Changing schools — whether moving across a city or around the world — can be an exciting, albeit challenging time for any family and student.

Transitions can be that much more successful thanks to the support, guidance, and welcome from the new school community. We actively seek to build strong relationships enabling families to make informed decisions when considering schools for their children.

Our admissions process includes a face-to-face or Skype interview with our Director and we are always happy to conduct private tours outside of our Open Days. This personal approach helps our team to ensure a good fit between family and school and is an important step in ensuring a smooth transition for families who choose Halcyon. Many families face mid-year relocations, so whether a student joins at the start of the academic year or midyear, schools must be well-equipped to ensure that every student feels welcomed and is able to settle quickly into the normal rhythm of the school.

At Halcyon, mid-year joiners, and their families have an orientation session with our Senior Leadership Team. This time is dedicated to helping families gain a better understanding of teaching and learning within the school and the student wellbeing programme. Each student is also introduced to their Learning Mentor and student buddy.

Language does much more than merely promote cognitive growth: it is crucial for developing and maintaining personal cultural identity, international-mindedness and a culture of celebrating difference.

Breaking down language barriers Transitions to a new country and school can be made easier when a school commits to strong language acquisition and Mother tongue language programmes. We are committed to nurturing an appreciation of the richness and diversity of language. The acquisition of more than one language and maintenance of the mother tongue enriches personal growth and helps facilitate international understanding, as well as supporting students maintaining strong links with their home country.

Student wellbeing Research shows that students are more likely to enjoy learning and reach their social and academic potential when they feel content, safe, and engaged. This is particularly crucial for those students transitioning from one school to another, where their sense of belonging and routine may be disrupted. Through our Cognitive Coaching and. Mentoring programmes, we proactively develop strong relationships, an enthusiasm for learning new skills and increased emotional adaptability and resilience through conversations.

Our young people are encouraged to build a shared learning community, supporting each other and themselves. Our Family Buddy Programme connects new families with a current family; the programme ensures that each new family is welcomed and gets to know at least one friendly face prior to arriving at Halcyon.

Our buddy families have a wealth of knowledge and information about transitioning to London and Halcyon and are able to provide new families and students with further resources, assurance and assistance as they transition to life in London and at Halcyon.

Just as we value the possibility of every student to fulfil their unique potential, we actively nurture the same opportunities for growth for everyone in our community — learning together to build and support our school. Along with whole school social gatherings, Grade Representatives host termly socials for families within the grade.

Some of the parent coordinators also organise professional tours in London, picnics, walks and other fun activities. Our School Founder, Mrs. Over 25 years we have grown from 38 students to students. We offer an international education with a British ethos catering to English speaking families who value the high academic standards and a truly international learning experience.

We are nonselective, with over 70 nationalities most with English as a second language, yet we manage to achieve GCSE and IB results far above UK and international standards. What is the British standard — what do you mean by this and how can you replicate it here in Warsaw?

Define the underlying philosophy on which the British School operates. British education overseas is a huge growth market with demand amongst expat and local communities. However, research has shown that the demand is not simply for a British curriculum or exam but for something less tangible. When parents are seeking a British Education they want a school which places value on the extra-curricular offer; where uniform, behaviour and timekeeping are pillars of a well-functioning community; and where high expectations are evident in all that the school does.

There is no shortage of international schools in Warsaw — in your view, what unique aspects elevate the British School Warsaw above others. Funding enables the continuation of the student mentoring program. The program helps students from disadvantaged backgrounds become more engaged in learning and post-school aspirations. Education State As part of the Education State initiative, the government will provide additional funding to schools in The government will make further announcements about how this amount will be allocated.

Reform the Program for Students with Disabilities Under the current Program for Students with Disabilities PSD model too many students with additional health and development needs do not receive adequate support. The narrow focus on diagnosis does not adequately address the educational needs of students or take into account their risk and protective factors. We urge the government to fully implement the recommendations from the PSD review to reform the program so all children with additional health and development needs are given the support they need to succeed and fully participate in school.

Provide universal access to three-year-old kindergarten In future years the government can help give children the best start in life by fully funding universal access to three-year-old kindergarten , and by providing more early learning hours in four-year-old kindergarten for children facing disadvantage. Participating in high quality early childhood education and care promotes positive learning and development of all children, and is particularly beneficial for children experiencing disadvantage.

Invest in a statewide reengagement program We are pleased to see the continuation of the Navigator Pilot Program to help young people remain engaged or reengage with education. However, this program will continue to only operate in 8 of the 17 regions, leaving many young people without valuable support. Following the program evaluation we hope a flexible and intensive case management program will be made available statewide so all young people can access tailored support.

Help families meet education costs VCOSS members report many families continue to face difficulties meeting the costs of education, including travel to and from school, IT devices and home internet, books, uniforms, camps, excursions and sport activities. In future budgets, VCOSS would like to see more resources to assist families facing disadvantage, along with strong monitoring and compliance for the new parent payment policy. Olivia lives with the rare Kleefstra Syndrome.

Education The Victorian Budget includes many positive investments to improve learning and educational outcomes for children and young people, including substantial infrastructure funding and initiatives to address disadvantage. Key budget initiatives High quality learning and development for three and four-year-olds This initiative will help improve educational outcomes for children facing disadvantage in three and four-year-old kindergarten.

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