№ lp_2_3_18399
File format: docx
Character count: 12909
File size: 52 KB
This policy outlines the admissions process for Alderley Edge School for Girls, detailing the criteria for entry, including academic assessments, interviews, and considerations for special circumstances.
Year:
2022
Region / City:
Alderley Edge
Subject:
Education
Document Type:
Policy
Institution:
Alderley Edge School for Girls
Author:
Alderley Edge School for Girls
Target Audience:
Parents, prospective students, admissions committee
Period of Validity:
N/A
Approval Date:
June 2022
Date of Changes:
June 2022
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2021
Region / City:
United Kingdom
Subject:
Early Childhood Education
Document Type:
Guidance
Organization / Institution:
Department for Education, United Kingdom
Author:
Not specified
Target Audience:
Early years practitioners, parents, carers
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Year
Subject:
Early Years Foundation Stage, Communication and Language
Document type:
Curriculum Overview
Organization / institution:
Springvale
Target audience:
Educators, early years practitioners
Year:
2021
Region / City:
United Kingdom
Topic:
Early Years Education, Special Educational Needs
Document Type:
Framework, Guidance
Organization:
Department for Education
Author:
Department for Education
Target Audience:
Early Years Practitioners, Educators, Caregivers
Period of Validity:
Ongoing
Approval Date:
March 2021
Date of Last Changes:
March 2021
Year:
2023
Region / City:
Sheffield
Topic:
Early Years Education, Child Transition
Document Type:
Transition Record
Agency / Institution:
Sheffield Early Years Settings
Author:
Sheffield Early Years Team
Target Audience:
Early Years Educators, Families, Agencies
Action Period:
Before, during, and after transition
Approval Date:
2023
Modification Date:
Not specified
Year:
2023
Region / City:
Sheffield
Theme:
Early Years Education
Document Type:
Transition Record
Organization:
Sheffield Early Years Providers
Author:
Sheffield Local Education Authority
Target Audience:
Early Years Providers, Families, and Agencies
Effective Period:
Before, During, and After Child Transitions
Approval Date:
2023
Date of Revisions:
Not specified
Framework:
Early Years Foundation Stage (EYFS)
Age range:
0–5 years
Developmental focus:
Personal, Social and Emotional Development; Communication; Physical Development; Thinking
Assessment type:
Formative assessment
Time span covered:
0–50 months
Source references:
Development Matters 2021; Birth to 5 Matters; Practice Guide to the Early Years Developmental Journal 2013
Governing body:
Department for Education
Geographical context:
England
Intended users:
Early years practitioners
Related services:
Early Years Inclusion Team; Pre-School Forum
Publication context:
Statutory Framework for the Early Years Foundation Stage (March 2021)
Note:
Year
Theme:
Education
Document Type:
Planning Tool
Target Audience:
Early Years Educators
Year:
2021-2022
Region / City:
Not specified
Topic:
History education for Early Years Foundation Stage (EYFS)
Document Type:
Educational framework
Organization:
Bluecoat Primary Academy
Author:
Not specified
Target Audience:
Early Years Foundation Stage educators
Period of validity:
2021-2022
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2021/22
Region / city:
Cumbria
Topic:
Primary Education, Teacher Training
Document Type:
Educational Curriculum Overview
Institution:
University of Cumbria
Author:
University of Cumbria, Institute of Education
Target Audience:
Teacher Trainees, Mentors, Education Professionals
Period of Action:
2021/22 academic year
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2025
Region / city:
Not specified
Subject:
Education
Document type:
Curriculum Plan
Institution:
St Catherine Primary School
Author:
Not specified
Target audience:
Teachers and students
Period of validity:
Spring Term 1 2025
Approval date:
Not specified
Date of changes:
Not specified
Year:
2023
Region / City:
N/A
Subject:
Early Childhood Education, Literature
Document Type:
Curriculum Resource
Organization / Institution:
N/A
Author:
N/A
Target Audience:
Early Childhood Educators
Period of validity:
N/A
Date of approval:
N/A
Date of amendments:
N/A
Service:
Lung Cancer Whole Pathway
Document type:
Commissioning guidance
Health system:
NHS England
Period:
2024/25
Date of review:
April 2026
Scope:
Direct and specialised commissioning
Clinical focus:
Lung cancer
Geographical context:
United Kingdom
Policy context:
NHS Long Term Plan
Related pathway:
National Optimal Lung Cancer Pathway
Commissioning themes:
Early diagnosis, reducing variation, living with cancer
Evidence base:
NICE guidance and national standards
Year:
2019
Term:
3
Class:
Grade 2 & 2/3
Teacher:
Tim Birthisel
Start Date:
17/07/19
Review Date:
16/08/19
Learning Goals:
To develop an understanding of how their brain works and how to manage emotions
Targets:
Develop a sound understanding of how their brain operates, Develop and use strategies to keep the “emotional (animal) brain” in check
Baseline:
Students have a low ability to emotionally regulate themselves
Achievement Measurement:
Observation, bookwork, questioning, practicing
Lesson Strategies:
Introduction to Brain Talk, Seek and Avoid, Fight, Flight, Freeze, Reward Seeking, Feeling & Thinking Brain, Facts & Feelings, Making Choices, Bubble Pop Loop
Weekly Target:
Understand the role of Mr. Mouse in their Brain, Understand how Mr. Myg and Mr. Buster impact decisions, Use strategies to keep the emotional brain at bay
Teacher Reflection:
Achieved, Partially Achieved, Not Achieved
Additional Comments and Recommendations:
Various reflections
Year:
2026
Region / City:
Glasgow
Theme:
Career Education, Employability, Vocational Skills
Document Type:
Project Summary
Organization:
Woodfarm High School
Author:
Francesca Vannini, Paul Lindsay
Target Audience:
Educators, Employers, Parents, Students
Period of Application:
2022-2026
Approval Date:
N/A
Date of Modifications:
N/A