Raising Attainment Sample Clauses

Raising Attainment. 35. The University recognises that attainment at school or college is a key factor in the educational opportunities available for a student considering work or study. As a selective University with a high entry tariff the issue is fundamental to our ability to widen participation. The introduction of programmes such as Supported Progression and the Xxxxxx Trust Programme, detailed below, were in direct response to the burden placed on able students, with the potential to study at Durham, to achieve our high entrance requirements despite coming from schools with low overall achievement. The Supported Progression Compact Scheme (SP)
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Raising Attainment.  Increase the number of schools with an engaging with the drive to raise attainment  Evidence of an engagement plan with those schools selected to participate  Demonstration of SMART targets  Uptake of interventions available through the menu of options  Increase the number of Edge Hill University staff who perform roles as Governors in local schools and colleges
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Raising Attainment. The University works closely with regional schools and colleges, and with initiatives supported by Excellence in Cities / Aimhigher, and delivers: ▪ Year 10 Master Classes: held over three successive Saturdays on campus in February / March each year. Approximately 10 subject areas and 400 pupils across Newcastle and Northumbria universities (200 at Newcastle University). ▪ Master Classes / Taster Programmes for Year 12/13 students in a range of disciplines to support and enrich A Level / AVCE study. Approximately 10 subject areas and 200 students per annum ▪ CPD programmes for teachers and progression coaches, including updating and training sessions for relevant staff on issues to do with higher education progression. Also under development are a range of activities to raise aspirations, awareness and attainment, and promote progression to STEM subjects, as part of Newcastle University’s work as a strategic partner in the Science City initiative. The University has recently committed £50,000 to support the bid for Specialist Enterprise College status by All Saints College, Newcastle, under a unique partnership arrangement including Newcastle LA, the University and the Diocese. The University also delivers approximately 90 different programmes of activity in STEM subjects for young people across the region each year, delivered largely by staff in the Faculties of Science Agriculture and Engineering and Medical Sciences.
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Raising Attainment. The University works closely with regional schools and colleges, and with initiatives supported by Excellence in Cities / Aimhigher, and delivers:  Year 10 Master Classes: held over three successive Saturdays on campus in February / March each year. Approximately 10 subject areas and 400 pupils across Newcastle and Northumbria universities (200 at Newcastle University).  Master Classes / Taster Programmes for Year 12/13 students in a range of disciplines to support and enrich A Level / AVCE study. Approximately 10 subject areas and 200 students per annum  CPD programmes for teachers and progression coaches, including updating and training sessions for relevant staff on issues to do with higher education progression. The University has recently committed £50,000 to support the bid for Specialist Enterprise College status by All Saints College, Newcastle, under a unique partnership arrangement including Newcastle LA, the University and the Diocese. The further development of our extensive partnerships with schools and colleges is under way. Also under development are a range of activities to raise aspirations, awareness and attainment, and promote progression to STEM subjects, as part of Newcastle University‟s work as a strategic partner in the Newcastle Science City initiative. As part of this programme, the University also delivers approximately 90 different programmes of activity in STEM subjects for young people across the region each year, delivered largely by staff in the Faculties of Science Agriculture and Engineering and Medical Sciences. In 2008-09 STEM Interns will be appointed to develop curriculum-relevant resources for delivery by Student Ambassadors in schools. These developments are being supervised by teacher consultants.
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Raising Attainment. The University plays a direct role in improving school quality and pupil attainment and is an active partner in innovative projects designed to unlock student potential; address skills gaps within the region; improve the gender balance in STEM; and provide fair access to the very best education. The projects outlined below demonstrate how we will continue to raise attainment via shared governance arrangements, assisting with curriculum design, mentoring of students and other education support. We are working with the Department for Education (DfE) to investigate how we may share our expertise more widely and contribute to any national developments in this area.
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Raising Attainment. The University aims to support attainment in local schools and colleges, particularly as we recognise that GCSE attainment is a strong predictor of the likelihood of young people 21 Department for Education (2016) Schools that Work for Everyone, Government Consultation. Available at xxxxx://xxxxxxx.xxxxxxxxx.xxx.xx/school-frameworks/schools-that-work-for- everyone/supporting_documents/SCHOOLS%20THAT%20WORK%20FOR%20EVERYONE%20%20FINAL.PDF progressing into higher education 22 . We have previously delivered sustained mentoring activity to support attainment, but have been unable to evidence any impact. We therefore plan to pilot a new project in 2017-18, which will be expanded in 2018-19. Our schools and colleges have specifically identified concerns about attainment in GCSE English and our project will therefore focus on this area. We recognise that achievement of GCSE English at Grade C/4 or above can be essential for progression into university or employment. Using a mix of trained Student Ambassadors and staff, we will support at least two schools and colleges in 2018-19 in intensive English support for students otherwise unlikely to achieve Grade C/4. We will pilot this with at least one school or college in 2017-18, and will use evaluation and tracking to develop the project for 2018-19. The indicator of success will be an increase in the grades achieved based on the predicted grades of students prior to their participation in the project.
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