Covers the basics of baking, which give the essential skills to build upon. Many different products made each week, the preparation for the assessments is thorough. The kitchens are really well equipped, the tutors highly competent while the atmosphere remains relaxed and friendly.
Poor internet facilities, unorganized. Some teachers are excellent but some are very very bad.
Tutor's were great, very helpful in particular Nicola the sociology teacher. The only isse with the college is the organsiation, the administration is awful, I had to re sit Maths GCSE and had 3 different tutors and thwe times of classes kept being changed, nit good when you have to work.
The most unorganized place I have ever been!! Tutors are lazy, bored and uninspirational, course leaders are the most unhelpful people ever, taught alot by external tutors most who are unqualified.
Broken, dirty dance studios with 4 ballet barres, acting studios with CD players, doubled booked rooms constantly, nothing works.Student life
Manchester is brilliant, I'm from Yorkshire and love living in Manchester. Loads to do and places to go, meet really nice people, great place to live.
The topics chosen in all the 3 sciences were very vocatoional relevent tasters and thus informed students of career possibilites or pitfalls. On the other hand their seemed to be limited opportunities for practical experiments and no visits to outside science based organisations or facilites. Students were expected really to do much of the work much based on using a computer and surfing the web. Although there was a wide spectrum of abilites and interests informal groups emerged and I feel that there should have been more structured sessions on team work and time management.
Catering facilities Excellent, good value and enough choice, long opening hours Library/Learning Centre and computer facilites Library good, but short of new books. Many classes held in library using booked computers different subjects and basic skills so often short of computers which really were essential in researching assignments. Often breakdowns in IT systems. Students socialising instead of working giving a non productive chattering backgroud, irrated serious students. Welfare support from my experience seemed very focussed on direction rather than supporting students generally in life.Student life
The student council seemed to be a sounding board for the 2/3 college funded/managed 2 or 3 students socials. A toothless barking dog Lack of support for wider students issues like grants for HE etc. Had no societies clubs or seperate student facilities. Obviously the range of people and times of classes were a large factor, but it was at the end of the day a management attitude as well On my course which had a wide age spread, many people had either families or part time or full time jobs or both nevertheless the work ethos was the main pulse and students out of class interests were not actively encouraged or mentioned. Very thin.
This is a part-time evening course for those who have a grounding in Arabic language or who have already studied Arabic at beginners level. The course combines study at two levels--GCSE (Edexcel) and ABC Level 1 (for improvers)--although it is aimed principally at GCSE students. It operates on a 'rolling' basis: you may attend as many times as it takes you to get the GCSE qualification. The syllabus comprises reading, writing and listening (the option for speaking is available on request) and is limited to Standard Arabic. The amount of effort and knowledge required to pass the GCSE may be more than you expect and improvers should think seriously about taking the ABC Level 1 before attempting the GCSE. (There should be no need to decide for the first few weeks.) Because the teaching is pitched at GCSE level, the ABC students are effectively 'passengers' picking up whatever they can on the way. Although they may benefit from being in contact with more advanced students, many improvers might find the pace overwhelming. Because of the amount of GCSE material to get through and the limited time available, the classes often have the feel of tutorials, with less emphasis on teaching and more on practice. Consequently, students may find it a good idea to arrange their own learning via good books, particularly on Arabic grammar. However, the native Arabic tutor is an 5 resource and will happily check and correct any completed homework and anything you decide to put together yourself. Unfortunately, the course can sometimes suffer complications, in part due to its dual-level nature. Students might find that the tutor works far too quickly or that the writing on the board is not clear (essential if you are learning Arabic!) The onus is very much on the student to ask if anything is not clear. (Make sure you do.) Also be warned that some of the reference material is entirely in Arabic. There are no recommended texts and little helpful guidance on learning resources. (The Arabic-English dictionary by Awde and Mastering Arabic Grammar by Wightwick are essential.) One of the problems experienced by new students concerns the qualifications themselves. At the start of the year it may not be clear what qualifications are available, the amount of work involved and which qualification you are best suited to. It may also not be clear what is involved in terms of the course syllabus, the options available, how many papers make up the examination and even when the examinations are. Again, ask. If its not clear, ask again. There may be other practices that you disagree with that may be influenced by corporate performance targets.
Pretty intense. Quite difficult with only 1 session a week and you learn new things right up until the end. Very helpful & understanding teacher makes it better though.
Clean, modern venueStudent life
Friendly people but haven't socialised outside of the course