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 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.
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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. 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, their skills and earni...
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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.
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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.
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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 33.01 Credit for nursing experience will be credited on the following basis: (a) The Employer will credit a newly hired regular full-time nurse with one (1) annual service increment for each completed year of related experience up to the after eight (8) years step of the salary grid and credit a regular part-time nurse, up to the after twelve thousand (12,000) hours step, based on substantiated hours worked. (b) If there has been a break in excess of two years in the nurses’ full-time or part-time employment, then the number of increments to be provided shall be at the discretion of the Employer. 33.02 In order to receive credit for experience it is the nurse’s responsibility to provide the Employer with verification satisfactory to the Employer, of previous related experience during her probationary period. Should a nurse fail to provide such satisfactory verification during her probation she shall forfeit the provisions of this Article. 33.03 Once established consistent with the above provisions, credit for recent related experience will be retroactive to the new nurses date of hire. 33.04 Nurses on staff prior to the signing of this agreement, will be credited with experience as set out under this Article, effective the first full pay period following the date the Employer has confirmed entitlement to such increment, subject to 33.02 above.

  • Grounds for exclusion Purely national exclusion grounds: 5 Lot 5.1 Lot technical ID: LOT-0001

  • Requests for Exclusion 9.1 The provisions of this section shall apply to any request by a Class Member for exclusion from the Class. 9.2 Any Class Member may make a request for exclusion by submitting such request in writing as set forth in the Notice. 9.3 Any request for exclusion must be submitted no later than the date specified in the Court’s preliminary approval order. 9.4 Any request for exclusion shall (i) state the Class Member’s full name and current address, (ii) provide the model year and Vehicle Identification Number (“VIN”) of his/her/its Class Vehicle(s) and the approximate date(s) of purchase or lease, and (iii) specifically and clearly state his/her/its desire to be excluded from the Settlement and from the Class. 9.5 Failure to comply with these requirements and to timely submit the request for exclusion will result in the Class Member being bound by the terms of the Settlement Agreement. 9.6 Any Class Member who submits a timely request for exclusion may not file an objection to the Settlement and shall be deemed to have waived any rights or benefits under this Settlement Agreement. 9.7 The Settlement Administrator shall report the names of all Class Members who have submitted a request for exclusion to the Parties on a weekly basis, beginning 30 days after the Notice Date. 9.8 Co-Lead Class Counsel represent and warrant that they have no other agreements with other counsel respecting Class Members, including any agreements with respect to referring, soliciting, or encouraging any Class Members to request to be excluded (or “opt out”) from this agreement. 9.9 Upon certification of the Class in connection with the Preliminary Approval of this agreement, Co-Lead Class Counsel agree to seek in the Preliminary Approval Order from the Court a provision encouraging all written communications to multiple Class Members with respect to this Agreement to be reviewed and approved by Co-Lead Class Counsel and the Court, and Co- Lead Class Counsel agree to abide by that provision as may be required by the Court.

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