ib world school - dane court grammar...
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DANE COURT GRAMMAR SCHOOL
IB World School
International Baccalaureate
Careers Related Certificate
Prospectus 2013
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“We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented,
in order to solve problems we don’t even know are problems yet.”
(Karl Fisch, “Did You Know”)
Today’s students need to be prepared for tomorrow’s rapidly changing and competitive jobs market; at Dane
Court we want our students to become self-confident, internationally minded learners who can play an active
part in this changing world. The International Baccalaureate Career-related Certificate (IBCC) aims to provide a
curriculum for students that will equip them for further education and also the world of work.
What is the IBCC?
The IBCC is a new ‘package’ of qualifications that World Schools like Dane Court can deliver from 2012. It
combines the academic rigour and principles of the IB with well-established vocational qualifications and a
unique ‘core’ course. This means that our Sixth Form students will have the opportunity to participate in an IB
education while following a career-related course that suits their talents and aspirations.
The aims of the IBCC
To develop students who are well equipped for the world of work
To encourage students to think creatively and independently and become lifelong learners
To provide a locally relevant education that develops in our students the capacity to make a positive
difference
To remove the distinction that exists in many educational systems between knowledge skills and
practical skills
How will the IBCC be taught?
A vocational course
worth two A Levels A ‘core’:
Approaches to Learning
Reflective Project
Community and Service
Basic language skills
Two IB subjects at
standard level
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Head of Department: Miss C Diffley
Aims of the Course
The Edexcel GCE in Applied Business is a broad-based qualification that provides the opportunity for
students to explore the world of business in a highly practical way. By adopting an investigative approach,
students will develop a range of skills whilst discovering the problems and opportunities faced by local,
national and international businesses – providing excellent preparation for further studies at university and
hands on experience ready for entry into the world of work.
An understanding of business will benefit most career paths. Business Studies is an exciting and interesting
subject which can help you to understand the world in which we live. Businesses are dynamic organisations
that reflect the values of society and the people working within them. A study of business will help you to
gain an insight into both. Whether you have aspirations of becoming an entrepreneur, want to pursue a talent
or interest and still make a living, or wish to follow a more fixed profession, business is likely to be useful to
you. Business Studies is a flexible subject that provides academic learning as well as an opportunity to
develop practical skills. It may be combined with and will compliment a wide range of subjects.
Course Outline
The qualification has an AS/A2 structure and is available as a Single Award (3 units AS, 6 units A2) or
Double Award GCE (6 units AS, 12 units A2). Two thirds of the units are assessed internally on a
coursework portfolio basis and one third is an external written examination. We will be offering the course as
a Double Award.
Assessment
The AS units focus on investigation. This will include learning about:
Unit 1: Investigating People at Work (externally assessed through written examination)
Unit 2: Investigating Business (internally)
Unit 3: Investigating Marketing (internally)
Unit 6: Investigating Promotion (externally)
And two from the following three units (all internally assessed)
Unit 4: Investigating Electronic Business
Unit 5: Investigating Customer Service
Unit 7: Investigating Enterprise
The A2 units focus on decision making and the impact of decisions on business. Students will learn about:
Unit 8: Business Development (externally assessed through written examination)
Unit 10 Marketing Decisions (externally assessed through written examination)
And four from the following five units (all internally assessed)
Unit 9: Managing and Developing People
Unit 11: Impact of Finance on Business Decisions
Unit 12: International Dimensions of Business
Unit 13: Organising an Event
What do I need to know or be able to do before taking this course?
Anybody who satisfies the general entry requirements to the Sixth Form should regard themselves as
potentially suitable for this course. A Business Studies GCSE or equivalent qualification would be useful,
however.
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Head of Department: Mrs J Baker
Aims of the Course If you like working with people and want to do something rewarding and worthwhile in your adult life, this course may open doors for you. Whether or not you have made up your mind about what you want to do or be when you leave school, Health and Social Care will give you the opportunity to make decisions, to explore the huge number of career options and possibly to rule out any areas that are not for you. We plan to make the course fun, activity packed and to get out and about as much as we can. We may even visit another country to compare Health and Social Care provision. You will be the next generation of highly qualified adults to enter the Health and Social Care Profession.
Course Outline This course is a vocational qualification leading to a Cambridge Technical Diploma in Health and Social Care (equivalent to two A Levels). The course provides a broad background in Health and Social Care which allows students flexible progression routes and a variety of pathways into various careers. Assessment
The course consists of coursework units which are internally assessed and externally moderated. There is no examination. A variety of methods may be used to present work for assessment. The focus will be upon high quality evidence which is well researched, referenced and professionally presented.
Over the two years students will gain a total of 120 credits, which is equivalent to a maximum of 280 UCAS points (150 credits worth of mandatory units and 70 credits worth of optional units).
Compulsory Units:
Developing effective communication in health and social care (10 credits) Equality, diversity and rights in health and social care (10 credits) Health, safety and security in health and social care (10 credits) Development through the life stages (10 credits) Sociological perspectives for health and social care (5 credits) Psychological perspectives for health and social care (5 credits)
Optional Units: Students will have some opportunity to select the optional units according to their interests and career preferences. Optional units may include some of the following:
Nutrition for health and social care (10 credits) Caring for older people (5 credits) Dementia care (5 credits) Promoting health education (10 credits) Dealing with challenging behaviour (10 credits) Physiology of fluid balance (10 credits) Human inheritance for health and social care (10 credits)
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Head of Department: Mr A White
Aims of the course
The course is designed to give students the opportunity to gain an education and specific qualification to
enter employment in the sport sector or to progress to higher education qualifications. The course has a range
of opportunities to develop sport specific knowledge and understanding, as well as techniques, personal skills
and attitudes essential for successful performance in working life.
Course Outline Students will complete 12 units over the period of the course:
Unit Aim
Anatomy for Sport and Exercise Understand the structure and function of the
human body.
Sport and Exercise Physiology Understand the body in action from a
biological perspective.
Fitness Training Understand the fitness requirements, methods
of training and plan, monitor and evaluate a
fitness training programmes.
Fitness Testing for Sport and Exercise Understand, conduct and analyse a range of
laboratory-based and field-based fitness tests.
Sports Nutrition Understand the concepts of nutrition and plan
a diet appropriate for a selected sports
activity.
Sport and Exercise Psychology Understand the effects of personality and
motivation on sports performance the
relationships between stress, anxiety, arousal
and understand group dynamics in sports
teams.
Research Methods for Sport and Exercise Understand how to carry out effective
research and how it helps an athlete.
Research Project in Sport and Exercise Conduct studies & investigate sporting issues
Sports Coaching Be able to understand, plan and deliver a
sports coaching sessions.
Current Issues in Sport Understand how contemporary issues,
cultural influences and barriers affect
participation in sports activities.
Sports Injuries Understand how common sports injuries can
be prevented and their symptoms
Be able to plan and construct treatment and
rehabilitation programmes for common
sports injuries.
Analysis of Sports Performance Understand the performance profile, be able
to analyse and provide feedback to athletes
regarding performance.
Assessment Students will be assessed in a variety of situations, including practical performance, exams and coursework
tasks. Each unit is mared individually with students gaining either a distinction, merit or pass. The first six
units in year one create half of your score and the final six units in year two the other half. On completion of
the course over two years the student would then achieve one of the following awards and resultant UCAS
points;
UCAS Points BTEC (D – Distinction / M – Merit / P – Pass):
DD = 240 DM = 200 MM = 160 MP = 120 PP = 80
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What is ‘Approaches to Learning’?
The Approaches to Learning (ATL) strand is part of the IBCC core. It is a course that emphasises the
development of transferable life skills needed to operate successfully in a variety of contexts, now and in the
future. It helps students to ask questions such as how do I learn best, how do I know and how do I
communicate my understanding?
Through approaches to learning, students are provided with the tools to enable them to take responsibility for
their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of
how they learn best, of thought processes and of learning strategies.
What are the aims?
The ATL course aims to encourage students to be:
confident and competent communicators
reflective, creative and critical thinkers
responsible for their own learning and development
problem solvers
aware of and sensitive to different cultures and perspectives
Topics covered in ATL lessons will include:
1. How to work as part of an effective team
2. Debating ethical issues
3. Interview skills
4. How to plan, organise and complete a project
5. Basic language skills (we can offer modern European languages and Braille)
How will it be taught?
You will have timetabled ATL lessons but there will be considerable crossover between this, the reflective
project and your vocational studies.
How will it be assessed?
Approaches to learning will be internally assessed by the school. A portfolio of evidence will be compiled by
each student and submitted at the end of the course.
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What is the ‘Reflective Project’?
This is an in-depth body of work produced over an extended period and submitted towards the end of the
course. It should reflect the student’s experience of the IBCC, and in particular, the area of vocational study.
The aims of the project are:
To produce an extended piece of work
To engage in personal enquiry, action and reflection
To develop research and communication skills
To develop skills of critical and creative thinking
How does it work?
Students will be required to:
Identify an issue of interest arising from their vocational study
Then identify an ethical dilemma associated with it
Research the issue
Work with the local community
Present the project using skills developed in the Approaches to Learning course. The format could
be a written essay of no more than 3,000 words, or it could take the form of a film, PowerPoint
presentation or website.
Ideas might include:
Should school meals be sourced locally?
Should the Government be required to fund lifeguard provision?
What is the impact of tourism on the environment in Ramsgate?
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What is ‘Community and Service’?
In this aspect of the IBCC core, students have to liaise with members of the local community and undertake
unpaid and voluntary activities that help the community and also have a learning benefit for the student. 50
hours is the suggested time to be spent over 2 years.
The course aims:
To provide a service that meets a community need
To develop working relationships with the community
To build on students’ existing skills while developing new ones
How does it work?
Students will be required to do the following:
PLAN - Identify a community need. It may relate to your vocational study. Then find a
community partner with whom you can draw up a plan for your project.
DO - Lead and manage your project, solving problems and applying solutions
REFLECT - During and after the ‘do’ stage, reflect upon what you have learned in terms of
knowledge and skills. This could be a written journal, a news article or a film.
Ideas could include:
Designing and creating an eco-friendly garden in a local school. (This would involve learning
about ecosystems)
Raising awareness of health issues that are problematic in the local community. (e.g. learning
about types 1 and 2 Diabetes)
Developing a website to increase awareness of a local facility (thereby learning and improving
skills of web design)
Designing a youth development programme for the local area (e.g. learning about adolescent
behavioural problems)
How is this assessed?
The Community and Service element of the IBCC is internally assessed by the school.
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INTERNATIONAL BACCALAUREATE RESULTS 2012
No of students entered Percentage achieving the Diploma Average Diploma points score
25(2012) 100 34.3
21(2011) 100 33.8
19(2010) 100 32.0
UK/Worldwide average 77.9(2011) 29.6(2011)
SUBJECT RESULTS (7 is the highest grade)
HIGHER LEVEL
SUBJECT ENTRIES 7 6 5 4 3 2 1 Average
(School)
Average
(Worldwide)
English 11 3 7 1 5.2 4.7
French 1 1 5.0 5.1
German 4 1 3 5.3 5.8
Spanish 1 1 6.0 5.5
History 5 4 1 5.8 4.7
Mathematics 6 1 2 1 1 1 5.0 4.4
Philosophy 4 2 2 5.5 4.7
Biology 9 4 1 3 1 5.9 4.4
Chemistry 9 4 1 1 2 1 5.6 4.6
Physics 9 2 4 3 5.6 4.7
Film 6 2 2 2 4.0 4.6
Geography 5 3 1 1 6.4 5.1
Psychology 4 1 3 5.3 4.6
Social Anth. 1 1 7.0 5.0
TOTALS 75 15 21 25 10 3 1 5.5 4.9
% attaining
each level
20.0 28.0 33.3 13.3 4.0 1.3
A level Grade equivalent A* A B C D
STANDARD LEVEL
SUBJECT ENTRIES 7 6 5 4 3 2 1 Average
(School)
Average
(Worldwide)
English 14 4 10 6.3 5.0
French 7 1 2 2 2 5.3 4.8
German 1 1 5.0 5.2
Italian (Ab) 6 5 1 3.8 4.9
Spanish (Ab) 6 4 2 5.7 5.2
Mathematics 7 1 2 3 1 4.0 4.5
Mathematics
(Studies)
12 2 3 5 1 1 5.3 4.7
Biology 4 1 1 2 5.0 4.3
Chemistry 4 1 1 2 5.0 4.1
Physics 1 1 7.0 4.2
Film 2 2 6.0 4.3
Geography 6 3 2 1 6.3 4.5
Psychology 1 1 6.0 4.2
Social Anth. 3 1 2 5.3 4.6
Visual Arts 1 1 7.0 4.4
TOTALS 75 15 25 17 12 5 1 5.5 4.6
% attaining
each level
20.0 33.3 22.7 16.0 6.7 1.3
A level Grade equivalent A* A B C D
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Subject A* A B C D E U Total
Art & Design 2 0 0 2 3 0 0 7
Biology 2 3 4 4 2 4 0 19
Business Studies 0 0 0 2 1 1 0 4
Chemistry 1 5 4 3 0 0 0 13
Computer Studies 0 0 1 1 0 1 0 3
D&T Food Technology 1 0 3 1 0 0 0 5
Design and Technology 0 2 3 8 2 1 0 16
Drama 0 0 1 3 2 1 0 7
English Literature 9 7 22 21 6 0 0 65
French 0 1 0 0 1 0 0 2
General Studies 2 7 11 27 34 23 16 120
Geography 0 3 4 4 8 0 0 19
German 0 1 0 1 2 0 0 4
History 0 2 7 7 4 0 0 20
Mathematics(Further) 0 0 1 0 1 0 0 2
Mathematics 1 5 8 6 10 1 1 32
Media Studies 1 1 14 13 5 0 0 34
Physics 0 3 9 4 5 4 1 26
Psychology 0 6 7 18 7 5 2 45
Religious Studies 0 0 1 2 2 1 0 6
Sociology 0 2 1 8 3 1 0 15
Spanish 0 2 1 0 1 0 0 4
Sport/PE Studies 0 0 1 1 2 2 0 6
Totals 19 50 103 136 101 45 20 474
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Our students have achieved their A level or IB examination results and now gone on to a variety of destinations.
70% achieved their first choice university place and 10% went to their insurance choice.
A small number were allocated a place through Clearing
8% are taking a gap year and the other students are in employment
The vast majority of our students take up places to study at university: some examples are, Developmental Psychology at
Oxford, Medicine at Cambridge, English at Leicester, French and Modern Greek at Kings, Civil Engineering at
Loughborough, Primary Education at Christ Church Canterbury, Geography at Southampton, Landscape Architecture at
Sheffield, Radio and Film Production at Newcastle, and Chemistry at Sussex.
The table below shows our IB students university offers in April 2012
Subject University IB Points University IB Points
Firm offer Insurance offer
Psychology Bristol 36
6,6,6 at HL
Sussex 35
5 in Psych
Philosophy Heythrop 28 Kent 35
15 HL
Law Nottingham 38 Leicester 36
English Exeter 34
6 in English
UEA 32
5 in English
Geography Southampton 34
Geology Southampton
32
16 HL + 5 in Phys
and 6 in Maths
Birmingham
32
6 in Geog or
Physics
Classics and English Nottingham 34
6 in HL English
UEA 33
Engineering Bath 36
6 in HL Maths
Modern History Southampton 34
17 at HL, 6 in
History
Kent
33
or 16 at HL
5 in History
Biomed science Southampton 32
15 at HL + 6 in
Chem
Kent 32
Surrey 36 Exeter 32
Psychology Kent 36 Essex 34
Medicine Cambridge 40
7,7,6 at HL
Nottingham 38
6,6,6 at HL
English Christ Church 28
Criminology Surrey 34
Psychology Lancaster 34
16 at HL
University of East Anglia 32
Bio med Southampton
32
with 16 at HL and
6 in chem.
Warwick
35
with 6 in bio
and 5 in
chem.
English Exeter 34 Plymouth 27
Modern Languages Southampton
34
17 at HL and 6 in
Ger and Sp
Exeter
32
5 in German
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International Baccalaureate at Dane Court Grammar School
March 2011
This document was a report commissioned by Her Majesty’s Inspectorate on the IB, written in response
to their visit to Dane Court earlier this year.
Context Dane Court Grammar is a larger-than-average sized selective 11-18 school with specialist status for
languages. It serves a mixed socio-economic area, which relies heavily on part-time employment. The
large majority of students are from White British backgrounds, but the proportion from minority ethnic
backgrounds is increasing. The proportion of students entitled to free school meals is below the national
average but 50% of students who enter the sixth form are entitled to the EMA grant. The International
Baccalaureate (IB) is offered as an alternative option to A’ Level in the sixth form. Fifty of the 330
students in the sixth form take the IB programme. The school intends to adopt the Middle Years
Programme in the near future.
Results 2010 In 2010 the first cohort of 19 students took the IB diploma. All students were successful in gaining the
diploma and their results ranged from 27 points to 40. Achievement for this group of students was
impressive. The school average for the higher level subjects in the IB exceeded the international average
in five subjects, English, History, Philosophy, Biology and Film. English results were particularly
strong, with two students gaining seven points, the top grade. The school total across all higher level
subjects matched the international average. All students in this cohort were of above average ability,
though only two students were classed as high ability as indicated by school data. Students’ progress
was outstanding. All gained a place at a university of their choice or in employment. Eighty-five percent
of these students were first generation university candidates. One boy gained a place at Cambridge and
he explained the positive impact of the IB on his success, writing ‘You have to do tough things on the IB.
For me, the main lesson was perseverance’.
Independent Learning HMI interviewed nine students from Year 12 and 13. All enthused about the IB and spoke effusively
about their independent study which includes the Extended Essay, Creativity, Action and Service (CAS)
and the Theory of Knowledge (TOK) elements of the course. The Year 13 students said the 4000 word
Extended Essay was ‘very challenging, probably the hardest part of the IB’ but all valued the experience
and felt this aspect prepared them exceptionally well for university. They chose the essay titles in
conjunction with their tutor and all were original. Titles such as ‘Do organic fruits contain more vitamin
C than their counterparts?’ demonstrated the range of subject matter studied and students’
inquisitiveness. Students appreciated the opportunity to learn about the Harvard referencing system and
visiting university libraries to carry out research for the extended essay. All agreed ‘it gives us a greater
independence, we are thinking for ourselves’. They commented with irony that although the essay is
only worth 1.5 points it holds the key to the diploma. Without exception, the students were proud of
their achievements in this aspect.
Theory of Knowledge Students described the Theory of Knowledge as ‘Challenging’. One student said ‘it makes your brain
melt’ explaining the questioning, critical thinking and discussion elements of the Theory of Knowledge
course. Another explained that he saw things in everyday life that previously he would take for granted,
‘questioning things more readily’. This learning attribute was evident in lessons. High quality debate
and questioning of presented information was an intrinsic feature in the English, Physics and Geography
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lessons observed. Students’ knowledge of the learner profile was strong, but they explained that learning
the skills was implicit. As one student said ‘we don’t focus specifically on it, but it is ingrained in all we
do’.
Teaching Teachers demonstrated excellent subject knowledge and were highly skilled at planning lessons which
developed students’ understanding and skills. All lessons involved activities which matched the
students’ needs exceptionally well. Teachers adapted their teaching style effectively to lead, challenge or
support the students throughout the lesson. Staff and students enthused about the holistic nature of the
course and linking subjects together. An example of this was the joint work between the English, History
and Language department in studying World War 1. Teachers appreciated the flexibility in the
curriculum. They said the ‘latitude is lovely, but terrifying’, describing how ‘not setting parameters’ and
‘relying on students independent study’ was much better for students, but more difficult for teachers,
though ‘invigorating’. They described the curriculum as ‘something refreshing because if empowers
teachers to be creative’. Teachers spoke of being taken ‘out of their comfort zone’, particularly with
regard to assessment. However, this led in turn to imaginative ways to assess work. For example, the
staff assessed an ‘interactive oral’ by filming it. In addition, the English department built on the
experience of the Language department to teach students to excel in the English oral, as previously this
was not a discrete area of study.
Range of Courses on the IB Programme
Students on the IB felt it provided more flexibility over future career choices than the A’ level route.
Two thirds of the Year 12 students spoken to chose the IB because they were undecided about career
paths and wanted to keep their options open. They said the number of subjects studied (six) was ‘not
much of a change from GCSE in terms of workload, though higher level subjects were more difficult
than standard’. Three students said it would ‘give them an edge for getting into university’. They
appreciated studying a language and two students said this would enable them to work internationally
and to gain a place at a university abroad. However, from the seven Year 11 students spoken to, only
three were certain they would take the IB. Those expressing doubts cited studying more subjects than
required at A’ level, resulting in a higher workload, as a potential barrier.
IB and IBCC training
Staff teaching on and leading the IB were highly motivated by the programme and likened it to receiving
a ‘massive injection of adrenaline’. They were excellent ambassadors for the IB and were passionate
about the need to deliver ‘internationalism’ to their students. Such is their drive that they are running a
pilot IB project with eight local non-selective schools to link the IB with vocational studies as part of the
IBCC. They regarded the IB training as ‘some of the highest quality experienced’ and cited the ongoing
support received from online forums, collaboration with colleagues internationally and from the IBSCA
as excellent. Members of staff were excited by discussing their subject with colleagues from Africa,
Europe and the Middle East. They described the IB programme itself as ‘liberating to teach’ and
explained how they were ‘taken out of their comfort zones’, being introduced to subject matter they had
not considered since university. Teachers were highly motivated, attending training during holidays and
weekends. All considered the progress made by students in their emotional and social development in
particular as exceptional. Progress they felt was immeasurable in terms of students’ future potential at
university, in the workplace and in their contribution to society in general.
Gill Jones
HMI
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The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers: They develop their natural curiosity. They acquire
the skills necessary to conduct inquiry and research and show
independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues
that have local and global significance. In so doing, they
acquire in-depth knowledge and develop understanding across
a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying
thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical
decisions.
Communicators: They understand and express
ideas and information confidently and creatively in
more than one language and in a variety of modes of
communication. They work effectively and willingly in
collaboration with others.
Principled: They act with integrity and honesty, with
a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They
take responsibility for their own actions and the
consequences that accompany them.
Caring: They show empathy, compassion and respect
towards the needs and feelings of others. They have a
personal commitment to service, and act to make a
positive difference to the lives of others and to the
environment.
Risk-takers: They approach unfamiliar situations and
uncertainty with courage and forethought, and have the
independence of spirit to explore new roles, ideas and strategies.
They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual,
physical and emotional balance to achieve personal well-being
for themselves and others.
Reflective: They give thoughtful consideration to their own learning and
experience. They are able to assess and understand their strengths and
limitations in order to support their learning and personal development..
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Dane Court Grammar School Broadstairs Road
Broadstairs
Kent
CT10 2RT
Tel: 01843 864941
www.danecourt.kent.sch.uk