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they share resources. It means the
Centres are able to be equipped with more specialist technology that would otherwise be cost-effective for individual schools, and will be a 'draw' for pupils and the community as a place to experience the latest technology, as well as meet and exchange ideas. In cases where transport is difficult (or for times when getting to the Centre isn't practical), schools will be able to access the Centres' resources remotely through a '
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262:, but not the funding required for subscriptions for such software. It should not be used to pay for consumables, staffing costs or other non-CLC purposes. In addition, this money must be spent on the Centre and not simply shared out amongst its partner schools, unless it is to improve connectivity between a Centre and partner schools.
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Funding for CLCs was completely abolished when the coalition government came into power in May 2010. The majority of CLCs have closed leaving some still operating. City
Learning Centre's now generate income directly from schools, local authorities, others work with businesses or a combination of all
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and replicable lesson plans, extra curricular activities and to discover new ways of using technology in the classroom. An important reason for using the
Centres, as well as spreading technology more widely, is that it encourages schools to work more co-operatively with each other, sharing ideas as
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programme to ensure they were able to cater for the requirements of local schools and businesses within the area, with an emphasis on enhancing opportunities in disadvantaged areas. Up to £1.2 million of
Revenue Funding per CLC was available for capital and initial start-up costs plus recurring
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After their first year of operation, an additional £150,000 was available for
Capital Redevelopment Funding to ensure their technology remains at the forefront. However, unlike revenue funding, it was only released from the first full
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exceeded 100, and steadily grew since their introduction in 2001. Many City
Learning Centres are established on the same ground as an existing school (for example, South Sefton City Learning Centre was established on the grounds of
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that a CLC was fully operational, requiring that a Centre must be open before 31 March in order to trigger funding in the following financial year. This was limited to building and structure work,
204:-based learning opportunities for the pupils at the host school, for pupils at a network of surrounding schools and for the wider community. The centre aims to enhance learning across the whole
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City
Learning Centres offer a wide range of activities and facilities to the pupils in the surrounding area. Some of the facilities or available activities include:
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establishments cater to any age and level of ICT understanding, and some offer conferencing facilities which are pre-bookable by local businesses.
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by providing courses and opportunities for individual pupils from schools around the area. The
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Expertise in the use of mobile devices such as the iPad in teaching and learning.
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The
Centres are there for schools to use and to come up with interesting,
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Consultancy on the use of a range of technologies within the curriculum.
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Use of expertise in teaching and learning not available in schools.
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Facilities to print large scale industrial-size printing.
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Use of specialist video editing equipment and software.
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Use of computer facilities not available in schools.
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358:The Standards Site - Excellence in Cities
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133:contains content that is written like
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44:secondary or tertiary sources
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55:"City learning centre"
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303:Apple Macs
287:Activities
276:innovative
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206:curriculum
162:March 2012
142:improve it
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66:newspapers
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361:Archived
328:See also
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233:Funding
222:England
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216:Growth
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